Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Great eLearning vs. Online Road Kill: How Can You Tell the Difference?
Similar to Great eLearning vs. Online Road Kill: How Can You Tell the Difference? (20)
More from bbridges51
Recently uploaded
Recently uploaded (20)
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?
- 1. Great eLearning vs. Online Road Kill: How can you tell the difference? Brian Bridges Director, California Learning Resource Network
- 2. Road Kill Slides and Links ¡ http://brianbridges.org
- 5. 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?
- 6. 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?
- 7. Required reading for the revolution ¡ Disrupting Class ¡ Clayton Christensen & Michael Horn ¡ Classifying K-12 Blended Learning ¡ Heather Staker & Michael Horn ¡ California eLearning Framework ¡ CCSESA
- 8. California Learning Resource Network Your one-stop source for Common Core or CA standards- aligned electronic learning resources
- 9. Online Courses ¡ Six Subjects ¡ CCSS & Content Standards ¡ iNACOL Course Standards
- 10. Electronic Learning Resources S Software, Internet, video, & online courses S Six subject areas S Common Core State Standards or original CA content standards
- 11. Free Web Information Links • 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
- 12. National eLearning data Not really. You already took the blue pill.
- 13. Florida Virtual School 303K FLVS
- 14. How are your students going to learn online? ¡ Full-time virtual school ¡ Blend online learning with classroom instruction
- 15. Classifying K-12 Blended Learning May 2012 Heather Staker & Michael Horn
- 16. Blended learning, V2 Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home.
- 17. Blended Learning ¡ Only 10% of students will join virtual schools. ¡ Blended learning (blended/hybrid) will dominate ¡ Four probable models
- 19. 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.
- 20. Rotation Varieties ¡ Station Rotation ¡ Lab Rotation ¡ Individual Rotation ¡ Flipped Classroom
- 21. Flex Model ¡ Students take all or a majority of their courses online (at school) and on-site teachers or paraprofessionals provide support.
- 22. Self-blend ¡ Students chose to take one or more courses entirely online (at home or at school) to supplement their traditional schedule.
- 23. Enriched Virtual ¡ Students divide their time between attending a brick-and-mortar campus and learning remotely using online delivery of content and instruction
- 24. California eLearning Census: Trending Past the Tipping Point http://www.clrn.org/census/ Brian Bridges Director, California Learning Resource Network
- 25. Census Motivation ¡ Collect accurate virtual and blended learning populations ¡ Understand the blended models in use ¡ Discover the publishers in play
- 26. Census Question Set ¡ Collaborated with Evergreen Education Group ¡ Pestered Horn/Staker for updated definitions
- 27. 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?
- 28. Question Set ¡ What blended learning models are being utilized? ¡ How many schools are participating? ¡ Students from which grade levels are participating?
- 29. 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?
- 30. Census Questions ¡ From which companies are you purchasing content? ¡ Which supplemental software, Internet resources or open education resources are involved?
- 31. Challenges ¡ Building a spreadsheet of all districts and direct-funded charters ¡ Testing the question
- 32. 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%)
- 33. Who is eLearning? 281 districts 45% & charters
- 34. Who wants to eLearn? 63% 32%
- 35. eLearning by Grade 27% 47% 83%
- 36. Starting Small ¡ 24% (41 districts) < 20 students online ¡ Predominant model: Self-blend ¡ Bottom 50 districts: 542 students
- 37. So….How Many? ¡ Virtual: 19,820 ¡ (N: 60 (50% district, 50% charters) ¡ Blended: 86,675 ¡ N:172 (75% districts, 24% charters)
- 38. Online and Blended Population Actual Count Projected Count ¡ Virtual: 19,820 ¡ 210,000 ¡ Blended: 86,257 ¡ 3.4% of the student population ¡ Total: 106,077
- 39. Summer 2011 Breakdown ¡ 90 districts/charters utilized online learning during summer ¡ 23,087 students ¡ N: 90 (78% districts, 22% charters)
- 40. 2011/12 Census Breakdown ¡ One outlier: Riverside @ 22K students ¡ 216/481 districts/charters eLearning ¡ 579 schools ¡ Average: 504 ¡ Blended Median: 80 ¡ Virtual Median: 56
- 42. 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%
- 43. Course Publisher Distribution 23% of districts & charters use more than one provider
- 44. Self-Built Courses & OER
- 45. 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
- 46. Trending Past the Tipping Point
- 47. 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
- 48. Before you jump on the bandwagon….
- 49. Why eLearning? ¡ What problem are you trying to solve?
- 50. Project Tomorrow Why are Students choosing online courses?
- 51. 2010: Benefits of Online Learning
- 52. 47% 45%
- 54. How Administrators think online learning addresses district challenges. Benefits 2007 2011 Eliminate costs associated with 14% 38% textbooks Keep kids engaged in school 34% 47% Provide classes in “hard to staff” areas 18% 26% Provide personalized instruction to 17% 27% students Offer academic remediation to students 23% 46%
- 55. Online Course Non-Consumers ¡ Orphan Courses ¡ College Credit ¡ AP anything ¡ World languages ¡ Summer School ¡ Independent ¡ Home School Study ¡ Credit Recovery
- 56. Why do schools eLearn and under which conditions do things go badly?
- 57. Keeping Pace Planning What is the educational goal? Who are the intended student groups? What are the capabilities and desires of your district?
- 58. Keeping Pace Planning 18 month planning process Ñ
- 59. Strategic Planning Ñ Needs analysis Ñ Stakeholder involvement Ñ Program definition Ó Identifying models, courses & teachers Buy-‐‑in Ñ
- 60. 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
- 61. Course Development Ñ Course development PD Ñ Research standards-‐‑based content Ñ Designing infrastructure Ñ Budgeting
- 62. Piloting Ñ Piloting select content Ñ Community outreach Ñ Course quality check Ñ Program evaluation
- 63. Course selection pinball
- 64. How do you know if it’s any good? Garbage in…Garbage out
- 65. Has the course been reviewed/approved by any agencies? ¡ CLRN ¡ University of California A-G requirements ¡ NCAA ¡ College Board
- 66. What about U.C. A-G? I’m so glad you asked.
- 67. Planning for Quality ¡ CLRN/University of California Partnership ¡ CLRN-Certified Courses ¡ Content Standards: 80% ¡ iNACOL Standards: 80% ¡ 15 Power Standards
- 68. 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
- 69. 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
- 70. New OCR Documents ¡ CLRN Re-Review Policy ¡ OCR Frequently Asked Questions
- 71. Filters should only serve as a first level of review
- 72. Does it teach the standards?
- 73. Common Core State Standards or state content standards Demonstrate, Practice, & Assess Quantity, Depth and Degree
- 74. Not everything you read on the Internet is true. Or why all educational resources should be vetted.
- 75. 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
- 76. Self- Reviewing Resources ¡ Just like you do now for high school textbooks.
- 77. Has CLRN reviewed it?
- 78. CLRN’s Online Course Reviews ¡ Alignment to the Common Core State Standards or to California’s original content standards.
- 79. CLRN HOme
- 81. List View
- 84. How does it compare to other online courses?
- 85. iNACOL Standards for Quality Online Courses
- 86. Standards for Online Courses ¡ Southern Regional Education Board ¡ iNACOL ¡ Texas Virtual School Network ¡ California Learning Resource Network
- 87. iNACOL/TxVSN/CLRN Online Course Standards ¡ Content ¡ Instructional Design ¡ Student Assessment ¡ Technology ¡ Course Evaluation and Support
- 88. Content ¡ Content depth and breadth ¡ Information literacy skills ¡ Learning resources and materials ¡ Communication process between teachers, parents, and students ¡ Content accuracy and bias
- 89. 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.
- 90. 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.
- 92. Course Evaluation and Support ¡ Evaluating course effectiveness ¡ Accreditation ¡ Teacher and Student preparation and support
- 94. Individual Course: Online Standards Display
- 96. Are Teachers and Students Prepared? ¡ Virtual courses are not f2f ¡ Teaching & learning differ
- 97. 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
- 98. Structure & isolation ¡ Navigating online interfaces (students & staff) ¡ Time management issues (students) ¡ Technical support needed ¡ Extensive training in online-teaching methods (teachers)
- 99. 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.
- 100. Instructor Preparation ¡ E7: Teachers have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.
- 101. Instructor Preparation ¡ E8: Instructor professional development includes the support and use of a variety of communication modes to stimulate student engagement online.
- 102. 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.
- 103. Student Preparation ¡ E10: Students are offered an orientation for taking an online course before starting the coursework.
- 105. Leading Edge Certification ¡ CUE & Partners ¡ 45 hour course ¡ Based on iNACOLʼ’s Standards for Quality Online Teachers ¡ Three units available
- 106. LEC Modules ¡ Online Learning: History & Concepts ¡ Pedagogy ¡ Building Community ¡ Online Accessibility ¡ Assessment and Evaluation ¡ Policies and Preparation
- 107. What do other educators and students think about the course?
- 109. 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?
- 110. 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.
- 111. User Feedback: Complete Results
- 113. 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
- 114. 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.
- 115. User Feedback: Complete Results
- 116. Selecting a great course Or How Not to Buy a Car
- 117. How NOT to buy a car
- 118. Right Process/ Wrong People ¡ CCSC TTSC ¡ Survey of Online Credit Recovery Programs ¡ August 2010
- 119. Describe the Selection Process ¡ Vendor demonstrations ¡ Committee review ¡ Open bid to vendors ¡ UC approved ¡ Cost
- 120. The Need for Multiple Filters • CLRN • Self-review of content and course standards • Customer feedback
- 121. 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?
- 122. Course Test Drive ¡ Fully functioning demo ¡ Student and Teacher accounts
- 123. Play as a student ¡ Participate in several units, spread across the course ¡ Be a great student ¡ Be a struggling student
- 124. Be a teacher ¡ Access the LMS ¡ Can you add content / projects? ¡ Check for student progress ¡ Formative & summative assessments
- 125. Course Test Drive ¡ Is the course engaging? ¡ Does teach beyond Knowledge and Comprehensive ¡ Text based vs. multi-media
- 126. Laying the foundation for future high-quality courses You don’t enter the online revolution with the courses you want. You enter it with the courses you have.
- 127. What should we expect from great online courses?
- 128. What is not a great online 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.
- 129. Your course should be beMer than the worst teacher at your school
- 130. Expect more A great online course should not look like a textbook.
- 131. 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
- 132. Make use of the medium ¡ 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.
- 133. Make use of the medium ¡ Multiple learning paths ¡ Teacher is informed of problems. Students are provided alternative lessons. ¡ Engaging ¡ Active learning, online discussions, writing & analyzing, authentic activities
- 134. Has CLRN Certified it?
- 135. CLRN OCR Expansion ¡ 2012-13 ¡ World languages ¡ CCSS high school math course standards ¡ Next Generation science standards ¡ Planning for grades 6-8
- 137. eLearning Strategies Symposium ¡ CLRN/CUE partnership ¡ December 7-8, 2012 ¡ Hilton Orange County/Costa Mesa ¡ http://elearns.org ¡ Twitter: elearns
- 138. Symposium Registration ¡ Early Bird: $159 ¡ Until November 1st ¡ Pre-registration: $215 ¡ Until November 30th ¡ On-site registration ¡ If available: $299
- 139. Keynotes ¡ Friday: ¡ Three innovative district and county superintendents ¡ Saturday: ¡ Susan Patrick
- 141. Presentation slides and links ¡ http://brianbridges.org
- 142. Great eLearning vs. Online Road Kill Brian Bridges Director, California Learning Resource Network