Great eLearning          vs.    Online Road Kill: How can you tell the difference?                  Brian BridgesDirector,...
Road Kill Slides and Links¡ http://brianbridges.org
Today’s Entrees¡ Who is eLearning & what models are they   using?¡ What’s the difference between a quality   online cour...
Dessert Possibilities¡ What processes and tools can I use to   evaluate courses in alignment with our   district goals?¡...
Required reading for  the revolution¡ Disrupting Class ¡ Clayton Christensen & Michael Horn¡ Classifying K-12 Blended L...
California Learning Resource Network       Your one-stop source for Common Core or CA standards-     aligned electronic le...
Online Courses¡ Six Subjects¡ CCSS & Content Standards¡ iNACOL Course Standards
Electronic LearningResources S Software, Internet, video, & online   courses S Six subject areas S Common Core State St...
FreeWeb InformationLinks• Reviews of 5,900 free and commercial-free web sites • Aligned to CCSS• Free software and web too...
National eLearning data    Not really.    You already took the blue pill.
Florida Virtual School                         303KFLVS
How are your studentsgoing to learn online?¡ Full-time virtual school¡ Blend online learning with classroom   instruction
Classifying K-12Blended Learning                    May 2012Heather Staker & Michael Horn
Blended learning, V2Blended learning is a formal education program inwhich a student learns at least in part throughonline...
Blended Learning¡ Only 10% of students will join virtual   schools.¡ Blended learning (blended/hybrid) will   dominate¡...
Four Blended Models¡ Rotation¡ Flex¡ Self-Blend¡ Enriched Virtual
Rotation¡ Students rotate on a fixed schedule   between learning online in a one-to-one,   self-paced environment and sit...
Rotation Varieties¡ Station Rotation¡ Lab Rotation¡ Individual Rotation¡ Flipped Classroom
Flex Model¡ Students take all or a majority of their   courses online (at school) and on-site   teachers or paraprofessio...
Self-blend¡ Students chose to take one or more   courses entirely online (at home or at   school) to supplement their tra...
Enriched Virtual¡ Students divide their time between   attending a brick-and-mortar campus and   learning remotely using ...
California eLearning Census: Trending Past the Tipping        Point    http://www.clrn.org/census/                  Brian ...
Census Motivation¡ Collect accurate virtual and blended   learning populations¡ Understand the blended models in use¡ D...
Census Question Set¡ Collaborated with Evergreen   Education Group¡ Pestered Horn/Staker for updated   definitions
Question Set¡ Do your students participate in online   learning? ¡ If not, are you discussing or planning to implement  ...
Question Set¡ What blended learning models are   being utilized?¡ How many schools are participating?¡ Students from wh...
Census Questions¡ How many students participating in   full-time virtual learning?¡ How many students are participating ...
Census Questions¡ From which companies are you   purchasing content?¡ Which supplemental software, Internet   resources ...
Challenges¡ Building a spreadsheet of all districts   and direct-funded charters¡ Testing the question
Who is eLearning?¡ California eLearning Census¡ March 1, 2012 – May 1, 2012¡ 1634 K-12 districts & direct-funded   char...
Who is eLearning?                    281 districts            45%     & charters
Who wants to eLearn?                       63%            32%
eLearning by Grade        27%              47%                     83%
Starting Small¡ 24% (41 districts) < 20 students online¡ Predominant model: Self-blend¡ Bottom 50 districts: 542 students
So….How Many?¡ Virtual: 19,820 ¡ (N: 60 (50% district, 50% charters)¡ Blended: 86,675 ¡ N:172 (75% districts, 24% char...
Online and Blended PopulationActual Count         Projected Count¡ Virtual: 19,820   ¡ 210,000¡ Blended: 86,257   ¡ 3....
Summer 2011 Breakdown¡ 90 districts/charters utilized online   learning during summer¡ 23,087 students ¡ N: 90 (78% dis...
2011/12Census Breakdown¡ One outlier: Riverside @ 22K students¡ 216/481 districts/charters eLearning¡ 579 schools¡ Ave...
Enrollment Breakdown
Blended Model    Breakdown   Self-Blend                                        60%Hybrid-Virtual                     36%  ...
Course PublisherDistribution          23% of districts & charters           use more than one           provider
Self-Built Courses & OER
Planning for eLearning¡ Initial Research ¡ Using iNACOL’s tool ¡ Research or discussion stage¡ Models Planned to Pilot...
Trending Past the Tipping Point
The 90/10 Prediction¡ Only 10% of students will learn full-time   at a virtual school¡ Remaining 90% will learning onlin...
Before you jumpon thebandwagon….
Why eLearning?¡ What problem are you trying to solve?
Project Tomorrow Why are Students choosing online courses?
2010: Benefits of Online                Learning
47%   45%
How Administrators think online      learning addresses district             challenges.Benefits                          ...
Online Course Non-Consumers ¡ Orphan Courses     ¡ College Credit  ¡ AP anything  ¡ World languages   ¡ Summer School...
Why do schools eLearnand under whichconditions do things gobadly?
Keeping  Pace  Planning	     What  is  the  educational  goal?	 Who  are  the  intended  student  groups?	What  are  the  ...
Keeping  Pace  Planning	    18  month  planning  process	  Ñ 
Strategic  Planning	  Ñ Needs  analysis	  Ñ Stakeholder  involvement	  Ñ Program  definition	        Ó    Identifying  ...
Collect  Data	  Ñ Assess  your  technology       infrastructure	  Ñ Determine  your  students’  and       teachers’  tec...
Course  Development	  Ñ Course  development  PD	  Ñ Research  standards-­‐‑based  content	  Ñ Designing  infrastructure...
Piloting	  Ñ Piloting  select  content	  Ñ Community  outreach	  Ñ Course  quality  check	  Ñ Program  evaluation
Course selection    pinball
How do you knowif it’s any good?Garbage in…Garbage out
Has the course beenreviewed/approved byany agencies?¡ CLRN¡ University of California A-G requirements¡ NCAA¡ College B...
What about U.C. A-G?  I’m so glad you asked.
Planning forQuality¡ CLRN/University of California Partnership¡ CLRN-Certified Courses ¡ Content Standards: 80% ¡ iNAC...
Online Courses¡  75 reviewed ¡  Accelerate, Aventa, Class.com (Cambium), Compass     Learning, e2020, K12.com, Odysseywa...
Analysis of the 1st 72¡ 19 courses (26%) certified¡ 11 courses (20%) only missing D10¡ Most common problem ¡  Content ...
New OCR Documents¡ CLRN Re-Review Policy¡ OCR Frequently Asked Questions
Filters should onlyserve as a first levelof review
Does it teach the  standards?
Common Core State         Standardsor state content standardsDemonstrate, Practice, & Assess Quantity, Depth and Degree
Not everything you read on        the Internet is true.Or why all educational resources should                            ...
Virginia Textbook Scandal¡ Our Virginia: Past and Present ¡  4th grade history text¡ Black soldiers fought for the Sout...
Self- Reviewing Resources¡ Just like you do now for high school   textbooks.
Has CLRN reviewed it?
CLRN’s Online CourseReviews¡ Alignment to the Common Core State   Standards or to California’s original   content standar...
CLRN HOme
List	  View	  
Not Met standards
How does it compare toother online courses?
iNACOL Standards forQuality Online Courses
Standards for Online Courses  ¡ Southern Regional Education Board  ¡ iNACOL  ¡ Texas Virtual School Network  ¡ Califor...
iNACOL/TxVSN/CLRNOnline Course Standards¡ Content¡ Instructional Design¡ Student Assessment¡ Technology¡ Course Evalu...
Content¡ Content depth and breadth¡ Information literacy skills¡ Learning resources and materials¡ Communication proce...
Instructional Design¡ Course design and organization¡ Meaningful and authentic learning experiences¡ Multiple learning ...
Student Assessment¡ Alignment between the course goals and  activities and its assessment strategies¡ Insure that there ...
Technology¡ Course architecture¡ User interface¡ Accessibility¡ Interoperability
Course Evaluation andSupport¡ Evaluating course effectiveness¡ Accreditation¡ Teacher and Student preparation and   sup...
Individual	  Course	  Review	  
Individual	  Course:	  Online	      Standards	         Display	  
Standards Display 2
Are Teachers andStudents Prepared?¡ Virtual courses are not f2f¡ Teaching & learning differ
Online Vs. f2f¡ The Chronicle of Higher Education¡ 51K students from 2004-2009¡ 8% gap in completion (f2f/virtual)¡ On...
Structure & isolation  ¡ Navigating online interfaces (students &     staff)  ¡ Time management issues (students)  ¡ Te...
Instructor Preparation¡ E5: Professional development about the   online course delivery system is offered   by the provid...
Instructor Preparation¡ E7: Teachers have been provided   professional development in the   behavioral, social, and when ...
Instructor Preparation¡ E8: Instructor professional development   includes the support and use of a variety   of communic...
Instructor Support¡ E9: The provider assures that instructors   are provided support, as needed, to   ensure their effect...
Student Preparation¡ E10: Students are offered an orientation   for taking an online course before   starting the coursew...
Leading Edge Certification
Leading EdgeCertification¡ CUE & Partners¡ 45 hour course¡ Based on iNACOLʼ’s Standards for   Quality Online Teachers¡...
LEC Modules¡ Online Learning: History & Concepts¡ Pedagogy¡ Building Community¡ Online Accessibility¡ Assessment and ...
What do othereducators and studentsthink about the course?
Individual	  Course	  Review	  
Feedback Questions:Educator¡ Would you recommend this course to others?¡ To what extent does this online course meet you...
Feedback Questions:Educator¡ To what extent does the online course need to be   supplemented with face-to-face instructio...
User	  Feedback:	  Complete	  Results	  
Feedback Questions: Student
Feedback: Students¡ Course procedures were clearly posted.¡ Necessary information and materials received on time.¡ Inst...
Feedback: Students¡ Course was well organized.¡ Activities supported course goals.¡ Course provided opportunities for s...
User	  Feedback:	  Complete	  Results	  
Selecting a great course             Or     How Not to Buy a Car
How NOT to buy a car
Right Process/ Wrong People ¡ CCSC TTSC ¡ Survey of Online Credit Recovery Programs ¡ August 2010
Describe the SelectionProcess¡ Vendor demonstrations¡ Committee review¡ Open bid to vendors¡ UC approved¡ Cost
The Need for Multiple Filters•  CLRN•  Self-review of content and course standards•  Customer feedback
Have you taken the course        for a test drive?¡ Would you buy a car sight unseen?¡ Would you sit in the passenger se...
Course Test Drive¡ Fully functioning demo¡ Student and Teacher accounts
Play as a student¡ Participate in several units, spread   across the course¡ Be a great student¡ Be a struggling student
Be a teacher¡ Access the LMS¡ Can you add content / projects?¡ Check for student progress ¡ Formative & summative asse...
Course Test Drive¡ Is the course engaging?¡ Does teach beyond Knowledge and   Comprehensive¡ Text based vs. multi-media
Laying the foundationfor future high-qualitycoursesYou don’t enter the online revolution withthe courses you want. You ent...
What should weexpect from great online courses?
What is not a greatonline course¡ Class 1: Read, self-assess, self-grade, take   multiple choice test, repeat¡ Class 2: ...
Your  course  should  be  beMer  than  the  worst  teacher  at  your  school
Expect moreA great online course should not look like a textbook.
High-quality course¡ Stimulating lectures    ¡ Writing¡ Just-in-time reading    ¡ Students create,                    ...
Make use of themedium¡ Rich media ¡ Lecture clips, video demonstrations and clips,    variety of multi-media, simulation...
Make use of themedium¡ Multiple learning paths ¡ Teacher is informed of problems. Students are    provided alternative l...
Has CLRN Certified it?
CLRN OCR Expansion¡ 2012-13 ¡ World languages ¡ CCSS high school math course standards ¡ Next Generation science stand...
e-LearningStrategiesSymposium
eLearning StrategiesSymposium¡  CLRN/CUE partnership¡  December 7-8, 2012¡  Hilton Orange County/Costa Mesa¡ http://el...
SymposiumRegistration¡ Early Bird: $159 ¡ Until November 1st¡ Pre-registration: $215 ¡ Until November 30th¡ On-site r...
Keynotes¡ Friday: ¡ Three innovative district and county    superintendents¡ Saturday: ¡ Susan Patrick
eLearning StrategiesSymposium¡ http://elearns.org
Presentation slides and links ¡ http://brianbridges.org
Great eLearning          vs.    Online Road Kill                  Brian BridgesDirector, California Learning Resource Netw...
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?
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Great eLearning vs. Online Road Kill: How Can You Tell the Difference?

  1. 1. Great eLearning vs. Online Road Kill: How can you tell the difference? Brian BridgesDirector, California Learning Resource Network
  2. 2. Road Kill Slides and Links¡ http://brianbridges.org
  3. 3. Today’s Entrees¡ Who is eLearning & what models are they using?¡ What’s the difference between a quality online course and online roadkill?¡ How are schools blending instruction and which models are being implemented?
  4. 4. Dessert Possibilities¡ What processes and tools can I use to evaluate courses in alignment with our district goals?¡ How do I take an online course for a test drive and extract meaningful feedback?
  5. 5. Required reading for the revolution¡ Disrupting Class ¡ Clayton Christensen & Michael Horn¡ Classifying K-12 Blended Learning ¡ Heather Staker & Michael Horn¡ California eLearning Framework ¡ CCSESA
  6. 6. California Learning Resource Network Your one-stop source for Common Core or CA standards- aligned electronic learning resources
  7. 7. Online Courses¡ Six Subjects¡ CCSS & Content Standards¡ iNACOL Course Standards
  8. 8. Electronic LearningResources S Software, Internet, video, & online courses S Six subject areas S Common Core State Standards or original CA content standards
  9. 9. FreeWeb InformationLinks• Reviews of 5,900 free and commercial-free web sites • Aligned to CCSS• Free software and web tools• iOS & Android Apps• Primary, secondary, & reference materials
  10. 10. National eLearning data Not really. You already took the blue pill.
  11. 11. Florida Virtual School 303KFLVS
  12. 12. How are your studentsgoing to learn online?¡ Full-time virtual school¡ Blend online learning with classroom instruction
  13. 13. Classifying K-12Blended Learning May 2012Heather Staker & Michael Horn
  14. 14. Blended learning, V2Blended learning is a formal education program inwhich a student learns at least in part throughonline delivery of content and instruction withsome element of student control over time, place,path, and/or paceandat least in part at a supervised brick-and-mortarlocation away from home.
  15. 15. Blended Learning¡ Only 10% of students will join virtual schools.¡ Blended learning (blended/hybrid) will dominate¡ Four probable models
  16. 16. Four Blended Models¡ Rotation¡ Flex¡ Self-Blend¡ Enriched Virtual
  17. 17. Rotation¡ Students rotate on a fixed schedule between learning online in a one-to-one, self-paced environment and sitting in a classroom with a traditional face-to-face teacher.
  18. 18. Rotation Varieties¡ Station Rotation¡ Lab Rotation¡ Individual Rotation¡ Flipped Classroom
  19. 19. Flex Model¡ Students take all or a majority of their courses online (at school) and on-site teachers or paraprofessionals provide support.
  20. 20. Self-blend¡ Students chose to take one or more courses entirely online (at home or at school) to supplement their traditional schedule.
  21. 21. Enriched Virtual¡ Students divide their time between attending a brick-and-mortar campus and learning remotely using online delivery of content and instruction
  22. 22. California eLearning Census: Trending Past the Tipping Point http://www.clrn.org/census/ Brian BridgesDirector, California Learning Resource Network
  23. 23. Census Motivation¡ Collect accurate virtual and blended learning populations¡ Understand the blended models in use¡ Discover the publishers in play
  24. 24. Census Question Set¡ Collaborated with Evergreen Education Group¡ Pestered Horn/Staker for updated definitions
  25. 25. Question Set¡ Do your students participate in online learning? ¡ If not, are you discussing or planning to implement online learning?¡ Does your school operate an on- campus virtual school?
  26. 26. Question Set¡ What blended learning models are being utilized?¡ How many schools are participating?¡ Students from which grade levels are participating?
  27. 27. Census Questions¡ How many students participating in full-time virtual learning?¡ How many students are participating in blended learning?¡ How many students learned online during summer, 2011?
  28. 28. Census Questions¡ From which companies are you purchasing content?¡ Which supplemental software, Internet resources or open education resources are involved?
  29. 29. Challenges¡ Building a spreadsheet of all districts and direct-funded charters¡ Testing the question
  30. 30. Who is eLearning?¡ California eLearning Census¡ March 1, 2012 – May 1, 2012¡ 1634 K-12 districts & direct-funded charters¡ Current results from 485 districts (30%)
  31. 31. Who is eLearning? 281 districts 45% & charters
  32. 32. Who wants to eLearn? 63% 32%
  33. 33. eLearning by Grade 27% 47% 83%
  34. 34. Starting Small¡ 24% (41 districts) < 20 students online¡ Predominant model: Self-blend¡ Bottom 50 districts: 542 students
  35. 35. So….How Many?¡ Virtual: 19,820 ¡ (N: 60 (50% district, 50% charters)¡ Blended: 86,675 ¡ N:172 (75% districts, 24% charters)
  36. 36. Online and Blended PopulationActual Count Projected Count¡ Virtual: 19,820 ¡ 210,000¡ Blended: 86,257 ¡ 3.4% of the student population¡ Total: 106,077
  37. 37. Summer 2011 Breakdown¡ 90 districts/charters utilized online learning during summer¡ 23,087 students ¡ N: 90 (78% districts, 22% charters)
  38. 38. 2011/12Census Breakdown¡ One outlier: Riverside @ 22K students¡ 216/481 districts/charters eLearning¡ 579 schools¡ Average: 504¡ Blended Median: 80¡ Virtual Median: 56
  39. 39. Enrollment Breakdown
  40. 40. Blended Model Breakdown Self-Blend 60%Hybrid-Virtual 36% 31% of districts & charters Rotation use more than one model 29% Flex 17% 0% 10% 20% 30% 40% 50% 60% 70%
  41. 41. Course PublisherDistribution 23% of districts & charters use more than one provider
  42. 42. Self-Built Courses & OER
  43. 43. Planning for eLearning¡ Initial Research ¡ Using iNACOL’s tool ¡ Research or discussion stage¡ Models Planned to Pilot or Implement ¡ Blended learning program ¡ Independent study ¡ Court Community Schools
  44. 44. Trending Past the Tipping Point
  45. 45. The 90/10 Prediction¡ Only 10% of students will learn full-time at a virtual school¡ Remaining 90% will learning online AT school¡ CA eLearning Census confirms their prediction
  46. 46. Before you jumpon thebandwagon….
  47. 47. Why eLearning?¡ What problem are you trying to solve?
  48. 48. Project Tomorrow Why are Students choosing online courses?
  49. 49. 2010: Benefits of Online Learning
  50. 50. 47% 45%
  51. 51. How Administrators think online learning addresses district challenges.Benefits 2007 2011Eliminate costs associated with 14% 38%textbooksKeep kids engaged in school 34% 47%Provide classes in “hard to staff” areas 18% 26%Provide personalized instruction to 17% 27%studentsOffer academic remediation to students 23% 46%
  52. 52. Online Course Non-Consumers ¡ Orphan Courses ¡ College Credit ¡ AP anything ¡ World languages ¡ Summer School ¡ Independent ¡ Home School Study ¡ Credit Recovery
  53. 53. Why do schools eLearnand under whichconditions do things gobadly?
  54. 54. Keeping  Pace  Planning What  is  the  educational  goal? Who  are  the  intended  student  groups? What  are  the  capabilities  and  desires  of   your  district?
  55. 55. Keeping  Pace  Planning 18  month  planning  process Ñ 
  56. 56. Strategic  Planning Ñ Needs  analysis Ñ Stakeholder  involvement Ñ Program  definition Ó  Identifying  models,  courses  &  teachers Buy-­‐‑in Ñ 
  57. 57. Collect  Data Ñ Assess  your  technology   infrastructure Ñ Determine  your  students’  and   teachers’  technology  skills Ñ Research  the  availability  of  quality,   standards-­‐‑aligned  resources Ñ Determine  teacher  professional   development  needed
  58. 58. Course  Development Ñ Course  development  PD Ñ Research  standards-­‐‑based  content Ñ Designing  infrastructure Ñ Budgeting
  59. 59. Piloting Ñ Piloting  select  content Ñ Community  outreach Ñ Course  quality  check Ñ Program  evaluation
  60. 60. Course selection pinball
  61. 61. How do you knowif it’s any good?Garbage in…Garbage out
  62. 62. Has the course beenreviewed/approved byany agencies?¡ CLRN¡ University of California A-G requirements¡ NCAA¡ College Board
  63. 63. What about U.C. A-G? I’m so glad you asked.
  64. 64. Planning forQuality¡ CLRN/University of California Partnership¡ CLRN-Certified Courses ¡ Content Standards: 80% ¡ iNACOL Standards: 80% ¡ 15 Power Standards
  65. 65. Online Courses¡  75 reviewed ¡  Accelerate, Aventa, Class.com (Cambium), Compass Learning, e2020, K12.com, Odysseyware, Pearson, Plato, Thesys¡ In the Queue ¡  Advanced Academics, Apex, National University Virtual High School
  66. 66. Analysis of the 1st 72¡ 19 courses (26%) certified¡ 11 courses (20%) only missing D10¡ Most common problem ¡  Content standards alignment¡ 20 courses (36%)< 80% content standards ¡  Range from 34% met to 78% met
  67. 67. New OCR Documents¡ CLRN Re-Review Policy¡ OCR Frequently Asked Questions
  68. 68. Filters should onlyserve as a first levelof review
  69. 69. Does it teach the standards?
  70. 70. Common Core State Standardsor state content standardsDemonstrate, Practice, & Assess Quantity, Depth and Degree
  71. 71. Not everything you read on the Internet is true.Or why all educational resources should be vetted.
  72. 72. Virginia Textbook Scandal¡ Our Virginia: Past and Present ¡  4th grade history text¡ Black soldiers fought for the South¡ 6K died at the Battle of Bull Run ¡  Actually, 22K¡ Hundreds of factual errors¡ Virginiaʼ’s review committee did not include any trained historians
  73. 73. Self- Reviewing Resources¡ Just like you do now for high school textbooks.
  74. 74. Has CLRN reviewed it?
  75. 75. CLRN’s Online CourseReviews¡ Alignment to the Common Core State Standards or to California’s original content standards.
  76. 76. CLRN HOme
  77. 77. List  View  
  78. 78. Not Met standards
  79. 79. How does it compare toother online courses?
  80. 80. iNACOL Standards forQuality Online Courses
  81. 81. Standards for Online Courses ¡ Southern Regional Education Board ¡ iNACOL ¡ Texas Virtual School Network ¡ California Learning Resource Network
  82. 82. iNACOL/TxVSN/CLRNOnline Course Standards¡ Content¡ Instructional Design¡ Student Assessment¡ Technology¡ Course Evaluation and Support
  83. 83. Content¡ Content depth and breadth¡ Information literacy skills¡ Learning resources and materials¡ Communication process between teachers, parents, and students¡ Content accuracy and bias
  84. 84. Instructional Design¡ Course design and organization¡ Meaningful and authentic learning experiences¡ Multiple learning paths for students to master the content¡ Higher-order thinking skills¡ Instructor-student and student-student interactions; and supplemental tools and resources.
  85. 85. Student Assessment¡ Alignment between the course goals and activities and its assessment strategies¡ Insure that there are adequate and appropriate methods to assess students¡ Assure that students are constantly aware of their progress.
  86. 86. Technology¡ Course architecture¡ User interface¡ Accessibility¡ Interoperability
  87. 87. Course Evaluation andSupport¡ Evaluating course effectiveness¡ Accreditation¡ Teacher and Student preparation and support
  88. 88. Individual  Course  Review  
  89. 89. Individual  Course:  Online   Standards   Display  
  90. 90. Standards Display 2
  91. 91. Are Teachers andStudents Prepared?¡ Virtual courses are not f2f¡ Teaching & learning differ
  92. 92. Online Vs. f2f¡ The Chronicle of Higher Education¡ 51K students from 2004-2009¡ 8% gap in completion (f2f/virtual)¡ Online students more likely to drop-out
  93. 93. Structure & isolation ¡ Navigating online interfaces (students & staff) ¡ Time management issues (students) ¡ Technical support needed ¡ Extensive training in online-teaching methods (teachers)
  94. 94. Instructor Preparation¡ E5: Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.
  95. 95. Instructor Preparation¡ E7: Teachers have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.
  96. 96. Instructor Preparation¡ E8: Instructor professional development includes the support and use of a variety of communication modes to stimulate student engagement online.
  97. 97. Instructor Support¡ E9: The provider assures that instructors are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.
  98. 98. Student Preparation¡ E10: Students are offered an orientation for taking an online course before starting the coursework.
  99. 99. Leading Edge Certification
  100. 100. Leading EdgeCertification¡ CUE & Partners¡ 45 hour course¡ Based on iNACOLʼ’s Standards for Quality Online Teachers¡ Three units available
  101. 101. LEC Modules¡ Online Learning: History & Concepts¡ Pedagogy¡ Building Community¡ Online Accessibility¡ Assessment and Evaluation¡ Policies and Preparation
  102. 102. What do othereducators and studentsthink about the course?
  103. 103. Individual  Course  Review  
  104. 104. Feedback Questions:Educator¡ Would you recommend this course to others?¡ To what extent does this online course meet your overall expectations?¡ To what extent does this course engage and maintain student interest?¡ To what extent did the online course generally enable students to meet course objectives?
  105. 105. Feedback Questions:Educator¡ To what extent does the online course need to be supplemented with face-to-face instruction and student support?¡ To what extent was ongoing and periodic student performance assessment accessible online for you?¡ Please list the major strengths or specific improvements needed.
  106. 106. User  Feedback:  Complete  Results  
  107. 107. Feedback Questions: Student
  108. 108. Feedback: Students¡ Course procedures were clearly posted.¡ Necessary information and materials received on time.¡ Instructions were clear for all materials & activities.¡ Assignment and test grades were provided in a timely manner.¡ Instructor feedback was timely and frequent.¡ Students are offered an orientation
  109. 109. Feedback: Students¡ Course was well organized.¡ Activities supported course goals.¡ Course provided opportunities for students to learn from each other.¡ There were frequent tests and quizzes that reflected course content.¡ Discussion groups were generally well organized.¡ Course is appropriate for an online environment.
  110. 110. User  Feedback:  Complete  Results  
  111. 111. Selecting a great course Or How Not to Buy a Car
  112. 112. How NOT to buy a car
  113. 113. Right Process/ Wrong People ¡ CCSC TTSC ¡ Survey of Online Credit Recovery Programs ¡ August 2010
  114. 114. Describe the SelectionProcess¡ Vendor demonstrations¡ Committee review¡ Open bid to vendors¡ UC approved¡ Cost
  115. 115. The Need for Multiple Filters•  CLRN•  Self-review of content and course standards•  Customer feedback
  116. 116. Have you taken the course for a test drive?¡ Would you buy a car sight unseen?¡ Would you sit in the passenger seat? ¡ Then why rely solely on a provider demonstration?
  117. 117. Course Test Drive¡ Fully functioning demo¡ Student and Teacher accounts
  118. 118. Play as a student¡ Participate in several units, spread across the course¡ Be a great student¡ Be a struggling student
  119. 119. Be a teacher¡ Access the LMS¡ Can you add content / projects?¡ Check for student progress ¡ Formative & summative assessments
  120. 120. Course Test Drive¡ Is the course engaging?¡ Does teach beyond Knowledge and Comprehensive¡ Text based vs. multi-media
  121. 121. Laying the foundationfor future high-qualitycoursesYou don’t enter the online revolution withthe courses you want. You enter it with the courses you have.
  122. 122. What should weexpect from great online courses?
  123. 123. What is not a greatonline course¡ Class 1: Read, self-assess, self-grade, take multiple choice test, repeat¡ Class 2: Watch lecture, complete worksheets, take a multiple choice test, repeat¡ Moving a textbook online is not a foundation for a great course.
  124. 124. Your  course  should  be  beMer  than  the  worst  teacher  at  your  school
  125. 125. Expect moreA great online course should not look like a textbook.
  126. 126. High-quality course¡ Stimulating lectures ¡ Writing¡ Just-in-time reading ¡ Students create, evaluate, and analyze. ¡ Active learning ¡ Variety of assessment¡ Engaging activities that types go beyond knowledge and comprehension
  127. 127. Make use of themedium¡ Rich media ¡ Lecture clips, video demonstrations and clips, variety of multi-media, simulations,¡ Ease of use ¡ LMS helps inform instruction. Students/teachers always know where they are.
  128. 128. Make use of themedium¡ Multiple learning paths ¡ Teacher is informed of problems. Students are provided alternative lessons.¡ Engaging ¡ Active learning, online discussions, writing & analyzing, authentic activities
  129. 129. Has CLRN Certified it?
  130. 130. CLRN OCR Expansion¡ 2012-13 ¡ World languages ¡ CCSS high school math course standards ¡ Next Generation science standards ¡ Planning for grades 6-8
  131. 131. e-LearningStrategiesSymposium
  132. 132. eLearning StrategiesSymposium¡  CLRN/CUE partnership¡  December 7-8, 2012¡  Hilton Orange County/Costa Mesa¡ http://elearns.org¡ Twitter: elearns
  133. 133. SymposiumRegistration¡ Early Bird: $159 ¡ Until November 1st¡ Pre-registration: $215 ¡ Until November 30th¡ On-site registration ¡ If available: $299
  134. 134. Keynotes¡ Friday: ¡ Three innovative district and county superintendents¡ Saturday: ¡ Susan Patrick
  135. 135. eLearning StrategiesSymposium¡ http://elearns.org
  136. 136. Presentation slides and links ¡ http://brianbridges.org
  137. 137. Great eLearning vs. Online Road Kill Brian BridgesDirector, California Learning Resource Network

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