These slides are the basis of a comprehensive, 3-hour training covering three distinct topics in the implementation of online learning under Section 21F of the State School Aid Act. These topics are the basic permissions and requirements of the law, the use of the statewide online course catalog, and the quality review process for online courses offered under 21F required by Michigan law.
Dual Credit Survey: Accelerating Educational Readiness, Progress, and CompletionHobsons
The document contains a survey about dual credit courses, which allow high school students to earn college credit. The survey asks respondents about their school district, current dual credit offerings, partnerships, benefits, and barriers to dual credit courses. It also asks about the respondents' views on issues like whether dual credit demonstrates college readiness and whether K-12 education should evolve into a K-14 system.
Boothbay Region High School is a typical U.S. high school located in Maine. 40% of students qualify for free or reduced lunch, and in recent years they have had an average of 50-55% of students matriculate to college. Guidance director Jennifer Burns recommended that her district purchase Naviance as a tool to help increase the school’s college-going rate, as well as student engagement in academics and post-secondary goals. Jennifer shared eight things that have changed at her school just one year after implementing Naviance.
Learn more at: www.naviance.com
Presented at the 2014 Student Affairs and Services Symposium at York.
In July 2011, Ryerson University and York University signed the Inter-University Joint Teaching and Learning Initiative Memorandum of Understanding (“Ryerson-York Initiative”), a historic landmark agreement, establishing a foundation for interinstitutional collaboration in teaching and learning. The Ryerson-York Initiative builds upon both universities’ shared commitment to teaching excellence, positive student experience, institutional collaboration and access to post-secondary education. In particular the agreement aims to promote student mobility and enhance student experience by:
- Facilitating improved access by students of each institution to existing courses/programs offered at the other institution;
- Allowing students at each institution to customize their learning experience through increased choice and accessibility.
Online Education: A Game Changer for International Education AIEA 2015 Michael Waxman-Lenz
How will online education affect international student mobility and opportunities. Representatives from Coursera, University of Wisconsin-Milwaukee and International Education Advantage (Intead) present trends, facts and discuss the implications.
Assessment Tool- for Global Learning OutcomesMichelle Mazzeo
This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
39. social and student engagement and supportAnton Lebedev
This document discusses social and student engagement and support based on the Sloan-C Quality Scorecard for online programs. It provides examples of how institutions can meet the Scorecard's indicators for creating a sense of community and introducing students to online learning. For community, it discusses the importance of peer support and interactions. Examples highlighted include Rio Salado Community College's student-centered approach and CUNY's academic social network. For introducing online learning, it emphasizes informing students and assessing readiness. Examples include orientations, advising pilots, and tools to evaluate technology skills and learning styles. The document concludes that supporting students' technology use is also important.
Dual Credit Survey: Accelerating Educational Readiness, Progress, and CompletionHobsons
The document contains a survey about dual credit courses, which allow high school students to earn college credit. The survey asks respondents about their school district, current dual credit offerings, partnerships, benefits, and barriers to dual credit courses. It also asks about the respondents' views on issues like whether dual credit demonstrates college readiness and whether K-12 education should evolve into a K-14 system.
Boothbay Region High School is a typical U.S. high school located in Maine. 40% of students qualify for free or reduced lunch, and in recent years they have had an average of 50-55% of students matriculate to college. Guidance director Jennifer Burns recommended that her district purchase Naviance as a tool to help increase the school’s college-going rate, as well as student engagement in academics and post-secondary goals. Jennifer shared eight things that have changed at her school just one year after implementing Naviance.
Learn more at: www.naviance.com
Presented at the 2014 Student Affairs and Services Symposium at York.
In July 2011, Ryerson University and York University signed the Inter-University Joint Teaching and Learning Initiative Memorandum of Understanding (“Ryerson-York Initiative”), a historic landmark agreement, establishing a foundation for interinstitutional collaboration in teaching and learning. The Ryerson-York Initiative builds upon both universities’ shared commitment to teaching excellence, positive student experience, institutional collaboration and access to post-secondary education. In particular the agreement aims to promote student mobility and enhance student experience by:
- Facilitating improved access by students of each institution to existing courses/programs offered at the other institution;
- Allowing students at each institution to customize their learning experience through increased choice and accessibility.
Online Education: A Game Changer for International Education AIEA 2015 Michael Waxman-Lenz
How will online education affect international student mobility and opportunities. Representatives from Coursera, University of Wisconsin-Milwaukee and International Education Advantage (Intead) present trends, facts and discuss the implications.
Assessment Tool- for Global Learning OutcomesMichelle Mazzeo
This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
39. social and student engagement and supportAnton Lebedev
This document discusses social and student engagement and support based on the Sloan-C Quality Scorecard for online programs. It provides examples of how institutions can meet the Scorecard's indicators for creating a sense of community and introducing students to online learning. For community, it discusses the importance of peer support and interactions. Examples highlighted include Rio Salado Community College's student-centered approach and CUNY's academic social network. For introducing online learning, it emphasizes informing students and assessing readiness. Examples include orientations, advising pilots, and tools to evaluate technology skills and learning styles. The document concludes that supporting students' technology use is also important.
This one-credit course is designed to help transfer students improve their academic performance at Florida State University. The course focuses on developing skills like time management, goal setting, utilizing campus resources, and reflecting on learning strategies. Over the semester students will complete assignments like keeping a semester calendar, analyzing their course demands, creating study plans, and having personal meetings with the instructor to discuss progress. The goal is for students to improve their ability to navigate the increased academic expectations of a four-year research university. Class meetings will be held remotely via Zoom on Wednesdays. Students will be evaluated based on participation in class activities, assignments, and a final group presentation.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
Katho new media course evaluation oct10_ana adiAna ADI
The document summarizes the results of a survey evaluating a New Media course taught by Ana ADI. Key findings from the survey include:
- Students rated the overall course and teaching as "very good" or "excellent" in most categories.
- Specific elements like the lecturer's organization, use of examples and technology, and availability for help received "excellent" marks from over 60% of students.
- Students particularly enjoyed the practical elements of the course like team projects and class interaction.
- Suggested improvements included extending class time and covering publishing strategies and blog visibility.
- Online live video guest lectures continued to be viewed as a novelty and effective way to integrate new media.
The document summarizes the new Master of Science Degree in Instructional Media from Wilkes University and Discovery Education. The degree focuses on 21st century skills and innovative learning methods using technology. It is an affordable and convenient fully online program. Students gain access to Discovery Education resources and can complete the degree in less than two years. The degree helps students professionally by allowing them to teach educational technology, become teacher leaders, and increase their pay scale.
This document outlines the syllabus for a 2-week course on new media. The course aims to introduce students to concepts like convergence, web 2.0, and social media, and examine their impact on journalism, marketing, and communication. It will consist of daily 3-hour lectures and assignments, including analyzing readings, participating in discussions, working in teams on projects, and presenting work. Students will be assessed based on a reading commentary assignment, team project, and class participation.
The document provides a situation analysis and research for a public relations campaign to increase enrollment in the Communication Department at Otterbein University. It analyzes the current situation of Otterbein University and the Communication Department, identifies key competitors, and outlines research conducted including an interview with Marietta College about their communication department. The goal is to determine the best strategies to recruit more students to the Communication Department through marketing and public relations efforts.
The document discusses a Board of Higher Education meeting about student hunger and homelessness in Massachusetts. It finds that over 1/3 of public colleges report increases in students using food pantries and experiencing food insecurity or homelessness over the past year. Many homeless students sleep in places like friends' couches, shelters, cars or 24-hour businesses. Both state-level actions and individual campus actions are working to address these issues and help students in need.
This document provides a syllabus for a course on new media. The course is designed to introduce students to concepts of new media, convergence, web 2.0 and their implications. It will cover the challenges new media pose to traditional media and communication industries. Through lectures and assignments, students will develop an understanding of new media platforms and tools, and learn how to generate new media content and communication campaigns. The syllabus outlines the course aims, learning outcomes, delivery methods and daily lesson plans over its 2-week duration.
Fast Forward Presentation for HCL -09-09-10davidsf6
This orientation provides an overview of the Accelerated Undergraduate Health Care Leadership Program at National Louis University. It covers graduation requirements, financing options, registration procedures, academic support services, and campus policies. Students learn how to access their coursework online and where to go for advising, financial aid, or other assistance during their time in the program.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
This slide presentation was part of a Learnshop at Online Educa Berlin 2013. This was an interactive, discussion based session:
Competency-based education addresses the rising cost of education and supports employability of graduates. It offers a path for adults to accelerate degree completion by acknowledging prior learning and work experience. Until recently, prior learning has meant transfer credit from a different educational institution. Although this is still relevant, it is expanding to include consideration of learning via open educational resources and MOOCs. Can these also be incorporated as part of an accredited degree program? Work in small groups with the expert panel in this dynamic and interactive Learnshop to grow your theoretical and practical understanding of competency-based higher education and develop thinking on implementation of this model in a European context.
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.
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 webinar discussed research needs and priorities for three K-12 virtual schools: Michigan Virtual School, The Virtual High School, and North Carolina Virtual Public School. Key research topics included effective instructional strategies for online learning, student engagement, collaboration tools, blended learning models, and teacher evaluation processes for online instructors. Representatives from each virtual school provided details on their programs and outlined potential research partnerships and opportunities.
Blended learning combines online and in-person learning, with students learning partly through online content and instruction and partly in a brick-and-mortar location away from home. The document defines blended learning and outlines its key components, such as students having some control over time, place, path or pace of learning. It also describes different models of blended learning environments and outlines requirements for documenting and coding blended learning courses in the school system.
The document summarizes several training programs offered through partnerships between Northern Virginia Community College (NOVA) and local community organizations. The programs provide job training, career counseling, and the opportunity to earn NOVA credits for in-demand fields like healthcare, IT, early childhood education, security, and entrepreneurship. Many programs include internship opportunities and have strong student outcomes like job placement rates over 70%. The goal is to expand educational access and workforce development through these community-based partnerships.
Assessing the Impact of Mentoring: Lessons Learned from a Research Study in W...ICF
Samantha Spinney, Ph.D., Manager, Child Welfare & Education, ICF
Understand the impact mentoring has on students' behavioral engagement, academic achievement, and non-cognitive skill outcomes and learn best practices for designing and implementing a randomized controlled trial (RCT) in a school setting.
Learn more: https://www.icf.com/
Merging a hybrid course with a fully online course.guestc503c25
To meet the different learning preferences of graduate nursing students within a single course a hybrid or blended option was offered alongside a fully online option. This pilot study examined the processes and outcomes of this effort.
Merging a hybrid/blended course with a fully online course.guestc503c25
This slide set describes a pilot study examining the merger of a hybrid/blended course with a fully online course in a graduate school of nursing to meet varying learner preferences.
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 the Academically Intellectually Gifted (AIG) Program in the Wake County Public School System (WCPSS). The AIG Program aims to provide appropriately challenging education for high-achieving students through differentiated curriculum and instruction. Services are determined by each school's AIG Plan and can include options like resource classes, team teaching, and electives. Students are identified for the AIG Program through screening, nominations, and evaluations of cognitive abilities and achievement test scores. If identified, students receive differentiated instruction through their Differentiated Education Plan.
This one-credit course is designed to help transfer students improve their academic performance at Florida State University. The course focuses on developing skills like time management, goal setting, utilizing campus resources, and reflecting on learning strategies. Over the semester students will complete assignments like keeping a semester calendar, analyzing their course demands, creating study plans, and having personal meetings with the instructor to discuss progress. The goal is for students to improve their ability to navigate the increased academic expectations of a four-year research university. Class meetings will be held remotely via Zoom on Wednesdays. Students will be evaluated based on participation in class activities, assignments, and a final group presentation.
Syllabus Spring '14: Social Media in Public RelationsVinita Agarwal
CMAT 490—Social Media in PR will involve the study of strategic communication principles guiding social media planning and integration using tools such as blogging, podcasting, YouTube, Facebook, RSS, Pinterest, and Twitter to identify and engage key influencers. Students gain knowledge and experience in strategic implementation of social media initiatives in PR contexts such as social media crises, corporate communications, issues management, and reputation management. CMAT 490 is an enhanced course, requiring intensive study in any one area of speech or communication studies, ideally in the student’s track. Substantial research paper/academic project and class presentation are required.
Katho new media course evaluation oct10_ana adiAna ADI
The document summarizes the results of a survey evaluating a New Media course taught by Ana ADI. Key findings from the survey include:
- Students rated the overall course and teaching as "very good" or "excellent" in most categories.
- Specific elements like the lecturer's organization, use of examples and technology, and availability for help received "excellent" marks from over 60% of students.
- Students particularly enjoyed the practical elements of the course like team projects and class interaction.
- Suggested improvements included extending class time and covering publishing strategies and blog visibility.
- Online live video guest lectures continued to be viewed as a novelty and effective way to integrate new media.
The document summarizes the new Master of Science Degree in Instructional Media from Wilkes University and Discovery Education. The degree focuses on 21st century skills and innovative learning methods using technology. It is an affordable and convenient fully online program. Students gain access to Discovery Education resources and can complete the degree in less than two years. The degree helps students professionally by allowing them to teach educational technology, become teacher leaders, and increase their pay scale.
This document outlines the syllabus for a 2-week course on new media. The course aims to introduce students to concepts like convergence, web 2.0, and social media, and examine their impact on journalism, marketing, and communication. It will consist of daily 3-hour lectures and assignments, including analyzing readings, participating in discussions, working in teams on projects, and presenting work. Students will be assessed based on a reading commentary assignment, team project, and class participation.
The document provides a situation analysis and research for a public relations campaign to increase enrollment in the Communication Department at Otterbein University. It analyzes the current situation of Otterbein University and the Communication Department, identifies key competitors, and outlines research conducted including an interview with Marietta College about their communication department. The goal is to determine the best strategies to recruit more students to the Communication Department through marketing and public relations efforts.
The document discusses a Board of Higher Education meeting about student hunger and homelessness in Massachusetts. It finds that over 1/3 of public colleges report increases in students using food pantries and experiencing food insecurity or homelessness over the past year. Many homeless students sleep in places like friends' couches, shelters, cars or 24-hour businesses. Both state-level actions and individual campus actions are working to address these issues and help students in need.
This document provides a syllabus for a course on new media. The course is designed to introduce students to concepts of new media, convergence, web 2.0 and their implications. It will cover the challenges new media pose to traditional media and communication industries. Through lectures and assignments, students will develop an understanding of new media platforms and tools, and learn how to generate new media content and communication campaigns. The syllabus outlines the course aims, learning outcomes, delivery methods and daily lesson plans over its 2-week duration.
Fast Forward Presentation for HCL -09-09-10davidsf6
This orientation provides an overview of the Accelerated Undergraduate Health Care Leadership Program at National Louis University. It covers graduation requirements, financing options, registration procedures, academic support services, and campus policies. Students learn how to access their coursework online and where to go for advising, financial aid, or other assistance during their time in the program.
This document provides the course policies and syllabus for CMAT 344-001 Writing for the Professions, which meets on Tuesdays and Thursdays from 9:30-10:45am in TETC 116B. The course is taught by Dr. Vinita Agarwal and focuses on preparing students for print journalism and public relations careers through weekly writing assignments. Students will learn to write news stories, feature stories, public relations materials and complete a semester-long news beat. The course requires in-class and out-of-class work totaling 11-19 hours per week. Assignments include quizzes, exams, in-class writing, a news story, media kit and blogging.
This slide presentation was part of a Learnshop at Online Educa Berlin 2013. This was an interactive, discussion based session:
Competency-based education addresses the rising cost of education and supports employability of graduates. It offers a path for adults to accelerate degree completion by acknowledging prior learning and work experience. Until recently, prior learning has meant transfer credit from a different educational institution. Although this is still relevant, it is expanding to include consideration of learning via open educational resources and MOOCs. Can these also be incorporated as part of an accredited degree program? Work in small groups with the expert panel in this dynamic and interactive Learnshop to grow your theoretical and practical understanding of competency-based higher education and develop thinking on implementation of this model in a European context.
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.
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 webinar discussed research needs and priorities for three K-12 virtual schools: Michigan Virtual School, The Virtual High School, and North Carolina Virtual Public School. Key research topics included effective instructional strategies for online learning, student engagement, collaboration tools, blended learning models, and teacher evaluation processes for online instructors. Representatives from each virtual school provided details on their programs and outlined potential research partnerships and opportunities.
Blended learning combines online and in-person learning, with students learning partly through online content and instruction and partly in a brick-and-mortar location away from home. The document defines blended learning and outlines its key components, such as students having some control over time, place, path or pace of learning. It also describes different models of blended learning environments and outlines requirements for documenting and coding blended learning courses in the school system.
The document summarizes several training programs offered through partnerships between Northern Virginia Community College (NOVA) and local community organizations. The programs provide job training, career counseling, and the opportunity to earn NOVA credits for in-demand fields like healthcare, IT, early childhood education, security, and entrepreneurship. Many programs include internship opportunities and have strong student outcomes like job placement rates over 70%. The goal is to expand educational access and workforce development through these community-based partnerships.
Assessing the Impact of Mentoring: Lessons Learned from a Research Study in W...ICF
Samantha Spinney, Ph.D., Manager, Child Welfare & Education, ICF
Understand the impact mentoring has on students' behavioral engagement, academic achievement, and non-cognitive skill outcomes and learn best practices for designing and implementing a randomized controlled trial (RCT) in a school setting.
Learn more: https://www.icf.com/
Merging a hybrid course with a fully online course.guestc503c25
To meet the different learning preferences of graduate nursing students within a single course a hybrid or blended option was offered alongside a fully online option. This pilot study examined the processes and outcomes of this effort.
Merging a hybrid/blended course with a fully online course.guestc503c25
This slide set describes a pilot study examining the merger of a hybrid/blended course with a fully online course in a graduate school of nursing to meet varying learner preferences.
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 the Academically Intellectually Gifted (AIG) Program in the Wake County Public School System (WCPSS). The AIG Program aims to provide appropriately challenging education for high-achieving students through differentiated curriculum and instruction. Services are determined by each school's AIG Plan and can include options like resource classes, team teaching, and electives. Students are identified for the AIG Program through screening, nominations, and evaluations of cognitive abilities and achievement test scores. If identified, students receive differentiated instruction through their Differentiated Education Plan.
This document summarizes the Academically Intellectually Gifted (AIG) Program in the Wake County Public School System (WCPSS). The AIG Program aims to provide appropriately challenging education for high-achieving students through differentiated curriculum and instruction. Services are outlined for K-12 students and include resource classes, electives, team teaching, and advanced course selection. The identification process begins with screening or nominations, leading to assessments and a recommendation by the School-Based Committee for Gifted Education. Students are provided a Differentiated Education Plan describing their AIG services and annual progress reviews.
The document outlines requirements for a cumulative career-based graduation project. It establishes mentor meetings, career exploration activities, and electronic portfolio requirements to be completed each year. Students must satisfactorily complete each component by established deadlines or face consequences including failing grades, assignment to study centers, and potential ineligibility for graduation.
The document outlines requirements for a cumulative career-based graduation project. It establishes mentor meetings, career exploration activities, and electronic portfolio requirements for each grade level. Completion of the project is necessary for graduation eligibility, and failure to meet grade-level goals will result in consequences like assignment to study centers and ineligibility for senior activities.
The document outlines requirements for a cumulative career-based graduation project for students. It is intended to help students research potential careers and educational programs. Students must complete grade-level assignments each year, saving their work to an electronic portfolio. They will meet twice yearly with a mentor to discuss progress. Failure to complete an assignment results in consequences like restricted privileges and risk of not graduating.
3.27.14.adult learner satisfaction and success in higher education online lea...FernKayHarris
This study aims to explore the relationships between higher order learning best practices and student satisfaction and success for adult learners in online higher education. It will examine how factors like faculty contact, student interactions, active learning, feedback, time on task, expectations, diversity, and technology usage impact satisfaction and success. A survey will be administered to undergraduate online students at a Midwestern university to determine the correlations between these independent and dependent variables. The results could help administrators, faculty, and instructional designers improve the quality of online education for adult learners.
Retrofitting Legacy Systems Faculty Development Model - Competency-Based Educ...Becky Lopanec
This document discusses retrofitting legacy systems at community colleges to support competency-based learning programs. It provides examples from Bellevue College's experience implementing CBE programs on a traditional campus. Key challenges addressed include integrating CBE programs with student services, financial aid, faculty roles and contracts, and IT systems. The document also outlines the development and lessons learned from Bellevue's pilot CBE program in business software and discusses strategies for recruiting students, assessing readiness, and ensuring ongoing success for CBE.
NASPA Conferences of Student Success: Supporting Post-Traditional Studentsbrightspot
As institutions anticipate the enrollment cliff and an increase in post-traditional students, how must they evolve to best support these audiences? brightspot Director Amanda Wirth Lorenzo and Metro State Provost & Executive Vice President for Academic and Student Affairs Amy Gort answer this question from a national and local perspective: sharing insights from brightspot's national Student Experience Snapshot complemented by strategies from Metro State that has supported post-traditional students for 50 years. These perspectives provide the strategies and tactics to help you adapt your support services, campus, and technology for post-traditional students.
West Virginia GEAR UP is a federally funded program that helps students in ten counties prepare to succeed in education and training beyond high school. “GEAR UP” stands for “Gaining Early Awareness and Readiness for Undergraduate Programs,” and the program’s goal is to help more students pursue their dreams of earning a college diploma or skillset certificate.
West Virginia GEAR UP is managed by the West Virginia Higher Education Policy Commission (Commission), in collaboration with the West Virginia Community and Technical College System, the West Virginia Department of Education, the West Virginia Department of Education and the Arts and many other community partners.
The GEAR UP program operates on seven-year cycles. The Commission is administering its second consecutive GEAR UP grant, which began in 2014 and will conclude in 2021.
This presentation provides an introduction to the purpose and administration of the 2014-2021 project and is intended for project personnel working in districts and schools served by the West Virginia GEAR UP program.
Co-authors/presenters: Melissa Gattuso, Dr. Adam S. Green, Jason Luyster, Elizabeth Manuel, Heather McChesney and Scott McDonie.
This document discusses trends in higher education and predictions for the year 2020, with a focus on the increasing impact of adult and mobile learners. It notes that adult learners over age 25 will see the largest enrollment increases and will need flexible scheduling, advising, and payment options. Online learning enrollment is also growing rapidly due to demands from digital native students and adult learners' needs for convenience. The document advocates for colleges to adapt programs and services to better serve these student groups in 2020 through strategies like continuous enrollment, year-round programming, and competency-based education delivered through hybrid instructional models.
The document summarizes a survey of Washington state school district policies and practices related to online learning. It found that policies varied widely between districts, with small rural districts most restrictive. Most districts approved online courses from a variety of providers for credit recovery. Ensuring quality included reviewing course alignment and teacher training, though practices differed. Barriers to online learning included funding, course quality concerns, and lack of support systems.
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 ...
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
4. MICHIGAN’S POLICY FRAMEWORK (SEC. 21F)
• Unprecedented statewide choice at the course level
• Expands district-based online learning options
• Key role for schools in determining quality & rigor
• Schools decide if they want to be providers
5. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE
6. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE
7. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE
8. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE
9. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE
10. Per 21f:
“Online course” means a course of study that is capable of generating a credit or a grade,
that is provided in an interactive internet-connected learning environment, in which pupils
are separated from their teachers by time or location, or both, and in which a teacher who
holds a valid Michigan teaching certificate is responsible for determining appropriate
instructional methods for each pupil, diagnosing learning needs, assessing pupil learning,
prescribing intervention strategies, reporting outcomes, and evaluating the effects of
instruction and support strategies.
21F HAS A NARROW DEFINITION OF AN ONLINE COURSE
11. 21F ALSO HAS ADDITIONAL RESTRICTIONS
Only students in grades 5-12 are eligible to
enroll in online courses.
With parent consent, a district shall enroll a
pupil in up to 2 online courses as requested
by the pupil during an academic term.
Select online courses from the educating
district’s catalog or from the statewide
catalog.
12. 21F ALSO HAS ADDITIONAL RESTRICTIONS
Only students in grades 5-12 are eligible to
enroll in online courses.
With parent consent, a district shall enroll a
pupil in up to 2 online courses per academic
term.
Select online courses from the educating
district’s catalog or from the statewide catalog.
13. 21F ALSO HAS ADDITIONAL RESTRICTIONS
Only students in grades 5-12 are eligible to
enroll in online courses.
With parent consent, a district shall enroll a
pupil in up to 2 online courses per academic
term.
Online courses must be selected from the
educating district’s catalog or from the
statewide catalog.
14. 21F ALSO HAS ADDITIONAL RESTRICTIONS
Only students in grades 5-12 are eligible to
enroll in online courses.
With parent consent, a district shall enroll a
pupil in up to 2 online courses per academic
term.
Online courses must be selected from the
educating district’s catalog or from the
statewide catalog.
All 21f syllabi must be provided to MVU in a
form and method described by the
department.
23. 1. Pupil has already earned credits for the course.
SCHOOLS CAN DENY 21F REQUEST IF:
24. 1. Pupil has already earned credits for the course.
2. Online course cannot generate academic credit.
SCHOOLS CAN DENY 21F REQUEST IF:
25. 1. Pupil has already earned credits for the course.
2. Online course cannot generate academic credit.
3. Online course is inconsistent with pupil’s remaining graduation
requirements or career interests.
SCHOOLS CAN DENY 21F REQUEST IF:
26. 1. Pupil has already earned credits for the course.
2. Online course cannot generate academic credit.
3. Online course is inconsistent with pupil’s remaining graduation
requirements or career interests.
4. The pupil does not possess the prerequisite knowledge and skills to be
successful in the online course or has demonstrated failure in previous
online coursework in the same subject.
SCHOOLS CAN DENY 21F REQUEST IF:
27. 1. Pupil has already earned credits for the course
2. Online course cannot generate academic credit
3. Online course is inconsistent with pupil’s remaining graduation
requirements or career interests
4. The pupil does not possess the prerequisite knowledge and skills to be
successful in the online course or has demonstrated failure in previous
online coursework in the same subject.
5. The online course is of insufficient quality or rigor.
SCHOOLS CAN DENY 21F REQUEST IF:
28. 1. Pupil has already earned credits for the course
2. Online course cannot generate academic credit
3. Online course is inconsistent with pupil’s remaining graduation
requirements or career interests
4. The pupil does not possess the prerequisite knowledge and skills to be
successful in the online course or has demonstrated failure in previous
online coursework in the same subject.
5. The online course is of insufficient quality or rigor. A district that denies a
pupil enrollment for this reason shall make a reasonable effort to assist
the pupil to find an alternative course in the same or a similar subject that
is of acceptable rigor and quality.
SCHOOLS MUST ASSIST WITH FINDING AN ALTERNATIVE
31. MENTORS UNDER 5-O-A MUST BE CERTIFICATED
Per 5-O-A:
An on-site mentor must be assigned and available for assistance to the pupil. The on-site
mentor will monitor the pupil’s progress in the course. The on-site mentor must be a
certified teacher employed by the school district. The on-site mentor may also be the
teacher of record for the course.
32. MENTORS UNDER 5-O-D MUST BE EMPLOYEES
Per 5-O-D:
A teacher who holds a valid Michigan teaching certificate must be identified and assigned
to the course. The teacher is responsible for determining appropriate instructional
methods for each pupil, diagnosing learning needs, assessing pupil learning, prescribing
intervention strategies, reporting outcomes, and evaluating the effects of instruction and
support strategies. An on-site mentor employed by the district must also be assigned to the
pupil.
33. SEAT TIME WAIVER MENTORS MUST BE CERTIFICATED
Per 5-O-B:
The district will assign an On-Site Mentor who will also serve as the Teacher of Record.
The on-site mentor shall monitor the pupil’s progress and be available for
assistance. The on-site mentor shall be a certified Michigan teacher employed by the
district.
34. 21f Tool Kit
Resources include:
• Sample Letters and Forms
• Draft Policies
• Online Learner Readiness Rubric
• Parent Guide
• Sample Counselor Checklist
• Sample Online Learner Agreement Form
Input from MDE, MASSP, MEMSPA, MASA, MAISA, MASB,
MACUL, Michigan ASCD and the REMC Association of Michigan
MICOURSES WEBSITE HAS A 21F TOOL KIT
42. 1 = Online Courses Offered by Local District to Local Students Only
1
1
43. 1 = Online Courses Offered by Local District to Local Students Only
= Online Courses Offered by Local District to Local and Statewide Students2
1
2
2
1
44. 1 = Online Courses Offered by Local District to Local Students Only
= Online Courses Offered by Local District to Local and Statewide Students2
1
2
2
2 = Online Courses by Other Districts to Students Statewide
2
2
2
2
1
45. 1 = Online Courses Offered by Local District to Local Students Only
= Online Courses Offered by Other Districts Statewide3
= Online Courses Offered by Local District to Local and Statewide Students2
1
2
3
2
3
2 = Online Courses by Other Districts to Students Statewide
2
2
2
2
1
135. Review Oversight
• Appoint a Review Manager
• Where possible, include additional individuals on Oversight Committee
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
136. Review Oversight
• Appoint a Review Manager
• Where possible, include additional individuals on Oversight Committee
• Select Review Team members
• Train Review Team members
• Make sure reviews are completed on schedule
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
137. Review Team Composition
• 3-5 member teams – minimum of 2
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
138. Review Team Composition
• 3-5 member teams – minimum of 2
• Minimize conflicts of interest that can bias review
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
139. Review Team Composition
• 3-5 member teams – minimum of 2
• Minimize conflicts of interest that can bias review
• Who created the course content?
• District-Created – Include external reviewers on team
• Third-Party – No external reviewers necessary
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
140. Review Team Composition
• 3-5 member teams – minimum of 2
• Minimize conflicts of interest that can bias review
• Who created the course content?
• District-Created – Include external reviewers on team
• Third-Party – No external reviewers necessary
• Assemble a range of experts on team
• Subject matter experts
• Online course design experts
• Instruction experts
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
141. Training Review Team
• Introduce iNACOL National Standards for Quality Online Courses v2
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
143. 5 iNACOL Standard Sections
• Section A: Content: The course provides online learners with multiple ways of engaging
with learning experiences that promote their mastery of content and are aligned with
state or national content standards.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS
144. 5 iNACOL Standard Sections
• Section A: Content: The course provides online learners with multiple ways of engaging
with learning experiences that promote their mastery of content and are aligned with
state or national content standards.
• Section B: Instructional Design: The course uses learning activities that engage students
in active learning; provides students with multiple learning paths to master; the content
is based on student needs; and provides ample opportunities for interaction and
communication – student to student, student to instructor, and instructor to student.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS
145. 5 iNACOL Standard Sections
• Section A: Content: The course provides online learners with multiple ways of engaging
with learning experiences that promote their mastery of content and are aligned with
state or national content standards.
• Section B: Instructional Design: The course uses learning activities that engage students
in active learning; provides students with multiple learning paths to master; the content
is based on student needs; and provides ample opportunities for interaction and
communication – student to student, student to instructor, and instructor to student.
• Section C: Student Assessment: The course uses multiple strategies and activities to
assess student readiness for and progress in course content and provides students with
feedback on their progress.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS
146. 5 iNACOL Standard Sections
• Section D: Technology: The course takes full advantage of a variety of technology tools,
has a user-friendly interface and meets accessibility standards for interoperability and
access for learners with special needs.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS
147. 5 iNACOL Standard Sections
• Section D: Technology: The course takes full advantage of a variety of technology tools,
has a user-friendly interface and meets accessibility standards for interoperability and
access for learners with special needs.
• Section E: Course Evaluation and Support: The course is evaluated regularly for
effectiveness, using a variety of assessment strategies, and the findings are used as a
basis for improvement. The course is kept up to date, both in content and in the
application of new research on course design and technologies. Online instructors and
their students are prepared to teach and learn in an online environment and are provided
support during the course.
INACOL STANDARDS ARE DIVIDED INTO 5 SECTIONS
148. Suggested Content Focal Standards
• A2. The course content and assignments are aligned with the state’s content standards,
common core curriculum, or other accepted content standards set for Advanced
Placement® courses, technology, computer science, or other courses whose content is
not included in the state standards.
SUGGESTED FOCAL STANDARDS
149. Suggested Content Focal Standards
• A2. The course content and assignments are aligned with the state’s content standards,
common core curriculum, or other accepted content standards set for Advanced
Placement® courses, technology, computer science, or other courses whose content is
not included in the state standards.
• A3. The course content and assignments are of sufficient rigor, depth and breadth to
teach the standards being addressed.
SUGGESTED FOCAL STANDARDS
150. Suggested Content Focal Standards
• A2. The course content and assignments are aligned with the state’s content standards,
common core curriculum, or other accepted content standards set for Advanced
Placement® courses, technology, computer science, or other courses whose content is
not included in the state standards.
• A3. The course content and assignments are of sufficient rigor, depth and breadth to
teach the standards being addressed.
• A9. The course reflects multicultural education, and the content is accurate, current and
free of bias or advertising.
SUGGESTED FOCAL STANDARDS
151. Suggested Instructional Design Focal Standards
• B1. Course design reflects a clear understanding of all students’ needs and incorporates
varied ways to learn and master the curriculum.
SUGGESTED FOCAL STANDARDS
152. Suggested Instructional Design Focal Standards
• B1. Course design reflects a clear understanding of all students’ needs and incorporates
varied ways to learn and master the curriculum.
• B2. The course is organized by units and lessons that fall into a logical sequence. Each unit
and lesson includes an overview describing objectives, activities, assignments,
assessments, and resources to provide multiple learning opportunities for students to
master the content.
SUGGESTED FOCAL STANDARDS
153. Suggested Instructional Design Focal Standards
• B1. Course design reflects a clear understanding of all students’ needs and incorporates
varied ways to learn and master the curriculum.
• B2. The course is organized by units and lessons that fall into a logical sequence. Each unit
and lesson includes an overview describing objectives, activities, assignments,
assessments, and resources to provide multiple learning opportunities for students to
master the content.
• B3. The course instruction includes activities that engage students in active learning.
SUGGESTED FOCAL STANDARDS
154. Suggested Instructional Design Focal Standards
• B1. Course design reflects a clear understanding of all students’ needs and incorporates
varied ways to learn and master the curriculum.
• B2. The course is organized by units and lessons that fall into a logical sequence. Each unit
and lesson includes an overview describing objectives, activities, assignments,
assessments, and resources to provide multiple learning opportunities for students to
master the content.
• B3. The course instruction includes activities that engage students in active learning.
• B4. The course and course instructor provide students with multiple learning paths,
based on student needs that engage students in a variety of ways.
SUGGESTED FOCAL STANDARDS
155. Suggested Instructional Design Focal Standards
• B5. The course provides opportunities for students to engage in higher-order thinking,
critical reasoning activities and thinking in increasingly complex ways.
SUGGESTED FOCAL STANDARDS
156. Suggested Instructional Design Focal Standards
• B5. The course provides opportunities for students to engage in higher-order thinking,
critical reasoning activities and thinking in increasingly complex ways.
• B10. The course provides opportunities for appropriate instructor-student and student-
student interaction to foster mastery and application of the material.
SUGGESTED FOCAL STANDARDS
157. Suggested Assessment Focal Standards
• C2. The course structure includes adequate and appropriate methods and procedures to
assess students’ mastery of content.
SUGGESTED FOCAL STANDARDS
158. Suggested Assessment Focal Standards
• C2. The course structure includes adequate and appropriate methods and procedures to
assess students’ mastery of content.
• C3. Ongoing, varied, and frequent assessments are conducted throughout the course to
inform instruction.
SUGGESTED FOCAL STANDARDS
159. Suggested Technology Focal Standards
• D4. Rich media are provided in multiple formats for ease of use and access in order to
address diverse student needs.
SUGGESTED FOCAL STANDARDS
160. Suggested Technology Focal Standards
• D4. Rich media are provided in multiple formats for ease of use and access in order to
address diverse student needs.
• D10. Course materials and activities are designed to provide appropriate access to all
students. The course, developed with universal design principles in mind, conforms to the
U.S. Sections 504 & 508 provisions for electronic and information technology as well as
the W3C’s Web Content Accessibility Guidelines (WCAG 2.0).
SUGGESTED FOCAL STANDARDS
162. Training Review Team
• Introduce iNACOL National Standards for Quality Online Courses v2
• Share 3-Point Rubric created by MVU
• Reduced from iNACOL 5-point scale for simplicity
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
163. Training Review Team
• Introduce iNACOL National Standards for Quality Online Courses v2
• Share 3-Point Rubric created by MVU
• Reduced from iNACOL 5-point scale for simplicity
• Review purpose of Provider Course Review Documentation form (+)
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
164. Training Review Team
• Introduce iNACOL National Standards for Quality Online Courses v2
• Share 3-Point Rubric created by MVU
• Reduced from iNACOL 5-point scale for simplicity
• Review purpose of Provider Course Review Documentation form (+)
• Identify standards you want the team to focus more review time on (*)
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
165. Training Review Team
• Establish protocol for submitting review ratings
• MS Word template
• Excel template
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
166. Training Review Team
• Establish protocol for submitting review ratings
• MS Word template
• Excel template
• Set up realistic expectations for:
• Amount of time on review
• Due dates
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
167. Training Review Team
• Establish protocol for submitting review ratings
• MS Word template
• Excel template
• Set up realistic expectations for:
• Amount of time on review
• Due dates
• If possible, conduct a mini-review
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
168. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
169. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
170. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
• Gradebook views
• Unit/lesson views
• Adaptive release can restrict student views
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
171. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
• Gradebook views
• Unit/lesson views
• Adaptive release can restrict student views
• Get any additional logins for e-texts and other third-party materials
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
172. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
• Gradebook views
• Unit/lesson views
• Adaptive release can restrict student views
• Get any additional logins for e-texts and other third-party materials
• Send and receive the Provider Course Review Documentation Form
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
173. Tasks to Address before Conducting Course Review
• Get URL of website for reviewing the online course (No student data!)
• Get both instructor and student login credentials
• Gradebook views
• Unit/lesson views
• Adaptive release can restrict student views
• Get any additional logins for e-texts and other third-party materials
• Send and receive the Provider Course Review Documentation Form
• Identify 2-3 key units/lessons to focus on in-depth
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
174. Goal: Provide the Single Most Accurate Rating for Each Standard
• Each standard must receive a final rating – not an average of ratings
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
175. Goal: Provide the Single Most Accurate Rating for Each Standard
• Each standard must receive a final rating – not an average of ratings
• In times of disagreement:
• Lean on the experts
• Use the comments field to elaborate about a rating including
mentioning doubt or hesitancy about the final rating
SUGGESTIONS FOR CONDUCTING COURSE REVIEWS
193. COURSE REVIEW EXPERIENCE
Create no more than 10 review teams.
When you have your review team, please raise your hand to receive your review
team number.
197. MVS Course Logins
Student Logins Teacher Logins
Review-Stu1
Review-Stu2
Review-Stu3
. . .
Review-Stu10
Review-Ins1
Review-Ins2
Review-Ins3
. . .
Review-Ins10
PW = Password
*UN and PW are case-sensitive
Use your team number as the number in your logins
198. Focal Standards
*B2. The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson include an
overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning
opportunities for students to master the content.
COURSE REVIEW EXPERIENCE
199. Focal Standards
*B2. The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson include an
overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning
opportunities for students to master the content.
*A3. The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being
addressed.
*B5. The course provides opportunities for students to engage in higher-order thinking, critical reasoning
activities and thinking in increasingly complex ways.
COURSE REVIEW EXPERIENCE
201. Come up with a plan for dealing with the rigor and quality issue
From Section 21f
(5) A district may deny a pupil enrollment in an online course if any of
the following apply, as determined by the district:
(e)The online course is of insufficient quality or rigor. A district that
denies a pupil enrollment for this reason shall make a reasonable
effort to assist the pupil to find an alternative course in the same or a
similar subject that is of acceptable rigor and quality.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS
202. How might you assess this without going into the course?
SUGGESTIONS FOR CONSUMING COURSE REVIEWS
203. How might you assess this without going into the course?
1. Michigan-certified teacher does not necessarily mean highly qualified.
If you require a highly-qualified teacher to teach it in your building, use
the same standard for online courses.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS
204. How might you assess this without going into the course?
1. Michigan-certified teacher does not necessarily mean highly qualified.
If you require a highly-qualified teacher to teach it in your building, use
the same standard for online courses.
2. Identify a subset of the 52 standards that matter most to you and set
up guidelines for acceptable ratings for that subset.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS
205. How might you assess this without going into the course?
1. Michigan-certified teacher does not necessarily mean highly qualified.
If you require a highly-qualified teacher to teach it in your building, use
the same standard for online courses.
2. Identify a subset of the 52 standards that matter most to you and set
up guidelines for acceptable ratings for that subset.
3. Stay informed. Talk to colleagues in other districts. Look at previous
results from providers.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS
206. How might you assess this without going into the course?
1. Michigan-certified teacher does not necessarily mean highly qualified.
If you require a highly-qualified teacher to teach it in your building, use
the same standard for online courses.
2. Identify a subset of the 52 standards that matter most to you and set
up guidelines for acceptable ratings for that subset.
3. Stay informed. Talk to colleagues in other districts. Look at previous
results from providers.
4. Display the course offerings from providers that you want to steer
students to in your Local District Catalog.
SUGGESTIONS FOR CONSUMING COURSE REVIEWS
207. 1 = Online Courses Offered by Local District to Local Students Only
= Online Courses Offered by Other Districts Statewide3
= Online Courses Offered by Local District to Local and Statewide Students2
1
2
2
3
2 = Online Courses by Other Districts to Students Statewide
2
2
2
1
3
2
Total of 7 states
3 go 9-12
3 go K-12
Michigan 5-12
Total of 7 states
3 go 9-12
3 go K-12
Michigan 5-12
Talk about payment to vendors, vs. school payment to other districts
Talk about payment to vendors, vs. school payment to other districts
Seat Time Waivers and blended learning
Amy
Course review tab – final portion of syllabus information needed to add to catalog
Tabs representing each of the 5 sections or categorizations of the 52 standards. The sixth and final tab requires the indication of the entity (school, district, etc.) and the date of review.
The “Apply Rating to All” dropdown allows for filling each standard in the section with the same rating, enabling reviewers to speed the process if multiple standards have the same ratings.
The “Download template” link allows the reviewer to download an excel file which may be used to complete reviews apart from the catalog website.
The “Choose File” and “Upload course review” buttons allow reviewers to upload the completed Excel file to populate their reviews.