AECT 2013 - The FLVS AP Advantage: Exploring the Characteristics of K-12 Stud...Michael Barbour
Johnston, S., & Barbour, M. K. (2013, October). The FLVS AP advantage: Exploring the characteristics of K-12 student performance in online learning. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.
AECT 2013 - The FLVS AP Advantage: Exploring the Characteristics of K-12 Stud...Michael Barbour
Johnston, S., & Barbour, M. K. (2013, October). The FLVS AP advantage: Exploring the characteristics of K-12 student performance in online learning. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.
USDLA 2013 - Lessons Learned from Research of AP OnlineMichael Barbour
Johnston, S., & Barbour, M. K. (2013, April). Lessons learned from research of AP online. A concurrent session at the annual meeting of the United States Distance Learning Association, St. Louis, MO.
Primer on Perpetual Flexible Learning Options (College)Lea Therese Chua
The Primer on the Flexible Learning Options (FLOs) of the University of Perpetual Help is designed to help parents and students to understand flexible learning processes for the Tertiary Level (College).
An increasing number of educational institutions in the UAE offer or plan to start using web-based mode of course delivery. According to Haughey and Anderson (1998), all types of education are affected as technology is used to enhance and deliver courses online. There are several colleges and universities in the UAE that are considering incorporating online education to support the traditional face-to-face classes in addition to offering courses as distance learning.
This presentation outlines the purpose and benefits of online instruction while describing the target audience, required technology, resources, staffing, and necessary curriculum development and quality assurance program to support the delivery of education online.
SuperComputing in Plain English TCEA2011Raymond Rose
The supercomputer today will be on your desktop in 10 years. It's important for today's students to understand where the technology and the world are headed both for careers but also to be able to make informed decisions.
USDLA 2013 - Lessons Learned from Research of AP OnlineMichael Barbour
Johnston, S., & Barbour, M. K. (2013, April). Lessons learned from research of AP online. A concurrent session at the annual meeting of the United States Distance Learning Association, St. Louis, MO.
Primer on Perpetual Flexible Learning Options (College)Lea Therese Chua
The Primer on the Flexible Learning Options (FLOs) of the University of Perpetual Help is designed to help parents and students to understand flexible learning processes for the Tertiary Level (College).
An increasing number of educational institutions in the UAE offer or plan to start using web-based mode of course delivery. According to Haughey and Anderson (1998), all types of education are affected as technology is used to enhance and deliver courses online. There are several colleges and universities in the UAE that are considering incorporating online education to support the traditional face-to-face classes in addition to offering courses as distance learning.
This presentation outlines the purpose and benefits of online instruction while describing the target audience, required technology, resources, staffing, and necessary curriculum development and quality assurance program to support the delivery of education online.
SuperComputing in Plain English TCEA2011Raymond Rose
The supercomputer today will be on your desktop in 10 years. It's important for today's students to understand where the technology and the world are headed both for careers but also to be able to make informed decisions.
This was originally done with a narration (not included here) because I was unable to be at the conference location. I only showed the first section, up to the Access and Equity Checklist (slide 6) with the checklist in reserve to use answering questions (of which there were none.)
From Model to Practice: Building Successful Online Learning Programs at JeffCoBlackboard
Listen to Judy Bauernschmidt, Director of Online Learning at JeffCo Public Schools, talk about how the district grew their use of online learning from the initial professional development program to district-wide use of blended learning plus a stand-alone virtual school. Understand how this growth addressed the district’s student achievement issues while ensuring that 21st Century skills were being taught in all classrooms by qualified teachers.
Definition of E-learning
Types of E-learning
Location
Purpose of E-learning
Advantages E-learning
Disadvantages of E -learning
Evaluation Methods in E -learning
CONCLUSION
Secrets to an Effective Online Safety CurriculumLearning.com
In this webinar, Lorrie Germann, State E-Rate Coordinator at the Ohio Department of Education shares how her team implemented EasyTech Online Safety as their statewide curriculum. You’ll also learn how you can help your students learn appropriate online behavior and become good digital citizens.
For the past 14 years, the Speak Up Research Project has collected and reported on the views of 4.5 million K-12 students, educators and parents regarding digital learning. Using current and longitudinal Speak Up data, we will provide new insights into the use of games, mobile devices and digital content within learning, and counter mythology with the authentic views of students, teachers and parents regarding technology use within instruction. Going beyond anecdotes and assumptions, this interactive and eye-opening presentation will provide leaders with new metrics for evaluating the pulse of elearning in their school or district.
ION Illinois Online NetworkHomeContactSearchMyMVCR .docxchristiandean12115
ION | Illinois Online NetworkHomeContactSearchMyMVCR
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About MissionServicesHistoryScopePeopleContactAdministrationSteering CommitteeCourses CatalogScheduleRegisterRegistration FeesCertificatesMaster Online TeacherDigital Accessibility for EducatorsMaster Online Learning AdministratorAbout IONProgram OverviewProspective StudentsInstructorsBadgesResources OverviewArticles & TutorialsOnline Teaching Activity IndexQuality Online Course InitiativePartnersFounding PartnersGlobal PartnersBecome a PartnerWeaknesses of Online Learning
While online programs have significant strengths and offer
unprecedented accessibility to quality education, there are weaknesses
inherent in the use of this medium that can pose potential threats to the
success of any online program. These problems fall into six main categories:
TechnologyEquity and Accessibility to Technology
Before any online program can hope to
succeed, it must have students who are able to access the online learning
environment. Lack of
access whether it be for economical or logistics reasons will exclude
otherwise eligible students from the course. This is a significant
issue in rural
and lower socioeconomic neighborhoods. Furthermore, speaking from an
administrative point of view, if students cannot afford the technology
the institution
employs, they are lost as customers. As far as Internet accessibility
is concerned, it is not universal, and in some areas of the United
States and other countries, Internet access poses a significant cost to
the
user.
Some users pay a fixed monthly rate for their Internet connection, while
others are charged for the time they spend online. If the participants’ time
online is limited by the amount of Internet access they can afford, then
instruction and participation in the online program will not be equitable
for all students in the course. This is a limitation of online programs
that rely on Internet access.Computer Literacy
Both students and facilitators must possess a minimum level
of computer knowledge in order to function successfully in an online environment.
For example, they must be able to use a variety of search engines and be
comfortable navigating on the World Wide Web, as well as be familiar with
Newsgroups, FTP procedures and email. If they do not possess these technology
tools, they will not succeed in an online program; a student or faculty
member who cannot function on the system will drag the entire pro.
Similar to What Does Access & Equity Mean in Online Education? (20)
Its Way Past Time to Address Digital Accessibility.pdfRaymond Rose
The purpose of the session is to explain and explore accessibility issues to meet the goal of empowering online educators to understand how to prioritize accessibili
Improve Digital Learning with Standards TxDLA.pdfRaymond Rose
The National Standards for Quality Online Courses have a legacy that goes back to the first Virtual High School. The three sets of standards, teaching, programs, and courses, can be used to design or evaluate online programs. The standards are openly licensed, and updated regularly. TxDLA is a supporter.
Its Past Time to Make Instruction AccessibleRaymond Rose
Solo presentation at SxSW.edu 2023. Schools in both K-12 and Higher Education have been on notice since 2010 that instruction, especially for students with disabilities needs to be fully accessible.
Legal Update Preconference Workshop sessionRaymond Rose
Some intro material and the Legal Update section of the TxDLA 2021 Conference PreConference Worskhop -- Accessibility: Bridging Barriers in Changing Times --
Designing Digital Materials That are Accessible for All Learners: University ...Raymond Rose
While New Zealand recognises that people with disabilities have human rights, access in online courses has not yet garnered the attention it has in other countries. Raymond Rose has more than two decades of experience designing and delivering online learning, and having helped create the first virtual high school in the US. He has been an advocate of access and equity in online learning for all that time. He recently researched the US case law about access and equity in online for a publication and has presented at local, regional, and national conferences on the topic.
Concurrent session at the TxDLA 2016 Conference. This is the first time, I've offered a professional development session for Section 504 Coordinators that's focused on accessibility in online learning. I expect this will look different in future offerings, if there are other offerings.
What Does Access & Equity Mean in Online Education?
1. What Does Access and Equity
Mean in Online Education?
Karen Johnson
David Glick
Raymond Rose
Monday November 15,2010 4:45 – 5:45 pm
2. Scenario 1
Your large school district has decided to offer
all credit recovery courses through your online
program as an outside school time, at-home
program. Parents complain, because not all
the towns in the school district have been
wired for broadband access.
3. Scenario 2
A parent asks why her visually impaired
student, who uses a screen reader, was told by
her school guidance counselor she couldn’t
take an online Advanced Placement History
course that isn’t otherwise available in the
student’s school. The parent was told the
course used a number of videos to present
information and her student wouldn’t be able
to view them.
4. Scenario 3
A reporter doing a story on your virtual school
program asks to talk with students in the
program. The reporter notes that all the
students identified are white, even though the
district enrollment includes a large proportion
of Black, Hispanic, and Asian students. The
reporter asks for racial enrollment data for
your program.
5. Scenario 4
The class completion data from one course shows
that most of the Hispanic students don’t
successfully complete the course. Upon further
investigation, you discover this advanced science
class has a lower proportion of Hispanic students
initially enrolling in the course. When you
interview a sampling of students who withdraw
early, you learn the students don’t find any role
models in the instructional materials and are
made to feel less successful than the other
students in the course.
6. Scenario 5
A parent complains to the program
administrator that their student needs to take
an online course in order to graduate but they
don’t have a home computer as required by
the program.
7. Access and Equity Checklist
Equitable Access to Technology
Every classroom has access to broadband connections and
sufficient computers to allow students access.
There are sufficient computers with high-speed computer access,
available in public spaces, to allow students to complete
assignments even if they don't have a home computer or internet
access outside of school. These computers are available outside
normal school hours.
If necessary, a suitable number of computers are available to lend
to students who do not otherwise have access to computers.
Partnerships with public libraries, local colleges, businesses or other
organizations provide additional options for students without
internet access at home to engage in coursework outside the
normal school day.
8. Equitable Access to online courses
Gatekeepers
If initial applications or entrance surveys are in place they are used to
determine what support systems each student may need in order to be
successful in online courses. There are no student assessments (formal or
informal) that are used to deny student access to virtual education
opportunities or that reinforce pre-conceived notions about who can be
successful in online courses.
There are no requirements that students must have a home computer
with internet access in order to participate in virtual education programs.
Guidance counselors, IEP teams and others who influence student
enrollment in virtual education programs and courses are prepared to
address the negative assumptions about online education that adversely
impact student enrollment, and have identified the support systems
possible and available to help ensure student success.
9. Virtual Education Program Demographics:
The virtual education programs collects and publishes
disaggregated demographic and special needs information about
student enrollment by program and course.
Student success and information about student drops, withdrawals,
and failures are reported by disaggregated demographic, and
special needs categories.
The program analyses enrollment data as one element used for
course and program modifications.
Virtual education program has a special needs policy or the existing
special needs policy includes a section on virtual education to
insure special needs students and particularly students with
handicaps can be accommodated.
10. Equitable access to quality instruction
Course design standards based on Universal Designs for
Learning or other established practice are used in course
design and selection to insure that course material is
accessible.
The program trains course designers in the course design
standards and monitors compliance with the standards.
Multiple instructional approaches that address various
learning styles are included in all courses.
Culturally relevant content for a variety of student
populations is included throughout coursework .