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SLATE 2012: Successful Online Courses


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This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.

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SLATE 2012: Successful Online Courses

  1. 1. Successful Online Courses SLATE 2012 Jeffrey L. Hunt, Ed.D. Twitter: @jeff_hunt© Jeffrey L. Hunt, 2012
  2. 2. • Curriculum• Technology• Instruction
  3. 3.
  4. 4. Content Student •Essential Understandings •Course Goals •Student insightsStudent Teacher
  5. 5. Credit Recovery Accelerated Students Traditional Public/Private Medically FragileNeed to work and/orsupport family Rural Students Aspiring athletes Home and performers Schoolers Special Education and ELL credit:
  6. 6.  Achievement and Self-Esteem   Beliefs & Responsibility/Risk Taking   Technology Skills and Access   Organization and Self-Regulation  Roblyer, M.D. and Marshall, J. (2002). Prediction success of virtual high schoolstudents: Preliminary results from an educational success predictioninstrument.
  7. 7. Excellent Students, “A”, “B” Average Students, “C” Struggling Students Credit Recovery
  8. 8. • Probability of Passing (ESPRI Survey)• Robylers survey of attitudes combined with students GPA• Claims reliability over 90% to predict whether student will pass online course.
  9. 9. Tech-rich = blended
  10. 10. Emerging models of blended learning Rotation Flex Self-Blend Remote
  11. 11. Emerging models of blended learning Rotation Flex Self-Blend Remote
  12. 12. The Station-Rotation ModelCase Study: KIPP LA, Empower Academy Individualized Teacher-led Online Instruction Instruction T Collaborative activities & stationsSource: Education Elements
  13. 13. Emerging models of blended learning Rotation Flex Self-Blend Remote
  14. 14. The Flex Model Case study: Carpe Diem Collegiate High School and Middle School Central Learning Lab T Intervention 5:1 T T T Direct Instruction 15:1 T 12:1 T Seminar Learning Lab Group Projects 273 students 6 teachers (T)Source: Alex Hernandez, CharterSchool Growth Fund
  15. 15. Emerging models of blended learning Rotation Flex Self-Blend Remote
  16. 16. Mobile devices are igniting remote models
  17. 17. • Borrow (steal) it• Buy it• Build it yourself
  18. 18. • Common Core/local curriculum• NCAA approval for core courses.• Technical know how
  19. 19. • Instructional design -- instruction and technical• Curriculum practices• Course alignment• The more content the district develop, this feature needs to be stronger.
  20. 20. Credit: Dr. Phil Lacey
  21. 21. Commercial Courses• Align Course to local curriculum requirements.• Not all courses from provider of equal quality.• Determine any gaps to be closed by OER or local materials. image source
  22. 22. Provides multiple pathways• Audio• Video• Text Mix Modalities Share other resources in Course Wiki
  23. 23. • Text• Graphics• Audio
  24. 24. • Copy and paste text• Choose Voice• Set Speed
  25. 25. • Video content with equivalent content and different voice.
  26. 26. Rigor is not an academic flogging. Image source:
  27. 27. Rigor is not U.S. Navy SEAL training Image source: content/uploads/2011/05/navy-seal-11.jpg
  28. 28.  The online teacher knows the primar y concepts and structures of ef fective online instruction and is able to create learning experiences to enable student success.
  29. 29.  The online teacher understands and is able to use a range of technologies, both existing and emerging, that ef fectively suppor t student learning and engagement in the online environment .
  30. 30.  Theonline teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment.
  31. 31.  Theonline teacher promotes student success through clear expectations, prompt responses, and regular feedback.
  32. 32.  Theonline teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use.
  33. 33.  The online teacher is cognizant of the diversity of student academic needs and incorporates accommodations into the online environment.
  34. 34.  The online teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures.
  35. 35.  The online teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of the learning goals.
  36. 36.  Theonline teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.
  37. 37.  The online teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ success.
  38. 38.  The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.
  39. 39. Content Student •Essential Understandings •Course Goals •Student insightsStudent Teacher
  40. 40. • Delivering an Engaging andChallenging Course. Image Credit
  41. 41. • Using the same course outlines,major assessments and coursesexaminations as face-to-facecourses. Image Credit
  42. 42. • Proctoring major assessments andfinal exams. Image Credit
  43. 43. • Using live virtual sessions withsoftware like Blackboard Collaborateor Abobe Connect. Image Credit
  44. 44.  Requiring students have interactivitywith the teacher and other students. Image Credit
  45. 45. • Requiring weekly, purposefulcommunication between the teacherand individual students. Image Credit
  46. 46. • Adding oral exams at milestonepoints in the course to check forunderstanding. Image Credit
  47. 47. • Challenging problems for accelerated(gifted) students. Image Credit
  48. 48. • Regular formative assessments,followed by periodic formalevaluations by outside reviewers.
  49. 49. Slide Credit: Nick Sproull, NCAA Eligibility Center
  50. 50.  Slide Credit: Nick Sproull, NCAA Eligibility Center
  51. 51. Slide Credit: Nick Sproull, NCAA “Typical” core courses: Eligibility Center o AP Calculus BC, Biology, Advanced Composition, French V “Typical” non core: o Consumer Math, Personal Finance, Resume Writing, Fundamentals of Algebra Not so easy: o Film Literature, Transition to College Math, English 9  CP2, Conceptual Physics etc.
  52. 52. Slide Credit: Nick Sproull, NCAA Requires teacher/student access and interaction  Must be required  Must be for the duration of the course  Teaching, evaluating and providing feedback Defined time period for completion  Allows staff to compare/contrast with what was actually completed Student work must be made available  Suggests learning management system 
  53. 53. • Core-course time limitation • Students must complete required coursework in eight semesters • NCAA Non-traditional coursework legislation • Student instructor interaction • Defined time period for completion • Repeated coursework Slide Credit: Nick Sproull, NCAA Eligibility Center
  54. 54. • Some athletes are short of qualifying and need quick fixes. • Athletes may be enrolled in multiple courses from multiple providers simultaneously. • Athletes may overload courses in May/June, November/December or late July • Non-scholastic athletic programs • Most fraud cases involve an adult behind the scene • Don’t assume you are communicating with a parent or the student. • Be aware and communicate. Slide Credit: Nick Sproull, NCAA
  55. 55. Content Student •Essential Understandings •Course Goals •Student insightsStudent Teacher