Oldwn consultants

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Online Learning Program Design for K12 Schools

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Oldwn consultants

  1. 1. OLDWNConsultationTeamOnline Learning Program Design for K12Schools
  2. 2. Meet the TeamThe consultant team of OLDWN is ready to advise you in all your onlineneeds. With over 30 years combined experience, the team specializes ingetting your district running a successful online program in no time! Ourexpert staff consists of● Kyle Huffmann. Expert in Learning Management Systems. He willpick the system right for you.● Trisha Minahan. Knowledgeable in system requirements. She willadvise you on technical requirements to host your program.● Justin Tanner. Content expert. He will guide you to developingsuccessful courses with successful students.● Savneet Singh. Quality Assurance Leader. With her vast knowledgein education, WASC requirements, and state/federal standards, she willprovide you with ways to assess your courses to ensure they arerigorous.
  3. 3. The MethodThe following presentation will guide youthrough basic information relating to onlinelearning. Browse and familiarize yourselfwith terms and concepts. This will allowyou to be better prepared to give ourconsultants the information they need tohelp your district succeed.Next, our consultants will do a thorough and complete assessment of yourdistricts needs. Once we have outlined the scope of your potential, we willmap out a plan for success.
  4. 4. Learning Management System (LMS)A Learning Management System (LMS) is anapplication that allows organizations to tracklearning within their organization.Capterra (2012) identifies the top four LMS* as:● Moodle with 60 million users● SumTotal Systems with 32 million users● Blackboard with 20 million users● Edmodo with 10 million users* The top 4 comparison is based on the total number of users.
  5. 5. Moodle● Free and Open Source Technology● Software based package download● Third party plugins available (18 categories)● Will most likely require thepurchase/allocation of a dedicated serverand IT staff support● The recently (May, 2013) released 2.5software package includes features like:○ Badges○ Twitter integration
  6. 6. SumTotal Systems● SumTotal Systems began as an HRsoftware database company but nowprovides SumTotal Learn.● License based fee structure.● SumTotal Learn integrates with SumTotalsother software packagesSocial Media Like Experience
  7. 7. Blackboard● Fee based● Companys mission is to provide "tomorrowseducation experience"● Will most likely require the purchase/allocation of adedicated server and IT staff support● Some cloud based offerings (all third party)● Advertised core features:○ Course Management○ Grading and Assessment○ Collaborative Tools○ Engaging
  8. 8. Edmodo● Cloud based service○ The cloud based service will not require additionalhardware or IT support● Basic service is free● Third party application supported○ Applications are fee based● $40M dollars in capital raised from venturecapitalist firms between 2012 and 2013"My students could communicate with me. It was awesome and it had theappeal of a social networking site" - Teacher, Cinco Ranch HS
  9. 9. LMS RecommendationsMoodle EdmodoFull IT infrastructure Limited IT infrastructureHardware based Cloud basedFree basic software Free basic hostingPaid 3rd party apps Paid 3rd party appsTraditional LMS UI Modern social media UI
  10. 10. TechnologyOur team willdo a thoroughinvestigation ofyour currenttechnologysituation andneeds throughthis survey.source: http://www.blackboard.com/resources/k12/Bb_K12_Planning_for_Online_Learning.pdf
  11. 11. Technology -hostingSelf-hosting● Set up requires Initial purchaseof server (minimum $1500) butno revolving monthly costs. Mustpay for power to system.● Higher network speed fromschool site to district office (orwherever server is stored).● no 24-hour server/site monitoring● hardware maintenance, ongoingsoftware maintenance (backups,updates, security patch updates.All these require support fromonsite personnel.Contract hosting● Monthly hosting fee● Possible 24-hour server/sitemonitoring● No maintenanceSource: http://www.code-crafters.com/
  12. 12. Technology -HostingSelf-hosting isrecommended to theschool district that has fewfunds but technicalexpertise. It is alsorecommended for districtsthat will support a variety oflearning environments,from blended to online.Source:http://cgi.amazing.com/isp/index.htmlRob Johnson, personal interviewFor districts with funding and little IT support, we recommend contracthosting. Virtual schools will also find this situation best.
  13. 13. Technology -BandwidthProper bandwidth is critical toaccessing high quality contentquickly. Bandwidth is acquired for afee from a network. Bandwidth isexpensive and over-purchasing is aneasy way to waste money. Toillustrate the importance ofunderstanding your bandwidthneeds, please view two examples onthe next page.Source:Tanenbaum, A (2003)
  14. 14. Technology -BandwidthCompton Unified inCalifornia, purchases 1Gbps of bandwidth from itsinternet provider but usesless than 3% of it.http://mrtg.lacoe.edu/Torrance Unified inCalifornia purchases only150 Mbps from its internetprovider and uses 22% of it.
  15. 15. Technology -BandwidthRecommendationBandwidth needs depends ondistrict size and intent. Virtualschools that contract a hostserver have no need to purchasebandwidth. Large, self-hostingdistricts with mixed use (onlineand blended) will require agreater bandwidth. Werecommend adjusting bandwidthto allow for flow of high definitioncontent with minimal waste.
  16. 16. Technology -SupportUnderstanding the scope of youronline learning program will revealthe amount of technical supportnecessary.● no support necessary - virtual schoolswith contract hosting● low level support - small districts with contract hosting, creating blendedcourses with simple discussion boards and quizzes. Current IT personnelare sufficient.● medium level support - mid-sized districts, mixed use of online learning,contract hosting, we recommend hiring one half-time additional IT personnel.For self-hosting, we recommend one full-time addition.● high level support - medium to large district with integrated online andblended course, self-hosting, we recommend two full-time additions.Source: Johnson, R.
  17. 17. Student Preparedness -DemographicsOnline learning can be successfully implemented at any grade level, and forany subject.Just take the case of elementary school student Jayden Carter intoconsideration:Since kindergarten, Jayden, who lives in Kamuela, HI, has been enrolled in theMyron B. Thompson Academy in Honolulu, a public charter school that offersinstruction both online and in person. He attends a live lecture every Tuesdaythat he views using a webcam and he speaks to the teacher using amicrophone. He can even see his classmates, located on other Hawaiianislands, when they speak. The rest of the time, he completes schoolwork in hisfamilys garage or kitchen. He scans and submits work to his teacher via email.(OHanlon, 2012)
  18. 18. Student Preparedness -DemographicsWhat are the Demographics of Online Learners?● There are currently 5.6 million online learner (Classes and Careers.com)● The average age of an online learner is 34 (Dabbagh, 2007)● As of 2011, 250,000 students in Kindergarten through 12th grade areenrolled in online classes, a huge jump from 40,000 K-12 online learners adecade ago (OHanlon, 2012)● 37.4% of online learners are between the ages of 15 and 23 (Classes andCareers.com● 53% of online learners are female, and 47% are male (Classes andCareers.com
  19. 19. Student Preparedness -DemographicsThe following infographic breaks down the demographics of online studentseven further:http://a7d8038cd2494ca0b1c0-768bb94786a28a73e19b09c05f15dc9e.r82.cf1.rackcdn.com/Student-demographics.jpg
  20. 20. Student Preparedness -Why take an online class?There are various reasons why students enroll in online learning:http://scm-l3.technorati.com/13/01/02/74227/reasons-for-online-learning-chart.jpg?t=20130102125942
  21. 21. Student Preparedness -Successful Online LearnerWhile it appears that online learning is certainly in demand, and it offers manyadvantages for students of all grade levels, there are certain characteristics thatstudents must have to be successful in online learning. These characteristicsinclude:● sharing many of the same characteristics as adult learners, like being self-motivated, goal oriented, and practical● being efficient in computer and internet literacy● having good reading comprehension, writing skills, communication skills,and organization (Daily-Herbert and Mandernach, 2006)Its especially important to remember that, "while effective online courses doincorporate multimedia and interactive pieces, the bulk of the instruction andassessment is done via text (Daily-Herbert et. al, 2006). Therefore studentsmust have great written communication and reading skills to succeed.
  22. 22. Student Preparedness -Successful Online LearnerMore characteristics of successful online learners that should be taken intoconsideration are:● having a positive attitude toward the instructor and a high expectation forgrades and degree completion● any style of learner can be successful in online learning, because onlinelearning is especially accommodating for a multitude of student needs andlearning styles.● have essential collaborative skills (Dabbagh, 2007)● have some degree of work and/or family support. The younger the studentis, the more family support he or she will need to succeed. (Daily-Herbertet. al, 2006).
  23. 23. Student Preparedness -Successful Online LearnerThe following video offers 7 more tips for students to succeed in onlinelearning. This is an excellent video for students to watch if theyre consideringenrolling in an online program:
  24. 24. Student Preparedness -Training StudentsHow can we determine if our students are ready to be successful in onlinelearning? The following are ideas that can be implemented in order to readystudents for online learning:● schools can administer a pre-assessment of student readiness● offer "boot camps" to help students configure their computers and softwarefor their courses● offer a website with training modules so students can learn what to expectfrom online courses.● schedule an orientation for students and parents to meet their teachersface-to-face (McLaren, 2011).
  25. 25. Course Preparedness -Time ConsumptionOnline courses can be more time consuming than it originally seems forinstructors to teach, due to the increased interactivity with students.● Preparation time for online classes averages 35 hours vs. 3 hours for face-to-face classes● Time spent teaching online classes averages 73 hours vs. 27 hours forface-to-face classes● Time spent holding office hours for online classes averages 44 hours vs.32 hours for face-to-face classes** Note that the extra time spent teaching and holding office hours isin relation to the amount of time spend e-mailing and calling individualstudents (Cavanaugh, 2005)
  26. 26. Course Preparedness -Designing an Online ClassThere are many best practices that must be implemented in designing the actual online class. Some ofthese best practices include, creating a student-centered environment, and establishing clearobjectives. The following video is an excellent resource for teachers to view, as they start to thinkabout designing their own online course.
  27. 27. Course Preparedness -Teacher TrainingSince the demand for online learning is growing every day, high quality onlineinstructors are also in demand. Therefore Online programs must implementstaff development, to prepare teachers for online instruction. The following arebest practices for teacher training for online learning programs:● Teachers need to be comfortable with the LMS, because students can tellif a teacher is ill prepared to run an online course. So schools must offertraining in the use of LMSs.● Develop communities of practice for teachers to collaborate during thetransition to online learning● Staff development should be chunked into technological bility levels of theinstructors. Training teachers in online learning is not "one size fits all"(Reilly, Vandenhouten, and Gallagher-Lepak, n.d.)
  28. 28. Course Preparedness -Teacher TrainingThe following bar graph demonstrates the need for teacher training in onlineinstruction. The amount of teachers with no online teaching experience isabsolutely staggering, for an industry that is showing exponential growth.http://net.educause.edu/eq/eqm06/eqm064_images/EQM0644_fig1.gif
  29. 29. Quality AssuranceQuality assurance is a term typically used in thebusiness or technology sector meaning “aprogram for the systematic monitoring andevaluation of the various aspects of a project,service, or facility to ensure that standards ofquality are being met” (Merriam-Webster, n.d.).
  30. 30. Quality AssuranceAccording to McLoughlin and Visser (2003)quality assurance of education is mandatorybecause it is a matter of national interest. It isrequired by accreditation agencies and at thefederal, state, and local levels. Parents andstudents expect quality education whereasfaculty and administrative staff find it beneficial.
  31. 31. Quality AssuranceOur Quality assurance(QA) program assures that yourorganization’s online course objectives, teaching strategies,design, support staff requirement and faculty credentials-allare aligned to accreditation standards and WASCrequirements.
  32. 32. Quality AssuranceOur quality assurance program includes periodic internaland external assessment to demonstrate conformance withthe benchmarks of the National Education Association(NEA).The Institute for Higher Education Policy (IHEP) hasrecognized seven categories including 24 benchmarks(Wang, 2008).
  33. 33. Quality AssuranceThe seven categories are:1.Course development benchmarks2.Institutional Support Benchmark3.Course structure benchmarks4.Teaching/Learning Benchmarks5. Faculty Support Benchmarks6. Student Support Benchmarks7. Evaluation and Assessment Benchmarks
  34. 34. Quality AssuranceQA programs offeredQA1 QA and Online Education Basics Plus-1 weekQA2 QA and Online Education Essentials- 3 weeksQA3 QA and Online Education Advanced- 5 weeks
  35. 35. Quality AssuranceMain features of our QA program• Our program is flexible but still ensures quality of youronline program firmly.• The QA program is rigorous and is self-correcting.• The program measures the aim, objectives of an onlinecourse with the core values of your organization and withthe students’ needs.• This program aims to conform to the interests of allstakeholders.• The special feature of our QA is that it helps you meetWASC requirements, and state/federal standards.
  36. 36. Quality Assurance:ProceduresOur QA program has four distinct qualityassurance procedures.1. Training – This will enable instructorsto learn basics of quality assurance.2. Consultancy– For the development offuture courses.
  37. 37. Quality Assurance:Procedures3. Exclusive procedure – It involves thedevelopment of learning objectives anddevelopment of courses, faculty training incongruence with the organization’s vision.4. The whole project procedure – Thisensures quality in additional activities such astechnical support, faculty support, and planningof courses, teaching and learning, feedbackand assessment mechanism.
  38. 38. Quality Assurance: How do we do it?● Each step in our QA process consists of a flow chartand set of steps, showing what each step needs toachieve. All the steps are also show who is responsibleor involved at that step.● In order to ensure quality key tasks have check boxesnext to them.● There is an exclusive list of things to be done orchanged or aware of while we do analysis of youronline courses. This list is handed over with the expertcomments to the instructor.
  39. 39. Quality Assurance: How do we do it?● Everything is electronically documented to track ofprogress.● The final step in the quality assurance procedure isdiscussion and reflection on the overall procedure andtraining(Scull et al.,2011)● The reflection stage is given a great importance in ourQA program because we believe that self reflection isthe only way to improve.
  40. 40. Quality Assurance: Flow ChartSource:http://www.sefi.be/wp-content/abstracts/1089.pdf
  41. 41. Quality Assurance: Special Features● Help organizations evaluate their programs in areassuch as selecting a suitable LMS, technical support,faculty support, development and planning of courses,teaching and learning and feedback and assessmentmechanism.● This QA program prepares instructor for the design,development and implementation of courses.● Continuous development of individuals and products byinvolving individuals in problem-solving.● Helping participants to measure reliability andperformance of the LMS.
  42. 42. ReferencesBlackboard. (2013). Planning for online learning. Retrieved from http://www.blackboard.com/resources/k12/Bb_K12_Planning_for_Online_Learning.pdfCapterra. (24 October, 2013). The top 20 most popluar software solutions. Retrieved from http://www.capterra.com/top-20-lms-software-solutionsCavanaugh, J. (2005). Teaching online: a time comparison. Online Journal of Distance Learning Administration 3 (1).Retrieved from http://www.westga.edu/~distance/ojdla/spring81/cavanaugh81.htmDabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology andTeacher Education [Online serial], 7(3). Retrieved from: http://www.citejournal.org/vol7/iss3/general/article1.cfmDaily-Herbert, A. Donnelli, E. and Mandernach J. B. (2006) Learner attribute research juxtaposed with online instructorexperience: predictors of success in the accelerated, online classroom. The Journal of Educators Online 3 (2) Retrieved from:http://www.thejeo.com/Volume3Number2/MandernachFinal.pdfInstitute for Higher Education Policy (IHEP). (2000). Quality on the line: Benchmarks for success in Internet-baseddistance education. Retrieved June 5 2013, from http://www.ihep.org/Pubs/PDF/Quality.pdf.Johnson, R. (2013, May 31). Personal Interview.Los Angeles County, Office of Education. (2013). District bandwidth analysis. Retrieved from http://mrtg.lacoe.edu/Mclaren, P. (2011) Ensuring student success in online learning. Inside CSUF. Retrieved from: http://calstate.fullerton.edu/inside/2011fall/Powering-Up-for-Online-Class-Success.asp
  43. 43. ReferencesMcLoughlin, C., & Visser, T. (2003). Global perspectives on quality in online higher education. World Conference onEducational Multimedia, Hypermedia and Telecommunications 2003(1), 253-2New Internet Provide FAQ, The. Retrieved from http://cgi.amazing.com/isp/index.htmlOHanlon, L. (2012). Virtual elementary school: should you enroll your kids? Parents. Retrieved from http://www.parents.com/kids/education/elementary-school/virtual-elementary-school/?page=1Reilly, J., Vandenhouten, C. and Gallagher-Lepak, S. (n.d.). Faculty development for e-learning: a multi-campuscommunity of practice approach. Journal of Asynchronous Learning Networks. 16(2), 100-110Scull, W., Kendrick, D., Shearer, R., & Offerman, D. (2011). The Landscape of quality assurance in distance education.Continuing Higher Education Review, 75138-149.Software Solutions (2013). Code crafters. Retrieved from http://www.code-crafters.com/Solbjørg, O. K., Søsveen, A., & Stokke, B. T. (2007). Quality assurance support system in engineering education:Principles and activities. Retrieved from http://www.sefi.be/wp-content/abstracts/1089.pdfStudent Demographics. Classes and Careers. Retreived from http://a7d8038cd2494ca0b1c0-768bb94786a28a73e19b09c05f15dc9e.r82.cf1.rackcdn.com/Student-demographics.jpgTanenbaum, A. (2003). Computer Networks. Pearson Education/Prentice Hall. San Francisco, CAWang, H. (2008). Benchmarks and quality assurance for online course development in higher education. OnlineSubmission,ERIC

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