The California Learning Resource Network (CLRN) reviews online courses to ensure their quality and alignment with California standards. CLRN has a rigorous review process involving subject experts who evaluate courses based on 52 standards across content, instructional design, assessment, technology and support. Publishers can submit courses for certification if they meet thresholds for standards alignment and rigor. CLRN also advocates that online courses provide engaging, active learning experiences for students rather than simply replicating textbooks online.
This document summarizes the results of the 2013 California eLearning Census survey. Some key findings include:
- 516 districts and charters responded to the survey, a 29% response rate.
- The number of students enrolled in virtual or blended programs increased between 2012 and 2013.
- The most common blended learning models were flex and rotation models.
- Price and colleague recommendations were the top factors considered when selecting courseware.
- Most districts have their teachers provide online instruction rather than using external instructors.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
This document discusses online and blended learning models being implemented in California schools. It provides an overview of different blended learning models such as rotation, flex, and hybrid virtual schools. It also summarizes the results of California's eLearning Census which found that around 18,600 students are enrolled in virtual schools while around 79,800 students participate in blended learning programs. The document emphasizes the importance of selecting high-quality online courses that are engaging, make good use of technology, and have been properly reviewed. It outlines several factors schools should consider when evaluating online courses.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign includes implementing math pathways and integrating reading and English. It also tracks student completion of college-level courses. The redesign will launch system-wide in fall 2014 and require advocacy, transparency and data-informed decision making.
This document discusses reporting requirements and data collection for the CHAMP program. It outlines what information should be reported, including fiscal and narrative reports to the Department of Labor on a quarterly and annual basis. It also discusses the different levels and types of data to be collected, including student, course, school, and consortium data. Specific student and course data elements are listed, such as student IDs, names, grades, and course details. The document provides guidance on the role of ensuring consistent course information and communication about any changes. It outlines a typical report structure with goals and metrics to analyze related to industry partnerships, technology, credit for prior learning, and further education opportunities.
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?bbridges51
This document discusses how to identify high quality online courses ("great eLearning") versus low quality or ineffective online courses ("online road kill"). It begins by outlining the agenda for the presentation, which includes defining eLearning models, distinguishing between quality online courses and ineffective ones, and reviewing blended learning models being implemented in schools. It then discusses tools and processes for evaluating online courses based on alignment with district goals. Recommended reading on online learning topics is provided. The document outlines resources available through the California Learning Resource Network related to online courses, electronic learning resources, and free web information. Data on online learning enrollments in Florida and a proposed classification system for blended learning models is presented. The document concludes by emphasizing the importance of strategic
- Over 60% of Colorado Community College System students place into developmental math, while over 25% place into developmental English and 13% into developmental reading. Completion rates for students who start in developmental courses are significantly lower than for students who do not need remediation.
- The Developmental Education Taskforce has been charged with reviewing developmental education practices and making recommendations to improve student success, such as through assessment, online learning, modular course options, and mainstreaming developmental content.
- The taskforce is examining best practices and innovations like open-entry math labs, mainstreaming developmental content into gateway courses, accelerated and compressed courses, and contextualizing developmental material, in order to recommend implementation strategies across the college system.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign included creating math pathways and integrating reading and English. It also suggested tracking student outcomes in college-level courses. The goal was to implement the new approaches system-wide by Fall 2014.
This document summarizes the results of the 2013 California eLearning Census survey. Some key findings include:
- 516 districts and charters responded to the survey, a 29% response rate.
- The number of students enrolled in virtual or blended programs increased between 2012 and 2013.
- The most common blended learning models were flex and rotation models.
- Price and colleague recommendations were the top factors considered when selecting courseware.
- Most districts have their teachers provide online instruction rather than using external instructors.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
This document discusses online and blended learning models being implemented in California schools. It provides an overview of different blended learning models such as rotation, flex, and hybrid virtual schools. It also summarizes the results of California's eLearning Census which found that around 18,600 students are enrolled in virtual schools while around 79,800 students participate in blended learning programs. The document emphasizes the importance of selecting high-quality online courses that are engaging, make good use of technology, and have been properly reviewed. It outlines several factors schools should consider when evaluating online courses.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign includes implementing math pathways and integrating reading and English. It also tracks student completion of college-level courses. The redesign will launch system-wide in fall 2014 and require advocacy, transparency and data-informed decision making.
This document discusses reporting requirements and data collection for the CHAMP program. It outlines what information should be reported, including fiscal and narrative reports to the Department of Labor on a quarterly and annual basis. It also discusses the different levels and types of data to be collected, including student, course, school, and consortium data. Specific student and course data elements are listed, such as student IDs, names, grades, and course details. The document provides guidance on the role of ensuring consistent course information and communication about any changes. It outlines a typical report structure with goals and metrics to analyze related to industry partnerships, technology, credit for prior learning, and further education opportunities.
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?bbridges51
This document discusses how to identify high quality online courses ("great eLearning") versus low quality or ineffective online courses ("online road kill"). It begins by outlining the agenda for the presentation, which includes defining eLearning models, distinguishing between quality online courses and ineffective ones, and reviewing blended learning models being implemented in schools. It then discusses tools and processes for evaluating online courses based on alignment with district goals. Recommended reading on online learning topics is provided. The document outlines resources available through the California Learning Resource Network related to online courses, electronic learning resources, and free web information. Data on online learning enrollments in Florida and a proposed classification system for blended learning models is presented. The document concludes by emphasizing the importance of strategic
- Over 60% of Colorado Community College System students place into developmental math, while over 25% place into developmental English and 13% into developmental reading. Completion rates for students who start in developmental courses are significantly lower than for students who do not need remediation.
- The Developmental Education Taskforce has been charged with reviewing developmental education practices and making recommendations to improve student success, such as through assessment, online learning, modular course options, and mainstreaming developmental content.
- The taskforce is examining best practices and innovations like open-entry math labs, mainstreaming developmental content into gateway courses, accelerated and compressed courses, and contextualizing developmental material, in order to recommend implementation strategies across the college system.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign included creating math pathways and integrating reading and English. It also suggested tracking student outcomes in college-level courses. The goal was to implement the new approaches system-wide by Fall 2014.
District Administration Dawley 2009 FinalLisa Dawley
This document discusses the growth of online and virtual education, especially for K-12 students. It notes that over 1 million K-12 students in the US learn online, and 20% of college students take an online course. Most states now offer some form of online option. Research shows that online students generally perform as well or better than face-to-face students. Idaho in particular has over 14,000 K-12 students enrolled in full-time online schools or online courses. The document also discusses online teaching certification programs and the training that online K-12 teachers receive. Finally, it outlines current and emerging technologies being used in online and blended education models.
This document discusses trends in online learning and provides an overview of a discussion on online learning. The discussion covered trends showing increasing enrollment in online higher education courses and full-time online K-12 schools. It also addressed ensuring quality in online course delivery through rigorous content, assessments, and student interaction. Participants discussed various state initiatives and policies around online learning opportunities. The need to reform policies around funding, teaching licenses, and quality standards was also mentioned.
This document summarizes Colorado's developmental education redesign which aims to move students more quickly through remedial courses and into college-level courses. It found that 27% of students enrolled in developmental education and the likelihood of completing decreases with each additional remedial level. The redesign recommends reducing time, credits, and classes in remedial sequences; using multiple math pathways tailored to students' majors; and implementing uniform placement testing and advising across colleges. The goal is to transition all colleges to the new models by Fall 2014 to improve student progression and transfer rates.
NACAC College Admission Counseling 2015Brian Apfel
This document summarizes trends in college admission counseling based on a 2015 presentation. It outlines top trends like increasing numbers of high school graduates, more students applying to multiple colleges, and decreasing acceptance rates. It also reviews new resources for counselors, such as tools for financial aid discussions and advocacy topics like maintaining reasonable student-to-counselor ratios in public schools. The presentation was intended to inform counselors about current admission trends and policies.
The document summarizes Colorado's efforts to redesign developmental education. It finds that 27% of community college students enroll in remedial courses and are unlikely to complete associated college courses. Recommendations include reducing remedial course levels, using multiple placement pathways tailored to student majors, and redesigning math courses to focus only on content needed for subsequent college courses. The goal is to move students more quickly into college-level courses and improve completion rates. Implementation would begin in spring 2013 with transition of all colleges by fall 2014.
The document outlines an implementation plan and timeline for redesigning developmental education courses and sequences at a community college from 2013-2014. It discusses introducing new courses and scaling up existing courses in the fall of 2013 while continuing to phase out the past sequence. The full implementation would be complete by fall of 2014. It also addresses several aspects of the redesign process including developing the curriculum, training faculty and staff, assessing students, partnering with other institutions, and evaluating the outcomes of the redesign.
This document discusses Tri-C's development of their first Massive Open Online Course (MOOC) for developmental education. It provides background on MOOCs, outlines key elements of Tri-C's MOOC like its competency-based structure and use of open educational resources, and notes initial pilot results with over 100 students. It also speculates on potential future implications of MOOCs, such as alternative funding models, blended learning approaches, and the role of MOOCs in increasing institutional enrollment.
Speakers:
Karla Youngs, head of digital content services for further education and skills, Jisc
James Lafferty, licensing manager, Jisc
Pete Collins, FE and skills services manager, Jisc
The recent digital experience survey findings from students was published in November 2018. The survey results have highlighted some unmet needs around learning resource centre (LRC) provision and support regarding access and use of content, particularly from those who are studying at FE colleges.
This session proposes to review the survey results and map how LRC managers can make some subtle changes to current working practices and embed new ways of working to address these needs, and provide the digital services and support that learners are asking for. This session hopes to inspire LRC managers and staff in order to meet these digital requirements, that learners have said will make a big difference to them.
Guidance Technology: Hacks and ResourcesBrian Apfel
This document provides guidance counselors with resources for various tasks including:
- Scheduling tools like Naviance, College Visit Scheduler, and appointment schedulers that sync with Google Calendar.
- College application resources like lists, data, and articles on websites like college-kickstart.com and collegelists.pbworks.com.
- Social-emotional learning resources covering topics like behavior plans, social media dangers, and supporting diverse populations.
- Additional tools like Remind for messaging students, Kahoot for interactive quizzes, and a site for collecting test fees.
This document discusses examples of innovative uses of Blackboard products at various universities globally. It provides examples in the areas of enabling student engagement through tools like Collaborate, expanding online provision, enhancing assessment and feedback, utilizing Blackboard for educational communities and committees, virtual open days, library enhancements, and supporting staff development. Specific universities highlighted include Bond, RMIT, Charles Darwin, Groningen, Sheffield Hallam, Paris Dauphine, West England, Bristol, Keele, Sheffield, San Diego Community College, and Sheffield Hallam. The purpose is to showcase effective practices using Blackboard and discuss potential applications at other institutions.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, vendor references, and cost effectiveness. The transition will occur over the next two years, with full migration to Canvas planned by June 2014 at the end of the ANGEL contract. The new system will provide a single online platform across all colleges at a lower per-user cost than the current system.
1. A survey of over 37,000 students and 1,900 teachers across the UK found differences in digital experiences between further education (FE) colleges and higher education (HE) universities.
2. Teachers at FE colleges reported lower access to digital resources like e-books and lecture capture compared to university teachers.
3. Both students and teachers were more positive about their institution's digital environment than teachers, indicating teachers have a more critical view.
4. Digital teaching practices differed between sectors, with college teachers more likely to use live polls/quizzes and provide digital feedback.
The document summarizes Cuyahoga Community College's process for transitioning to a new Learning Management System (LMS). A taskforce with representatives from various campus groups was formed to lead a culturally inclusive and transparent review. The taskforce gathered input through surveys, focus groups, and continuous feedback. Tools like a needs analysis rubric and scorecard were used to evaluate vendors. The taskforce broke the large project into short sprints and recognized members' work through digital badges. After a thorough process, the taskforce recommended a new LMS to the college community.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
Shaping the digital future of FE and skills - digital pedagogyJisc
The webinar discussed challenges and opportunities for digital pedagogy and technology-enabled teaching and learning. Key challenges for the upcoming term include the digital divide disadvantaging learners without devices/connectivity, engagement of online learners, and delivering high quality instruction. Responding to these challenges requires consolidating tools/channels, maintaining learner engagement, and staff CPD. Moving forward, focus areas include accessibility of online content, mixed synchronous/asynchronous methods, single sign-on systems, and access to quality interactive content. Professional development is needed to support staff digital capabilities while identifying and assisting digitally excluded learners.
Facilitating your registration with the Office for Students using the Jisc st...Jisc
Speaker: Josh Howlett, head of trust and identity, Jisc
Experience the interface and tech behind the student voter registration app, a community developed to ensure your students have registered to vote. See the portal in action and how easy it is to use!
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
This document summarizes information from the California Learning Resource Network (CLRN) about their process for reviewing online courses. CLRN has over 200 volunteer educators who review courses based on alignment to state standards and quality online course standards. The review is a multi-step process where courses are examined for academic rigor, social content, instructional design, and technology. Reviews help improve courses and inform districts selecting curriculum. CLRN aims to provide vetted, standards-aligned online learning options for California students.
District Administration Dawley 2009 FinalLisa Dawley
This document discusses the growth of online and virtual education, especially for K-12 students. It notes that over 1 million K-12 students in the US learn online, and 20% of college students take an online course. Most states now offer some form of online option. Research shows that online students generally perform as well or better than face-to-face students. Idaho in particular has over 14,000 K-12 students enrolled in full-time online schools or online courses. The document also discusses online teaching certification programs and the training that online K-12 teachers receive. Finally, it outlines current and emerging technologies being used in online and blended education models.
This document discusses trends in online learning and provides an overview of a discussion on online learning. The discussion covered trends showing increasing enrollment in online higher education courses and full-time online K-12 schools. It also addressed ensuring quality in online course delivery through rigorous content, assessments, and student interaction. Participants discussed various state initiatives and policies around online learning opportunities. The need to reform policies around funding, teaching licenses, and quality standards was also mentioned.
This document summarizes Colorado's developmental education redesign which aims to move students more quickly through remedial courses and into college-level courses. It found that 27% of students enrolled in developmental education and the likelihood of completing decreases with each additional remedial level. The redesign recommends reducing time, credits, and classes in remedial sequences; using multiple math pathways tailored to students' majors; and implementing uniform placement testing and advising across colleges. The goal is to transition all colleges to the new models by Fall 2014 to improve student progression and transfer rates.
NACAC College Admission Counseling 2015Brian Apfel
This document summarizes trends in college admission counseling based on a 2015 presentation. It outlines top trends like increasing numbers of high school graduates, more students applying to multiple colleges, and decreasing acceptance rates. It also reviews new resources for counselors, such as tools for financial aid discussions and advocacy topics like maintaining reasonable student-to-counselor ratios in public schools. The presentation was intended to inform counselors about current admission trends and policies.
The document summarizes Colorado's efforts to redesign developmental education. It finds that 27% of community college students enroll in remedial courses and are unlikely to complete associated college courses. Recommendations include reducing remedial course levels, using multiple placement pathways tailored to student majors, and redesigning math courses to focus only on content needed for subsequent college courses. The goal is to move students more quickly into college-level courses and improve completion rates. Implementation would begin in spring 2013 with transition of all colleges by fall 2014.
The document outlines an implementation plan and timeline for redesigning developmental education courses and sequences at a community college from 2013-2014. It discusses introducing new courses and scaling up existing courses in the fall of 2013 while continuing to phase out the past sequence. The full implementation would be complete by fall of 2014. It also addresses several aspects of the redesign process including developing the curriculum, training faculty and staff, assessing students, partnering with other institutions, and evaluating the outcomes of the redesign.
This document discusses Tri-C's development of their first Massive Open Online Course (MOOC) for developmental education. It provides background on MOOCs, outlines key elements of Tri-C's MOOC like its competency-based structure and use of open educational resources, and notes initial pilot results with over 100 students. It also speculates on potential future implications of MOOCs, such as alternative funding models, blended learning approaches, and the role of MOOCs in increasing institutional enrollment.
Speakers:
Karla Youngs, head of digital content services for further education and skills, Jisc
James Lafferty, licensing manager, Jisc
Pete Collins, FE and skills services manager, Jisc
The recent digital experience survey findings from students was published in November 2018. The survey results have highlighted some unmet needs around learning resource centre (LRC) provision and support regarding access and use of content, particularly from those who are studying at FE colleges.
This session proposes to review the survey results and map how LRC managers can make some subtle changes to current working practices and embed new ways of working to address these needs, and provide the digital services and support that learners are asking for. This session hopes to inspire LRC managers and staff in order to meet these digital requirements, that learners have said will make a big difference to them.
Guidance Technology: Hacks and ResourcesBrian Apfel
This document provides guidance counselors with resources for various tasks including:
- Scheduling tools like Naviance, College Visit Scheduler, and appointment schedulers that sync with Google Calendar.
- College application resources like lists, data, and articles on websites like college-kickstart.com and collegelists.pbworks.com.
- Social-emotional learning resources covering topics like behavior plans, social media dangers, and supporting diverse populations.
- Additional tools like Remind for messaging students, Kahoot for interactive quizzes, and a site for collecting test fees.
This document discusses examples of innovative uses of Blackboard products at various universities globally. It provides examples in the areas of enabling student engagement through tools like Collaborate, expanding online provision, enhancing assessment and feedback, utilizing Blackboard for educational communities and committees, virtual open days, library enhancements, and supporting staff development. Specific universities highlighted include Bond, RMIT, Charles Darwin, Groningen, Sheffield Hallam, Paris Dauphine, West England, Bristol, Keele, Sheffield, San Diego Community College, and Sheffield Hallam. The purpose is to showcase effective practices using Blackboard and discuss potential applications at other institutions.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, vendor references, and cost effectiveness. The transition will occur over the next two years, with full migration to Canvas planned by June 2014 at the end of the ANGEL contract. The new system will provide a single online platform across all colleges at a lower per-user cost than the current system.
1. A survey of over 37,000 students and 1,900 teachers across the UK found differences in digital experiences between further education (FE) colleges and higher education (HE) universities.
2. Teachers at FE colleges reported lower access to digital resources like e-books and lecture capture compared to university teachers.
3. Both students and teachers were more positive about their institution's digital environment than teachers, indicating teachers have a more critical view.
4. Digital teaching practices differed between sectors, with college teachers more likely to use live polls/quizzes and provide digital feedback.
The document summarizes Cuyahoga Community College's process for transitioning to a new Learning Management System (LMS). A taskforce with representatives from various campus groups was formed to lead a culturally inclusive and transparent review. The taskforce gathered input through surveys, focus groups, and continuous feedback. Tools like a needs analysis rubric and scorecard were used to evaluate vendors. The taskforce broke the large project into short sprints and recognized members' work through digital badges. After a thorough process, the taskforce recommended a new LMS to the college community.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
Shaping the digital future of FE and skills - digital pedagogyJisc
The webinar discussed challenges and opportunities for digital pedagogy and technology-enabled teaching and learning. Key challenges for the upcoming term include the digital divide disadvantaging learners without devices/connectivity, engagement of online learners, and delivering high quality instruction. Responding to these challenges requires consolidating tools/channels, maintaining learner engagement, and staff CPD. Moving forward, focus areas include accessibility of online content, mixed synchronous/asynchronous methods, single sign-on systems, and access to quality interactive content. Professional development is needed to support staff digital capabilities while identifying and assisting digitally excluded learners.
Facilitating your registration with the Office for Students using the Jisc st...Jisc
Speaker: Josh Howlett, head of trust and identity, Jisc
Experience the interface and tech behind the student voter registration app, a community developed to ensure your students have registered to vote. See the portal in action and how easy it is to use!
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
This document summarizes information from the California Learning Resource Network (CLRN) about their process for reviewing online courses. CLRN has over 200 volunteer educators who review courses based on alignment to state standards and quality online course standards. The review is a multi-step process where courses are examined for academic rigor, social content, instructional design, and technology. Reviews help improve courses and inform districts selecting curriculum. CLRN aims to provide vetted, standards-aligned online learning options for California students.
This document provides information about selecting quality electronic learning resources and reviewing online courses. It summarizes standards and reviews for online courses from organizations like the California Learning Resource Network (CLRN), iNACOL, and the Texas Virtual School Network. The document outlines standards for online course content, instructional design, student assessment, technology, and course evaluation/support. It describes CLRN's process for reviewing high school English/math courses based on Common Core alignment and providing feedback from educators and students.
This document summarizes the California eLearning Census conducted by Brian Bridges to analyze online and blended learning in California K-12 schools. The census found that 18,500 students participated in full-time virtual learning, 76,300 students participated in blended learning models, and 17,500 students took online courses over the summer of 2011. Most blended learning utilized the self-blend model with an average of 400 students per district. The census confirmed predictions that blended learning would dominate over full-time virtual schools with 90% of students learning online at their school campus.
The document discusses academic integrity, copyright, and quality assurance in blended learning environments. It addresses challenges with academic integrity in online assessments and describes strategies to reduce cheating such as using honor codes, frequent assignments, and alternative assessment methods. The document also covers copyright issues in blended courses and exceptions under fair use. It introduces Quality Matters as a peer review process to certify quality in online and hybrid courses based on research-backed quality assurance standards and principles.
Measuring Online Course Design Quality with Open Resource MetricsMelissa A. Venable
TCC Worldwide Online Conference 2014 - Presentation with Amy Hilbelink. A call for attention to quality in online courses beginning with the design stage. Comparison of five open access rubrics that can be used as a framework or starting point for conversations and decision making.
The document summarizes trends in online learning and discusses strategies for implementing successful online education programs. Key points include:
- Online learning in K-12 has grown rapidly in recent years and is expected to continue growing. Nearly 30% of higher ed students took an online course in 2009.
- Effective online courses require high-quality content, strong teacher-student interaction, proctored assessments, and support for struggling students. Student self-motivation and time management are important skills.
- Research on an online math course found no significant difference in performance between online and face-to-face students. Policymakers are encouraged to expand access to online learning options.
This document summarizes a presentation on California's eLearning framework. It provides data on the growth of online and blended learning programs in California schools. It discusses considerations for planning a quality online or blended learning program, including content development and selection, teaching quality, and infrastructure needs. Key points covered are the increasing number of students in online programs, options for building, buying, or mixing content, the skills needed to teach online, and factors to consider in planning for technology infrastructure and costs to support online and blended learning.
Fall 2011 Online Reviews: An Interactive ApproachCarla Bradley
This document outlines OTC Online's updated process for reviewing online courses for development and delivery. The new process separates development and delivery reviews, is based on research and best practices from organizations like Quality Matters and Blackboard, and takes a collaborative approach involving departments, disability support services, and an Online Review Task Force team. The goal is to provide constructive feedback to support continuous improvement of online courses and ensure accessibility and compliance standards are met. Reviewers will use a new document organized by navigation that includes pre-review comments and feedback sections. The process was piloted in fall 2011 and will continue to involve online instructors and solicit feedback to guide further improvements.
The application of open digital badging at the OU UK and its future in heDr Patrina Law
The document discusses the application of open digital badging at The Open University UK and its future in higher education. It provides details on how the university has used badged open courses (BOCs) to provide recognition for informal learning, motivate learners, and support student recruitment and progression. Over 12 months, 3000 badges were issued through BOCs which drove new visitors, enrollments, and qualification sign-ups. The challenges of developing robust assessment for BOCs were addressed. Going forward, the university aims to further integrate digital badges and credentials into areas like student records, induction, and employability to recognize skills and encourage engagement.
This document summarizes a panel discussion on open educational resources (OER) from the WCET Annual Conference in Denver. The panelists discussed their organizations' efforts to support OER, including MERLOT's collection of over 30,000 materials, the Orange Grove's work on open textbooks in Florida, and Kentucky's Learning Depot which provides open resources aligned to common core standards. The panel explored how partnerships can help increase access to high quality open textbooks and other materials to reduce costs and support student success.
Don't Create a Lousy Online or Blended Coursebbridges51
This document provides guidance on developing high quality online and blended courses. It emphasizes the importance of aligning course content with standards, engaging students through active learning, and using assessments to inform instruction. The document also stresses ensuring accessibility, providing teacher professional development, and using a variety of media formats and tools. Developing online courses requires significant planning, collecting data on student and teacher needs, piloting content, and selecting an appropriate learning management system.
1. The National Board for Professional Teaching Standards pursues high standards for teachers and advocates for teaching reforms through a voluntary certification process.
2. The certification process involves submitting a portfolio with student work samples and videos, as well as completing assessment center exercises to demonstrate knowledge in the five core propositions of teaching.
3. Virginia provides financial support for teachers pursuing National Board Certification, including grants of up to $5,000 and annual $2,500 awards for certified teachers.
The Sloan Consortium (Sloan-C) aims to help organizations improve the quality, scale, and breadth of their online education programs according to their missions. Sloan-C provides a quality framework focused on learning effectiveness, cost-effectiveness, access, faculty satisfaction, and student satisfaction. It also hosts workshops and an annual conference to build community among online educators. Over 13,000 students enrolled in 1,345 online courses offered through Sloan-C at 158 institutions last year.
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
Online Learning at Illinois Computing Educators' ConferenceJeffrey Hunt
The document provides an overview of online learning, including definitions of key terms like online learning, blended learning, and open educational resources. It also shares data on the growth of online learning enrollments in K-12 education and higher education. Promising practices for online learning are discussed, such as providing multiple pathways for students to learn, requiring interaction between students and teachers, and implementing quality assurance measures. Student demographics and achievement levels in online programs are also reviewed based on a study.
This document provides an overview of free and open educational resources available through the California Learning Resource Network for blended learning. It lists topics covered including English, math, history, science, arts and world languages. It also summarizes various open online courses, supplemental resources and open educational resources including over 6,000 materials that can be accessed on iOS and Android devices. Finally, it highlights specific resources like CK-12 that provide open source textbooks and Khan Academy that includes instructional videos aligned to common core standards.
This document provides a summary of free and open educational resources available through the California Learning Resource Network (CLRN). It describes supplemental online courses, resources, and content that are aligned to Common Core and state standards across various subject areas. It also lists open educational resources including over 6,000 free resources, digital textbooks, applications, and supplementary curriculum materials. Various free software tools and websites are highlighted that can be used for blogs, wikis, sharing bookmarks, social networking, presentations, and more.
This document outlines a vision for next generation learning and competency education. It lists the names of four doctors and Susan Patrick, CEO of iNACOL, and mentions they will discuss a vision for the future of next generation learning and competency education. The document tags #ess12 and references elearns.org and Ess12.sched.org.
The document provides an agenda for the #ess12 event, listing speakers such as Tom Changnon, Superintendent of Stanislaus County Office of Education, Dr. Randy Ward, Dr. Rick Miller, and Dr. Theresa Rouse. The event focuses on next generation learning and competency education, with a keynote from Susan Patrick, CEO of iNACOL. The document also lists organizers of the event such as Chris Bell, Greg Ottinger, Sandra Burdick, and Kelley Day.
This document discusses the rise of digital textbooks and the evolution of the textbook industry. It begins by looking at early examples of digital textbooks in Virginia and California in the late 2000s. It then examines how ebook sales surpassed print book sales by 2011. The document outlines different paths publishers are taking to transition to digital formats, such as digital versions of physical books, interactive tablet apps, and subscription-based online textbooks. It also explores how states are adapting legislation and funding models to support the shift to digital. Overall, the document analyzes the disruption of the textbook market and how publishers and educators are responding to the transition to digital content.
Disrupting Independent Study: Online Learning's Promise, Potential, and Pitfallsbbridges51
The document discusses several key issues regarding online learning:
1) Online course enrollment has grown rapidly in recent years at both the college and K-12 levels and is projected to continue growing substantially.
2) While online learning provides benefits like flexibility and access to courses, studies have found mixed results on student performance and completion rates in online K-12 courses compared to traditional courses.
3) It is important to evaluate the quality and standards of online course content, instructional design, assessments, and technology to ensure they effectively support student learning.
This document discusses the disruption of various industries by digital technologies and online learning models. It describes how digital cameras disrupted the film camera industry, with Kodak's stock price declining sharply as digital cameras rose in popularity. It then outlines the growth of digital textbooks and online courses. Various online learning models are discussed, like state virtual schools, multi-district online schools, and commercial providers. The document warns that online learning poses a disruption to traditional K-12 schools, and that blended learning combining online and in-person instruction will likely become more prominent.
The document discusses the growth of online learning and its potential to disrupt traditional education models. It provides statistics showing large yearly increases in online course enrollment in higher education and K-12. While online learning is currently meeting the needs of "non-consumers", the document suggests it may soon compete for all students as quality and affordability improve. Standards for high-quality online courses are outlined to help educators evaluate options.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
6. California Legislation
AB 1398, relating to the use of textbook
funds
Redefines “technology-based materials”
to include electronic equipment required
to use them
7. California Legislation
SB 247 relating to high school textbook
purchases
Textbook funds may be used to
purchase electronic versions
Districts must ensure all students have
access at home & school
9. Three Digital Textbook Paths
Self-contained digital
Flat: Epub, Kindle, PDF
Digital with interactive components
Online, subscription-based
Some digital or interactive components
Online Courses
10. What is CLRN?
Online Course Reviews
Six subject areas
Standards Alignment
Common Core State Standards
California’s other standards
Next Generation Science Standards
iNACOL Standards for Quality Online
Courses
19. CLRN Review Sites
Six, subject-specific sites
County office based
Managed by COE content expert
20-25 active teachers
Meet monthly during school year
20. Reviewer Training & Norming
CLRN Review Process
Social Content Criteria
Online Course Standards
28. Step 5: Course Standards
Reviewers vet 24 of the 52 OCR standards
29. Content
Content depth and breadth
Information literacy skills
Learning resources and materials
Communication process between
teachers, parents, and students
Content accuracy and bias
30. 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
31. OCR Standards/Considerations
B5. The course
provides
opportunities for
students to engage in
higher-order
thinking, critical
reasoning activities
and thinking in
increasingly complex
ways. ★
Assignments, activities, and
assessments provide
opportunities for student to
elevate their thinking beyond
knowledge and comprehension
into the realm of analyzing
situations, synthesizing
information, or evaluating an
argument. …Opportunities for
group
work, decision‐making, and
finding patterns should also be
32. 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
35. CLRN Central Review
Validation & Norming
Work the course
Review/update all 52 course
standards
Standardize review comments
Notes inform reviewer retraining
36. CLRN Central Review
Editing & Proofreading
Review, modify, and standardize content standards rating
& comments
Publisher Feedback
Seven-day window
New evidence required for Re-Review
One Re-Review permitted per course.
Publishing
Reviews valid for three years
37. Texas H.B 4294
eTextbook publishers may submit
updated content for review
Districts/schools may select a
subscription-based electronic textbook
38. Re-Review Policy
For Updated Courses
Updated, not new (New=>30% new content)
New content and/or course standards.
Strengthen alignment to the content standards
and/or the course standards.
Publishers provide specific evidence.
Once per year
51. What steps does your school/district take
to validate that the rigor and quality of
online or blended learning courses meets
or exceeds that of “traditional” courses
taught in a brick and mortar classroom?
52. Answers and Questions
We examine the course outlines with
teachers and administration.
Matching up the state standards
with course, requiring minimums for
passing scores
None required
53. More Answers and Questions
Data supplied by curriculum
provider.
Student input on rigor compared to
last course or class taken.
Ensure alignment to state standards –
we need to be doing more
54. What factors did you consider
when selecting courseware?
Price
77%
Compared to content standards
60%
U.C. A-G list
60%
Examined course outlines
55%
Data supplied by provider
42%
Vendor demonstration
42%
Colleague recommendation
Selected CLRN Certified courses.
None
0
10
20
30
40
50
58. Analysis of the 460 published
63% certified
Up from 46%
20% teach < 80% content standards
Range from 4% met to 78% met
12% only missing captions or
transcripts
64. Ed Code
Ed Code 49011 states that school
districts and schools shall not
establish a two-tier educational
system …through payment of a fee or
purchase of additional supplies that the
school district or school does not
provide; and
65. What is not a great online
course
Class 1: Watch lecture. Complete worksheets. Take a
multiple choice test. Repeat
Class 2: Read. Take a multiple choice test. Repeat
Class 3: Read. Print and take quiz. Grade your quiz.
Take multiple choice test. Repeat
Class 4: Read a physical book. Take quiz from a
physical book. Take part in online discussion. Repeat
Moving a textbook online is not a foundation for a great
course.
66. What is not a great online lesson.
“Writing an introduction” slide show
Vocabulary exercises. Students then:
READ 12 textbook pages about verbs
READ 13 pages of textbook reading
about verb agreement
67. Not a great online
lesson, continued
READ 10 pages of textbook reading
about verb tense
READ 6 textbook pages about “verbs
made easy”
READ a one-page textbook page
about writing a first draft, and
READ two textbook pages about
simple narratives.
70. 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.
Inputs matter. How can you tell if an online course is any good, whether it engages students in active learning, or challenges them with authentic, higher-level work? We’ll detail the California Learning Resource Network (CLRN) course review process, from publisher entry to publication, outlining criteria, including iNACOL’s course standards, for receiving our certification as part of our University of California partnership. We’ll also share data from the California eLearning Census.
What’s missing is that
As the census drew to a close, we sent a supplemental survey to those districts that were purchasing courses, asking them about their selection process. When asked what factors they considered when selecting courseware, the top four choices were price, comparing courses to content standards, the U.C. A-G approved list, and examined course outlines. Sadly, few districts realize that by selecting from the UC A-G Approved courses, they’re also depending on CLRN’s certified course reviews.None10%Selected only CLRN Certified courses.3 6%Colleague recommendation17 32%Vendor demonstration2242%Data supplied by curriculum provider22 42%Examined course outlines2955%U.C. A-G list3260%Compared the course to the content standards32Price41 77%
Short video clip of a boring teacher?If you walked into a f2f class and saw this type of teaching/learning, would you be impressed? Would you recommend this class to other students? Would you send a struggling student there? The lesson begins with “Writing an introduction” slide show, which would be stronger if narrated, followed by some vocabulary exercises. Students then read:12 textbook pages about verbs13 pages of textbook reading about verb agreement10 pages of textbook reading about verb tensesix textbook pages about “verbs made easy”a one-page textbook page about writing a first draft, andtwo textbook pages about simple narratives.
Inputs matter. How can you tell if an online course is any good, whether it engages students in active learning, or challenges them with authentic, higher-level work? We’ll detail the California Learning Resource Network (CLRN) course review process, from publisher entry to publication, outlining criteria, including iNACOL’s course standards, for receiving our certification as part of our University of California partnership. We’ll also share data from the California eLearning Census.