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 ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
This document summarizes the key points from a presentation on open educational resources and open textbooks. It discusses the high cost of traditional textbooks, how open textbooks can help address this issue by being freely available online and in low-cost print versions. It describes how faculty can adapt open textbooks to fit their needs and how one college saw improved student outcomes and savings after adopting an open psychology textbook. The presentation promotes open education initiatives in British Columbia that aim to increase the use of open textbooks through faculty reviews, adaptations and collaborative writing sprints.
1. Floyd Saner gave a presentation on e-learning to Hesston College faculty, arguing that it is a paradigm rather than a passing program.
2. E-learning uses web and multimedia tools to engage students in learning activities outside the constraints of time and location.
3. E-learning is here to stay due to factors like widespread access to technology, the ability to easily create content, market demands from students of all ages, and the success of existing online programs.
The document summarizes the BC Open Textbook Project, which aims to promote open educational resources in British Columbia by developing open textbooks for the highest enrolled first and second year courses. It provides statistics on the project's success in creating over 50 open textbooks across multiple institutions, with estimated student savings of over $915,000. The project also supports faculty reviews and adaptations of open textbooks to increase adoption.
The document discusses three articles about the growing use of technology in education. The articles discuss California governor Schwarzenegger's proposal to transition textbooks to digital formats to save money, the growing use of digital learning resources in UK schools with 20% already being digital, and the rise of iPhones on college campuses but concerns about overreliance on a single platform. While technology integration is supported, questions remain around implementation plans, access for students without internet, impact on class sizes, and ensuring choice of devices.
The document discusses open textbook collaboration between British Columbia and Manitoba, including how Manitoba faculty can receive $250 for reviewing open textbooks in their subject areas through a structured review process, with the goal of improving access to free or low-cost learning materials for post-secondary students in both provinces. Open textbooks can help address the high cost of traditional textbooks which poses financial barriers for students and can negatively impact learning outcomes.
This document discusses eLearning and electronic resources. It begins by defining eLearning as learning delivered through digital devices like computers and mobile phones connected to the internet. The history of eLearning is then outlined, noting how factors like the rise of the internet, development of multimedia, affordable digital devices, and learning management systems facilitated its growth. Various types of electronic resources are also defined, including e-books, e-journals, databases, websites and more. Concerns with eLearning like difficulty learning practical skills online and isolation are addressed. Overall the document provides a high-level overview of the definition, history and types of eLearning and electronic resources.
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
This document summarizes the key points from a presentation on open educational resources and open textbooks. It discusses the high cost of traditional textbooks, how open textbooks can help address this issue by being freely available online and in low-cost print versions. It describes how faculty can adapt open textbooks to fit their needs and how one college saw improved student outcomes and savings after adopting an open psychology textbook. The presentation promotes open education initiatives in British Columbia that aim to increase the use of open textbooks through faculty reviews, adaptations and collaborative writing sprints.
1. Floyd Saner gave a presentation on e-learning to Hesston College faculty, arguing that it is a paradigm rather than a passing program.
2. E-learning uses web and multimedia tools to engage students in learning activities outside the constraints of time and location.
3. E-learning is here to stay due to factors like widespread access to technology, the ability to easily create content, market demands from students of all ages, and the success of existing online programs.
The document summarizes the BC Open Textbook Project, which aims to promote open educational resources in British Columbia by developing open textbooks for the highest enrolled first and second year courses. It provides statistics on the project's success in creating over 50 open textbooks across multiple institutions, with estimated student savings of over $915,000. The project also supports faculty reviews and adaptations of open textbooks to increase adoption.
The document discusses three articles about the growing use of technology in education. The articles discuss California governor Schwarzenegger's proposal to transition textbooks to digital formats to save money, the growing use of digital learning resources in UK schools with 20% already being digital, and the rise of iPhones on college campuses but concerns about overreliance on a single platform. While technology integration is supported, questions remain around implementation plans, access for students without internet, impact on class sizes, and ensuring choice of devices.
The document discusses open textbook collaboration between British Columbia and Manitoba, including how Manitoba faculty can receive $250 for reviewing open textbooks in their subject areas through a structured review process, with the goal of improving access to free or low-cost learning materials for post-secondary students in both provinces. Open textbooks can help address the high cost of traditional textbooks which poses financial barriers for students and can negatively impact learning outcomes.
This document discusses eLearning and electronic resources. It begins by defining eLearning as learning delivered through digital devices like computers and mobile phones connected to the internet. The history of eLearning is then outlined, noting how factors like the rise of the internet, development of multimedia, affordable digital devices, and learning management systems facilitated its growth. Various types of electronic resources are also defined, including e-books, e-journals, databases, websites and more. Concerns with eLearning like difficulty learning practical skills online and isolation are addressed. Overall the document provides a high-level overview of the definition, history and types of eLearning and electronic resources.
Highlights recent research about California online learning, the differences between a textbook vs. blended vs. online teacher, and activities of a county Online Learning Network.
Use of OER in CTE and Workforce Development, April 21 2011Una Daly
Use of OER in Career Technical Education and Workforce Development sponsored by the Workplace Learning Resource Center of CA and College Open Textbooks.
This document discusses the development of cyberschools and virtual learning environments. It provides details on:
- Growing trends in online K-12 education and the motivation to create virtual schools
- International demand for online learning driven by needs to cut costs and create flexible learning environments
- Emergence of technologies that allow any teacher to become a curriculum writer and reliance on online content over textbooks
- Examples of virtual school networks, learning management systems, and private online learning providers
- Procedures for developing cyberschool partnerships and assurances for quality online course standards.
The document discusses the potential benefits of a 1:1 iPad pilot program in schools. It provides examples of studies that found iPads can increase student achievement, engagement, and independence. The document argues that iPads create a flexible learning environment and can help students like Noah Rahman, who has cerebral palsy, develop important skills. Overall, the document advocates for iPads by highlighting ways they may positively impact student learning.
The Promise and Prospects of Online LearningGary Matkin
Online learning has progressed through phases of inflated expectations, disillusionment, and now productivity and enlightenment. Predictions for the future include: intellectual property concerns will dissipate as policies define ownership and new licenses make use rights clear; open educational resources and open courseware will become permanent fixtures in higher education by serving accountability, improvement processes, and current students inexpensively; continuous improvement processes will define quality as content is refined through student feedback; online and classroom delivery will merge, resolving debates on effectiveness; and teaching and learning communities will grow more prominent.
_Is learning English online less effective than learning in a face-to-face classFatima Odiver
This document discusses online learning versus face-to-face classroom learning, specifically for learning English. It provides background definitions of online learning terminology like asynchronous, synchronous, and blended learning. It also shares statistics on the growing number of online learners and course providers globally. The document aims to analyze whether online learning is less effective than classroom learning and presents issues to consider when choosing between the two options.
Jumpstarting a K12 Innovation Ecosystem via a Charter High Schoolbegreatacademy
The document proposes a charter high school for gifted students in Orlando that would utilize digital learning and technology innovation. It would serve as the core of an K12 education ecosystem by acting as a testbed for education startups. Funding sources discussed include EB5 visas, state charter school funding, and digital learning grants. The school aims to address problems in the current education system by personalizing learning through blended learning 2.0 models.
AACRAO 2015 - MOOC Influence on Campus (public)Michael Burke
This document summarizes a presentation about how the explosion of online education is impacting on-campus pedagogy and facilities. Some key points include:
- Online methods like flipped classrooms, active learning, and blended learning are finding their way into on-campus teaching.
- Classroom needs are changing to accommodate more collaborative and technology-enabled learning.
- There is debate around the effectiveness of different pedagogical approaches and whether online education can fully replace in-person learning.
- Students may come to campus expecting a more digitally-enabled experience, so institutions need to prepare and admit students accordingly.
Education Clouds: Cloud Computing West 2012 ConferenceGigi Johnson
This document discusses how the rise of cloud-based technologies is transforming education. It notes that over 6 million US higher education students now take at least one online course annually. The cloud is breaking down barriers of time and place, allowing ubiquitous and flexible education. This has led to an explosion of massive open online courses (MOOCs) attracting millions of students. However, questions remain around business models, content ownership, and the impact on traditional institutions. While the cloud enables many new opportunities, it also poses challenges around identity, privacy, ownership, and the power of incumbent educational institutions.
Theory and Practice of Online Learning
Part 1: The Impact of Instructional Technologies
Part 2: Preparing Online Courses
Part 3: Implementing Technology
Part 4: E-learning in Action
Part 5: Engagement and Communication
joao jose saraiva da fonseca
http://joaojosefonseca1.blogspot.com/
Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
Beyond Free: How Open Textbooks Can Improve Learning, Build Community & Empow...Clint Lalonde
This document summarizes a presentation about open educational resources and the BC Open Textbook Project. The presentation discusses the high costs of textbooks for students and how open textbooks can help by giving students day-one access to customizable resources that improve learning outcomes. The BC Open Textbook Project aims to create 40 open textbooks in high-enrollment subjects to increase access to post-secondary education and give faculty more control over instructional materials. Faculty review and adapt existing open textbooks to fit their needs and share them openly.
Changing Scenarios in Higher Education - Anil Sahasrabudhe, Director CoEPNavin Kabra
At the first InnoVidya meeting, Prof. Anil Sahasrabudhe talked about the change that is sweeping through higher education in India. We have come a long, way, but major challenges remain. He talks about how technology is transforming education, and what we need to do to stay on top of things.
Online learning has its origins in the 1960s with early programs like PLATO and Sketchpad, and has grown significantly over the past few decades to become widely used in K-12 education, higher education, and corporate training. It offers benefits like convenience, flexibility, and lower costs compared to traditional in-person learning. Successful online students tend to be self-directed, motivated, comfortable with technology, and able to stay on task without face-to-face instruction.
- Over 1500 WordPress sites have been created at ODU in the past year for courses, faculty profiles, research labs, and more. Faculty have embraced WordPress and the Center for Learning and Teaching offers training.
- Before implementing WordPress, ITS evaluated the platform and gathered input from faculty. Plugins add functionality, like importing data from other systems, and are reviewed before being added.
- Classroom Central supports over 130 classrooms, conducting monthly checks and responding to issues. Lecture capture is used in all classrooms and has been shown to improve student performance. New classrooms will have adjustable desks and touchscreen monitors.
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.
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
Highlights recent research about California online learning, the differences between a textbook vs. blended vs. online teacher, and activities of a county Online Learning Network.
Use of OER in CTE and Workforce Development, April 21 2011Una Daly
Use of OER in Career Technical Education and Workforce Development sponsored by the Workplace Learning Resource Center of CA and College Open Textbooks.
This document discusses the development of cyberschools and virtual learning environments. It provides details on:
- Growing trends in online K-12 education and the motivation to create virtual schools
- International demand for online learning driven by needs to cut costs and create flexible learning environments
- Emergence of technologies that allow any teacher to become a curriculum writer and reliance on online content over textbooks
- Examples of virtual school networks, learning management systems, and private online learning providers
- Procedures for developing cyberschool partnerships and assurances for quality online course standards.
The document discusses the potential benefits of a 1:1 iPad pilot program in schools. It provides examples of studies that found iPads can increase student achievement, engagement, and independence. The document argues that iPads create a flexible learning environment and can help students like Noah Rahman, who has cerebral palsy, develop important skills. Overall, the document advocates for iPads by highlighting ways they may positively impact student learning.
The Promise and Prospects of Online LearningGary Matkin
Online learning has progressed through phases of inflated expectations, disillusionment, and now productivity and enlightenment. Predictions for the future include: intellectual property concerns will dissipate as policies define ownership and new licenses make use rights clear; open educational resources and open courseware will become permanent fixtures in higher education by serving accountability, improvement processes, and current students inexpensively; continuous improvement processes will define quality as content is refined through student feedback; online and classroom delivery will merge, resolving debates on effectiveness; and teaching and learning communities will grow more prominent.
_Is learning English online less effective than learning in a face-to-face classFatima Odiver
This document discusses online learning versus face-to-face classroom learning, specifically for learning English. It provides background definitions of online learning terminology like asynchronous, synchronous, and blended learning. It also shares statistics on the growing number of online learners and course providers globally. The document aims to analyze whether online learning is less effective than classroom learning and presents issues to consider when choosing between the two options.
Jumpstarting a K12 Innovation Ecosystem via a Charter High Schoolbegreatacademy
The document proposes a charter high school for gifted students in Orlando that would utilize digital learning and technology innovation. It would serve as the core of an K12 education ecosystem by acting as a testbed for education startups. Funding sources discussed include EB5 visas, state charter school funding, and digital learning grants. The school aims to address problems in the current education system by personalizing learning through blended learning 2.0 models.
AACRAO 2015 - MOOC Influence on Campus (public)Michael Burke
This document summarizes a presentation about how the explosion of online education is impacting on-campus pedagogy and facilities. Some key points include:
- Online methods like flipped classrooms, active learning, and blended learning are finding their way into on-campus teaching.
- Classroom needs are changing to accommodate more collaborative and technology-enabled learning.
- There is debate around the effectiveness of different pedagogical approaches and whether online education can fully replace in-person learning.
- Students may come to campus expecting a more digitally-enabled experience, so institutions need to prepare and admit students accordingly.
Education Clouds: Cloud Computing West 2012 ConferenceGigi Johnson
This document discusses how the rise of cloud-based technologies is transforming education. It notes that over 6 million US higher education students now take at least one online course annually. The cloud is breaking down barriers of time and place, allowing ubiquitous and flexible education. This has led to an explosion of massive open online courses (MOOCs) attracting millions of students. However, questions remain around business models, content ownership, and the impact on traditional institutions. While the cloud enables many new opportunities, it also poses challenges around identity, privacy, ownership, and the power of incumbent educational institutions.
Theory and Practice of Online Learning
Part 1: The Impact of Instructional Technologies
Part 2: Preparing Online Courses
Part 3: Implementing Technology
Part 4: E-learning in Action
Part 5: Engagement and Communication
joao jose saraiva da fonseca
http://joaojosefonseca1.blogspot.com/
Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
Beyond Free: How Open Textbooks Can Improve Learning, Build Community & Empow...Clint Lalonde
This document summarizes a presentation about open educational resources and the BC Open Textbook Project. The presentation discusses the high costs of textbooks for students and how open textbooks can help by giving students day-one access to customizable resources that improve learning outcomes. The BC Open Textbook Project aims to create 40 open textbooks in high-enrollment subjects to increase access to post-secondary education and give faculty more control over instructional materials. Faculty review and adapt existing open textbooks to fit their needs and share them openly.
Changing Scenarios in Higher Education - Anil Sahasrabudhe, Director CoEPNavin Kabra
At the first InnoVidya meeting, Prof. Anil Sahasrabudhe talked about the change that is sweeping through higher education in India. We have come a long, way, but major challenges remain. He talks about how technology is transforming education, and what we need to do to stay on top of things.
Online learning has its origins in the 1960s with early programs like PLATO and Sketchpad, and has grown significantly over the past few decades to become widely used in K-12 education, higher education, and corporate training. It offers benefits like convenience, flexibility, and lower costs compared to traditional in-person learning. Successful online students tend to be self-directed, motivated, comfortable with technology, and able to stay on task without face-to-face instruction.
- Over 1500 WordPress sites have been created at ODU in the past year for courses, faculty profiles, research labs, and more. Faculty have embraced WordPress and the Center for Learning and Teaching offers training.
- Before implementing WordPress, ITS evaluated the platform and gathered input from faculty. Plugins add functionality, like importing data from other systems, and are reviewed before being added.
- Classroom Central supports over 130 classrooms, conducting monthly checks and responding to issues. Lecture capture is used in all classrooms and has been shown to improve student performance. New classrooms will have adjustable desks and touchscreen monitors.
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.
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
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 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 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 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.
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.
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 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.
The document summarizes strategies for leveraging technology in challenging budget times presented by Dr. Cable Green. It discusses:
1) Adopting cloud-based systems to reduce costs of licenses, hosting, help desks, and professional development.
2) Increasing the use of open educational resources and open textbooks to reduce costs for students and increase access to educational materials.
3) Implementing a strategic technology plan with five strategies including treating IT as a centrally funded service and increasing online student services and professional development.
Slides from Andrew Sears's presentation on What Disruptive Innovation Means for DEAC Schools at the Distance Education Accreditation Commission Conference in April 2016 .
Disruptive Innovation in Christian Higher Education for ACCESS Ed 2015 by And...City Vision University
Dr. Andrew Sears presented on disruptive innovation in Christian higher education. He discussed how online education is consolidating around a few large providers and how this poses challenges for smaller Christian colleges. However, new models are emerging like competency-based programs, open education, and bundling online courses with local study groups and internships. If Christian colleges innovate by unbundling and re-bundling their services, pursuing scale in online programs, and lowering costs, they may be able to better compete in the changing higher education landscape.
This document discusses the implications of Web 2.0 and social media for education. It notes that students today are digital natives who are comfortable using social networks and mobile devices. It suggests that educators should leverage these technologies and tools to improve engagement, collaboration, and access to information. Examples provided include using Google Docs, Jing, Skype, and YouTube in the classroom. The document advocates for more open use of the Internet in schools to better prepare students for the digital world.
Starting and Growing A Successful Online Learning Program Blackboard
Learn about the most recent trends in online learning in K-12 school districts from Blackboard’s Practice Leader, John Canuel. Also hear from Stacey Campo, Poway Unified School District’s Instructional Technology Specialist, about the nuts and bolts of a successful district implementation.
Virtual teaching is becoming more common and important. Teachers need to learn how to effectively teach online through webinars, online classrooms, and course management systems. Social networking can also be used for educational purposes through sites like Facebook and Twitter. Teachers must consider how to safely and appropriately integrate these technologies and online platforms into their instruction.
The document discusses how students today learn differently due to increased access to technology and the internet. It provides examples of how some schools are incorporating various web 2.0 tools like wikis, blogs, podcasts, and social media to engage students in their own learning both inside and outside the classroom. The document advocates for funding innovative online learning models to provide more equitable educational opportunities for all students.
The document provides an agenda and overview for a webinar on digital content and the Speak Up research project. It introduces the presenters and discusses key findings from the 2008 Speak Up data on how K-12 students are using technology for schoolwork and their aspirations for greater use. Students report dissatisfaction with limits on technology use at school and desire more flexibility to use their own devices and access resources remotely.
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.
The document discusses various topics related to using technology in education, including:
1) Examples of how 1:1 computing programs have led to improved student achievement and engagement.
2) Different web 2.0 tools and technologies that teachers can use to enhance instruction, such as Google Docs, podcasts, and video conferencing.
3) The importance of training teachers to integrate technology and changing approaches to learning in the 21st century classroom.
The document discusses the transformation of higher education from traditional models to more open and innovative models. It notes the rising costs and debt associated with higher education as well as questionable learning outcomes. It argues that new models using open content, social learning networks, and alternative accreditation could help address issues of cost, access, and quality. Specific examples highlighted include adaptive learning software that improved outcomes while reducing costs and an online university with much lower costs of operation than traditional schools. The document concludes by questioning if higher education can transition from traditional models to more open and innovative approaches enabled by new technologies.
The strategic technology plan outlines five strategies to leverage technology and reduce costs: 1) Create online teaching tools for anytime learning, 2) Create online student services, 3) Create lifelong learning for faculty/staff, 4) Use data to improve student success and efficiency, 5) Treat IT as a centrally funded service. It recommends centralizing systems, sharing resources, and treating technology as a baseline service. Implementing the plan could save millions and increase access for students through online learning and open educational resources.
The document discusses the future of education and technology in the classroom. It suggests that classrooms of the future may replace desks and books with digital devices like laptops, e-readers, and tablets. Teachers could use technologies like video conferencing, Google Docs, podcasts, and social media to enhance instruction, collaboration, and student engagement. Challenges include training teachers, funding infrastructure upgrades, and preparing students with 21st century skills for a changing job market that increasingly requires technology proficiency.
The document provides information about e-learning and education trends. It defines e-learning as learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. It notes that e-learning has advantages like flexibility, cost-effectiveness, and access to expert knowledge. However, it also has disadvantages like potential technology issues for learners, feelings of isolation due to lack of social contact, and inadequate teacher interaction compared to in-person learning. The document also shares statistics on the growth of e-learning and discusses trends in education moving towards more online and practical learning models.
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.
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 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.
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.
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 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.
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 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.
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!
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
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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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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14. Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns Clayton Christensen and Michael Horn
15. Disruptive Innovation Theory Customers’ needs tend to be stable Companies improve their products Most innovations improve products for current customers Some sustaining innovations represent dramatic breakthroughs
25. Digital Books When was the first digital book created? 1971 Project Guttenberg
26. The First e-book When, in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another,
33. Texas: H.B. 4294 Allows state to adopt electronic textbooks Textbook funds may be used to purchase technological equipment necessary to support electronic textbooks
34. Texas H.B 4294 eTextbook publishers may submit updated content for review Districts/schools may select a subscription-based electronic textbook
35. TexasH.B. 2488 Authorizes colleges or the state to develop open source textbooks for use in classrooms
36. California Legislation AB 1398, relating to the use of textbook funds Redefines “technology-based materials” to include electronic equipment required to use them
37. 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
38. California Digital Textbook Initiative Phases 1 & 2: Free or Open Source Phase 3: Online & Interactive High School Math, Science, & History-Social Science
54. Oregon & Hawaii Just Did Discover Education Science for K-8 Online, subscription-based Textbook, virtual labs, simulations, video clips, & assessments
55. Digital Textbook Downloadable or readable online Professors have full edit rights Embed video, multimedia, & assessments Receive royalties Priced at 40% of retail Macmillan:DynamicBooks
65. A Long Evolution Correspondence Courses Distance Learning (satellite) courses Instructional Learning Systems 1999: Florida Virtual School
66. Online Course Growth Allan & Seaman/Sloan Consortium Class Differences: Online Education in the United States, 2010
67. Students Learning Online 2002: 1.6 million students 9.6% of enrollment 2005: 3.2 million students 18% of enrollment 2009: 5.6 million students 29% of enrollment Online learning increases by 20% each year
69. 75% believe that online courses are as good or better than face-to-face instruction. 60% of academic leaders believe that there is increasing competition for online students in higher education. Comparing Learning Outcomes
70. Survey of Online Learning Preparedness, 2010 Education Week/Blackboard
71. Survey Demographics August 2010 9400 responses, across all district sizes, and states 18% from Superintendents and Asst. Superintendents 12% from Directors of Curriculum or Instruction
72. Students are NOT able to take all the courses they want. “lack of available staff”
79. Why are Students Choosing Online Courses? Earn college credit Work at my own pace Class not offered at my school Complete HS requirements Better fits my schedule
80. Online Course Non-Consumers Orphan Courses AP anything / World languages Independent Study Credit Recovery College Credit Summer School Home School
89. CLRN Online Course Reviews CLRN reviews HS ELA & Math courses Common Core and the original recipe standards. National standards for quality online courses
92. State Virtual Schools Run by a state education agency Offering individual courses State-wide reach Florida Virtual School & Michigan Virtual School
93. Multi-District Full-Time Online Schools Charter or District Run Offering Full Time Courses State-wide Reach California Virtual Academy Flex Academies Connections Academy
94. Single District Programs Run by a Single District Full Time or Supplemental Offering Courses only to District Students
95. Commercial Players Florida Virtual School / Pearson K12.com Aventa, Kaplan, A+, … Connections Academy/Pearson Advanced Academics Plato Apex Odysseyware And on and on
96. Florida Virtual School Founded 1997 Internet-based public high school FLVS gets the ADA 100 courses available to all students in Florida Licensed by Pearson in the other 49
99. K.12 Math Courses Math Foundations Algebra I & II Geometry Pre-Calculus/Trig AP Calculus AP Statistics Independent Study $30/month Teacher-supported $375/semester
100. Virtual charter school 10, district sponsored charter schools around CA. Curriculum provided by K12.com California Virtual Academy
103. Stock Price January 1999 – January 2011 The Kodak Slide 1999: $63/share 1/2002: iPhoto Released 1/2011: $5.50/Share This could be the trend line for your ADA the next 12 years. 92% decrease over 12 years
104. Established vs. Disruptive Digital cameras destroyed Polaroid, Fuji, and nearly Kodak. Charter school competition. Online Schools- State-led Virtual Schools w/o boundaries.
106. 7K Students / No Teacher 54 schools & 7,000 students Virtual Classrooms/e-learning labs 40 students. One class “facilitator.” Curriculum from Florida Virtual School
107. Play to your strengths But prepare for the future. What do you offer that online schools/courses can’t? Non-consumer students at your school Offer online courses that meet your students’ needs.
108. The Rise of K-12 Blended Learning January 2011 Michael Horn & Heather Staker
109. Blended Learning Only 10% of students will join virtual schools. Blended learning (blended/hybrid) will dominate Six probable models
110. Six Blended Models 1. Face-to Face Driver Face-to-face teachers deliver most of the courses. Teacher utilizes online learning on a case-by-case basis to supplement or remediate. 2. Rotation Students rotate on a fixed schedule between online learning and face-to-face.
111. Six Blended Models 3. Flex Online platform delivers most of the curriculum. Teachers provide on-site support as-needed. 4. Online Lab Online platform delivers the entire course. Paraprofessionals supervise.
112. Six Blended Models 5. Self-Blend Students choose to take one or more courses online to supplement the school’s catalog. 6. Online Driver An online platform and remote teacher delivers all the curricula. Students work remotely.
113. The Rise of K-12 Blended Learning Online learning has the potential to be a disruptive force that will transform … America’s schools into a new model that is student-centric, highly personalized for each learner, and more productive… Michael Horn
115. 10 Reasons Why Students Prefer Learning Online Virtual School Symposium Panel
116. 10 Reasons I can sleep in. I can pursue my passions. I can focus on my work without distractions from my classmates. I can move at my own pace. I don’t have to compete to share my thoughts and ideas.
117. I can take more interesting classes. I can learn with a schedule that meets my needs. I can learn despite health issues that might get in a way of a traditional class setting. I can easily communicate with my teacher when I need to. I can easily communicate with my classmates whenever I want. 10 Reasons
2MP camera for $1KIt’s non-traditional customers who are attracted to disruptive innovations because the product meets their needs.
iPhoto Version 1 is introduced.
With Disruptive Innovations, non-consumers are the sole customers in the beginning because the innovation meets their needs. Traditional customers are repulsed by the expense and primitive nature of the product. However, over time, quality increases while price decreases causing a tipping point. Eventually, the innovation replaces the original product. The same is true with digital textbooks. Change is a process.
Declaration of Independence
Sigma 5 by Scientific Data Systems, later purchased by Xerox
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If the current crop of online courses are also like Kodak's 1991 digital camera, who would subscribe to these resources? Online courses meet the needs of a variety of non-consumers. If you’re a student at a small high school who would like to take Mandarin as your world language requirement, it’s likely you wouldn’t find 30 similar students or a part-time, credentialed Mandarin teacher at your site. Perhaps you’re a student who needs an extra class or two to graduate, but your class schedule doesn’t match the times local classes are offered. You’d like to take AP Calculus, but your school doesn’t offer it. Or, maybe you’re home-schooled and your parents want to ensure you have access to challenging courses and opportunities to collaborate with other students. All of these options are cited by both Clayton Christensen in his book, Disrupting Class, and within The Sloan Consortium's report, K-12 Online Learning: A Survey of U.S. School Administrators, as current consumers of online learning courses.
Just as your district keeps tabs on content and instruction for each course, the same expectations should exist for online courses. How can you know that a course addresses all the content standards for a subject so that your students are prepared for state-mandated testing? Do you and your staff pilot each course and participate in all the activities so that you can verify the content standards and guarantee that a course meets California's social content review?
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Unlike digital photography, which destroyed or dismembered companies like Fuji, Polaroid, and Kodak, online courses won't put public education out of business. Instead, brick-and-mortar schools will focus not on the courses they'd rather not teach, but on courses they need to offer to their customers. Online courses and digital textbooks may be still developing, but their promise to provide customized learning opportunities that address each students needs and up-to-date content can not be ignored or denied. They are disruptive innovations that are revolutionizing learning.
http://www.nytimes.com/2011/01/18/education/18classrooms.html?_r=1At Dr. Michael M. Krop Senior High School in Miami, there is no teacher in a classroom, but a "facilitator" watches the students.