The document summarizes a presentation by Associate Professor Michael Sankey at Christchurch Polytechnic Institute of Technology about key matters relating to technology enhanced learning at the University of Southern Queensland. It provides details about USQ's student enrollment numbers, strategies for online learning, trends in digital technologies, and frameworks for quality management in online education. The presentation emphasizes establishing consistent standards, supporting staff development, and building a distributed model of leadership around technology enhanced learning.
This document discusses strategies for online and distance learning at the University of Southern Queensland (USQ). It notes that USQ has over 20,000 students taking courses online or through distance education. It outlines USQ's virtual learning environment called StudyDesk, support structures for students and staff, and efforts to ensure a consistent high quality student experience across online and on-campus courses. It also discusses challenges such as varying digital literacy levels and providing access for students without reliable internet. USQ is experimenting with new technologies and open educational resources to improve the flexibility and accessibility of online education.
M. Diane Cornilsen has over 30 years of experience in business education and computer technology instruction at the post-secondary level. She has taught courses in computer literacy, MS Office, databases, web publishing, accounting, and more. Cornilsen has held faculty and administrative roles at multiple universities and community colleges in Iowa. She also actively volunteers with Junior Achievement and mentoring programs in her community.
The document summarizes online learning trends in North America. It finds that while online education is growing, adoption varies by country and institution. Faculty acceptance of online learning has remained steady but more training is needed. Mobile learning lags behind other regions but some schools are integrating smartphones and tablets into courses. Open educational resources are becoming more popular.
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
The document summarizes research on K-12 online learning trends in California. It finds that enrollment in online charter schools has increased 80% in the last two years, though full-time online students only represent 0.16% of total K-12 enrollment in California. Studies show comparable achievement between online charter and traditional high school students. The document recommends adopting standard definitions and a funding model for online learning in California to support continued innovation and access.
This webinar discussed open education, MOOCs, and student access in California community colleges. It covered Senate bills 1052 and 1053 which establish an open education resources library and council. Speakers discussed increasing student success and access through open educational resources, MOOCs, and competency-based learning. Concerns were raised about ensuring equal access to technology and success in online courses. MOOCs were viewed as a potential way to increase access if they increase student success rates. Developing high-quality, community college MOOOs was suggested as a way to capture effective teaching practices and make materials widely available.
The document summarizes a presentation by Associate Professor Michael Sankey at Christchurch Polytechnic Institute of Technology about key matters relating to technology enhanced learning at the University of Southern Queensland. It provides details about USQ's student enrollment numbers, strategies for online learning, trends in digital technologies, and frameworks for quality management in online education. The presentation emphasizes establishing consistent standards, supporting staff development, and building a distributed model of leadership around technology enhanced learning.
This document discusses strategies for online and distance learning at the University of Southern Queensland (USQ). It notes that USQ has over 20,000 students taking courses online or through distance education. It outlines USQ's virtual learning environment called StudyDesk, support structures for students and staff, and efforts to ensure a consistent high quality student experience across online and on-campus courses. It also discusses challenges such as varying digital literacy levels and providing access for students without reliable internet. USQ is experimenting with new technologies and open educational resources to improve the flexibility and accessibility of online education.
M. Diane Cornilsen has over 30 years of experience in business education and computer technology instruction at the post-secondary level. She has taught courses in computer literacy, MS Office, databases, web publishing, accounting, and more. Cornilsen has held faculty and administrative roles at multiple universities and community colleges in Iowa. She also actively volunteers with Junior Achievement and mentoring programs in her community.
The document summarizes online learning trends in North America. It finds that while online education is growing, adoption varies by country and institution. Faculty acceptance of online learning has remained steady but more training is needed. Mobile learning lags behind other regions but some schools are integrating smartphones and tablets into courses. Open educational resources are becoming more popular.
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
The document summarizes research on K-12 online learning trends in California. It finds that enrollment in online charter schools has increased 80% in the last two years, though full-time online students only represent 0.16% of total K-12 enrollment in California. Studies show comparable achievement between online charter and traditional high school students. The document recommends adopting standard definitions and a funding model for online learning in California to support continued innovation and access.
This webinar discussed open education, MOOCs, and student access in California community colleges. It covered Senate bills 1052 and 1053 which establish an open education resources library and council. Speakers discussed increasing student success and access through open educational resources, MOOCs, and competency-based learning. Concerns were raised about ensuring equal access to technology and success in online courses. MOOCs were viewed as a potential way to increase access if they increase student success rates. Developing high-quality, community college MOOOs was suggested as a way to capture effective teaching practices and make materials widely available.
The webinar provided best practices for colleges and community-based organizations (CBOs) to develop partnerships to support first-generation students. The panelists from various colleges and CBOs discussed finding and researching CBOs, developing communication systems, evaluating relationships, and lessons learned. They emphasized the importance of commitment, flexibility, transparency, and creating long-term relationships to improve college access and completion rates. Contact information was provided for representatives from Lawrence University, Holy Names University, College Track, and College Possible.
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.
CALMing the High Cost of Educational Resources: How CSUSM is Creating Alterna...Carmen Mitchell
Presented at the Digital Initiatives Symposium at the University of San Diego in April 2014.
Co-presenter, Barbara Taylor, Instructional Developer, Cal State San Marcos
The cost of a college education continues to rise, outpacing inflation and median income growth in the last decade. As a result, students are piling on debt and recent graduates are struggling under the weight of loans they wouldn't have needed 10 to 20 years ago.
The Cougars Affordable Learning Materials Project (CALM) is part of the CSU Affordable Learning Solutions initiative started in 2010. CALM aims to aid faculty in replacing costly textbooks with lower cost alternatives by using high-quality open educational resources (OER), library resources, digital or customized textbooks, and/or faculty-authored materials.
ACSDE 2021 - Getting Us Started with K-12 Distance and Online Learning Michael Barbour
Barbour, M. K. (2021, February). Getting us started with K-12 distance and online learning [Webinar]. American Center For The Study Of Distance Education.
NYU Tandon Online Graduate Engineering School Info WebinarNYU Tandon Online
The document is a presentation about NYU Tandon Online's graduate engineering programs. It provides an overview of NYU Tandon, details about how the online programs work through an online course management system, lists the master's degrees and certificates offered and their requirements, discusses tuition costs, and provides contact information for the online advising office. It aims to inform prospective students about NYU Tandon Online's graduate online learning opportunities.
The document discusses improvements made to the assignment activity and integration with Turnitin in the Moodle LMS at the American University of Beirut. It outlines problems with the previous "upload a single file" assignment type and advantages of switching to the "advanced uploading of files" type. It also details the integration of Turnitin for plagiarism detection directly into the assignment settings. This allows students to submit work and see similarity reports all in one place. The changes aim to provide more functionality for students and instructors when using assignments.
Disruptive Innovation and the Lean Startup Workshop for CCCU COT ConferenceCity Vision University
This document summarizes a presentation about disruptive innovation and the lean startup methodology in higher education. It discusses how disruptive innovations like PCs and mobile phones created new markets by appealing to non-consumers. The presentation advocates adopting lean startup practices like iterative design and customer feedback to develop innovative new programs. It also recommends strategies like unbundling degrees into modular components and incorporating emerging technologies like adaptive learning and competency-based education. The goal is to make higher education more affordable and accessible to more of the global population.
How the Distribution of New Faculty Training Can Affect Participation and Eng...Scott Dinho
Presentation made to Instructional Technology Council's eLearning 2010 conference. The presentation discusses how distributing the faculty development training throughout a term has a positive impact on faculty development as opposed to only training faculty once at the start of a term.
Paul Wild has over 20 years of experience in education, including roles as a teacher, vice principal, and currently acting principal. He holds several academic and professional qualifications related to education leadership. The document outlines his extensive experience with curriculum development, project leadership, adult learning facilitation, and system accountability across a large school board.
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
Blended Learning: How do you know it when you see it?Rob Darrow
This document discusses blended learning and how to define it. It begins by introducing the International Association for K-12 Online Learning (iNACOL) and their focus on providing leadership in online and blended learning. The rest of the document discusses defining blended learning and examining what it looks like through different frameworks. It explores blended learning models and the roles of teachers, administrators, students and parents in blended learning environments. Examples of blended schools are provided and questions are asked at the end.
This document discusses blended learning teaching models. It begins with introductions and definitions of blended learning. It then outlines a continuum of models from textbook-enhanced to fully online teaching. The models vary in terms of teacher and student roles and control, as well as the medium of content delivery. Several blended learning models are described in more detail, including rotation, flex, and enriched virtual models. The document emphasizes that becoming a blended learning teacher is a journey that may take 3-5 years as new skills and approaches are adopted. It concludes by inviting the audience to join the International Association for K-12 Online Learning.
This example is more online instruction. While the content is still curriculum-based, students are using online tools like YouTube to demonstrate their learning in a creative, student-centered way.
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.
This document summarizes a workshop on starting an online school program. It discusses thinking about the long-term future of 3-5 years rather than just the present. Key questions are addressed, such as what needs to be done to create an effective sustainable program and how attendees will apply the knowledge. Attendees are polled on their experience levels and timelines for starting programs. Contact information is provided for the presenters to get additional help.
This document provides an agenda and overview for an online educational technology course. It outlines the general schedule, assignments due this week including a technology journey essay and first blog post. The document reviews the topics to be covered in the course including educational technology trends and specific tools. It also provides logistics for an upcoming face-to-face meeting and contact information for the instructor.
Leadership in Creating a Blended Learning School EnvironmentRob Darrow
This document summarizes a presentation about creating blended learning school environments. It introduces the presenters, Dr. Eliezer Jones and Dr. Rob Darrow, and describes their backgrounds working in educational technology and online learning. The presentation defines blended learning and different models. It discusses trends in online learning adoption and the benefits of the International Association for K-12 Online Learning (iNACOL) membership.
The document discusses two online learning programs: the Illinois Virtual School, established in 2000 as the first statewide online school in Illinois, and Clovis Online School, the online program of the Clovis Unified School District in California. It provides details on the origins, policies, challenges, and keys to initial success of the Illinois Virtual School. For Clovis Online School, it outlines the timeline of its expansion since opening in 2009, its course offerings and management on Moodle, and lessons learned for sustainability.
The document appears to be notes from a meeting of the iNACOL Southeastern Regional Committee. It includes welcoming remarks from the co-chairs and recognition of the committee member of the year. It then outlines discussion topics such as areas of interest, goals, and ideas for future meetings. It provides options for participants to vote on topics like the focus of the December meeting and a time to meet up in person. It concludes by thanking attendees, sponsors, and mentors for their participation.
Time, Space and Quality Learning at Piedmont Middle SchoolRob Darrow
This document provides an overview of a presentation given by Rob Darrow on time, space, and quality learning at Piedmont Middle School. The presentation introduces Darrow and his background in education. It then covers topics like block scheduling, emerging trends in education, and moving from a textbook-based model to more online and blended learning approaches. Participants are asked to consider where they fall on the continuum from traditional to online teaching and learning. The presentation aims to get teachers to think about adjusting their use of time in the classroom and preparing students for an uncertain future.
This document discusses the growth of online and blended learning programs. It notes that enrollment in online schools has increased 30% per year, compared to 11-20% annual growth for charter schools. The challenges of high dropout rates and students unprepared for college/careers are also mentioned. The document then provides definitions for online, blended, and traditional learning. It reviews the history and policy landscape of online K-12 education in the U.S. and gives examples of different types of online schools including statewide programs and those run by private companies. Research showing comparable or better achievement for online students is summarized before contact details are provided.
The webinar provided best practices for colleges and community-based organizations (CBOs) to develop partnerships to support first-generation students. The panelists from various colleges and CBOs discussed finding and researching CBOs, developing communication systems, evaluating relationships, and lessons learned. They emphasized the importance of commitment, flexibility, transparency, and creating long-term relationships to improve college access and completion rates. Contact information was provided for representatives from Lawrence University, Holy Names University, College Track, and College Possible.
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.
CALMing the High Cost of Educational Resources: How CSUSM is Creating Alterna...Carmen Mitchell
Presented at the Digital Initiatives Symposium at the University of San Diego in April 2014.
Co-presenter, Barbara Taylor, Instructional Developer, Cal State San Marcos
The cost of a college education continues to rise, outpacing inflation and median income growth in the last decade. As a result, students are piling on debt and recent graduates are struggling under the weight of loans they wouldn't have needed 10 to 20 years ago.
The Cougars Affordable Learning Materials Project (CALM) is part of the CSU Affordable Learning Solutions initiative started in 2010. CALM aims to aid faculty in replacing costly textbooks with lower cost alternatives by using high-quality open educational resources (OER), library resources, digital or customized textbooks, and/or faculty-authored materials.
ACSDE 2021 - Getting Us Started with K-12 Distance and Online Learning Michael Barbour
Barbour, M. K. (2021, February). Getting us started with K-12 distance and online learning [Webinar]. American Center For The Study Of Distance Education.
NYU Tandon Online Graduate Engineering School Info WebinarNYU Tandon Online
The document is a presentation about NYU Tandon Online's graduate engineering programs. It provides an overview of NYU Tandon, details about how the online programs work through an online course management system, lists the master's degrees and certificates offered and their requirements, discusses tuition costs, and provides contact information for the online advising office. It aims to inform prospective students about NYU Tandon Online's graduate online learning opportunities.
The document discusses improvements made to the assignment activity and integration with Turnitin in the Moodle LMS at the American University of Beirut. It outlines problems with the previous "upload a single file" assignment type and advantages of switching to the "advanced uploading of files" type. It also details the integration of Turnitin for plagiarism detection directly into the assignment settings. This allows students to submit work and see similarity reports all in one place. The changes aim to provide more functionality for students and instructors when using assignments.
Disruptive Innovation and the Lean Startup Workshop for CCCU COT ConferenceCity Vision University
This document summarizes a presentation about disruptive innovation and the lean startup methodology in higher education. It discusses how disruptive innovations like PCs and mobile phones created new markets by appealing to non-consumers. The presentation advocates adopting lean startup practices like iterative design and customer feedback to develop innovative new programs. It also recommends strategies like unbundling degrees into modular components and incorporating emerging technologies like adaptive learning and competency-based education. The goal is to make higher education more affordable and accessible to more of the global population.
How the Distribution of New Faculty Training Can Affect Participation and Eng...Scott Dinho
Presentation made to Instructional Technology Council's eLearning 2010 conference. The presentation discusses how distributing the faculty development training throughout a term has a positive impact on faculty development as opposed to only training faculty once at the start of a term.
Paul Wild has over 20 years of experience in education, including roles as a teacher, vice principal, and currently acting principal. He holds several academic and professional qualifications related to education leadership. The document outlines his extensive experience with curriculum development, project leadership, adult learning facilitation, and system accountability across a large school board.
The Value of Distance Education: Burden or Blessing?Mark Brown
Presentation at the Graduate Employment Conference: The Economic Value of Higher Education. Commonwealth Association of Universities, Auckland, 12th July, 2013.
Blended Learning: How do you know it when you see it?Rob Darrow
This document discusses blended learning and how to define it. It begins by introducing the International Association for K-12 Online Learning (iNACOL) and their focus on providing leadership in online and blended learning. The rest of the document discusses defining blended learning and examining what it looks like through different frameworks. It explores blended learning models and the roles of teachers, administrators, students and parents in blended learning environments. Examples of blended schools are provided and questions are asked at the end.
This document discusses blended learning teaching models. It begins with introductions and definitions of blended learning. It then outlines a continuum of models from textbook-enhanced to fully online teaching. The models vary in terms of teacher and student roles and control, as well as the medium of content delivery. Several blended learning models are described in more detail, including rotation, flex, and enriched virtual models. The document emphasizes that becoming a blended learning teacher is a journey that may take 3-5 years as new skills and approaches are adopted. It concludes by inviting the audience to join the International Association for K-12 Online Learning.
This example is more online instruction. While the content is still curriculum-based, students are using online tools like YouTube to demonstrate their learning in a creative, student-centered way.
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.
This document summarizes a workshop on starting an online school program. It discusses thinking about the long-term future of 3-5 years rather than just the present. Key questions are addressed, such as what needs to be done to create an effective sustainable program and how attendees will apply the knowledge. Attendees are polled on their experience levels and timelines for starting programs. Contact information is provided for the presenters to get additional help.
This document provides an agenda and overview for an online educational technology course. It outlines the general schedule, assignments due this week including a technology journey essay and first blog post. The document reviews the topics to be covered in the course including educational technology trends and specific tools. It also provides logistics for an upcoming face-to-face meeting and contact information for the instructor.
Leadership in Creating a Blended Learning School EnvironmentRob Darrow
This document summarizes a presentation about creating blended learning school environments. It introduces the presenters, Dr. Eliezer Jones and Dr. Rob Darrow, and describes their backgrounds working in educational technology and online learning. The presentation defines blended learning and different models. It discusses trends in online learning adoption and the benefits of the International Association for K-12 Online Learning (iNACOL) membership.
The document discusses two online learning programs: the Illinois Virtual School, established in 2000 as the first statewide online school in Illinois, and Clovis Online School, the online program of the Clovis Unified School District in California. It provides details on the origins, policies, challenges, and keys to initial success of the Illinois Virtual School. For Clovis Online School, it outlines the timeline of its expansion since opening in 2009, its course offerings and management on Moodle, and lessons learned for sustainability.
The document appears to be notes from a meeting of the iNACOL Southeastern Regional Committee. It includes welcoming remarks from the co-chairs and recognition of the committee member of the year. It then outlines discussion topics such as areas of interest, goals, and ideas for future meetings. It provides options for participants to vote on topics like the focus of the December meeting and a time to meet up in person. It concludes by thanking attendees, sponsors, and mentors for their participation.
Time, Space and Quality Learning at Piedmont Middle SchoolRob Darrow
This document provides an overview of a presentation given by Rob Darrow on time, space, and quality learning at Piedmont Middle School. The presentation introduces Darrow and his background in education. It then covers topics like block scheduling, emerging trends in education, and moving from a textbook-based model to more online and blended learning approaches. Participants are asked to consider where they fall on the continuum from traditional to online teaching and learning. The presentation aims to get teachers to think about adjusting their use of time in the classroom and preparing students for an uncertain future.
This document discusses the growth of online and blended learning programs. It notes that enrollment in online schools has increased 30% per year, compared to 11-20% annual growth for charter schools. The challenges of high dropout rates and students unprepared for college/careers are also mentioned. The document then provides definitions for online, blended, and traditional learning. It reviews the history and policy landscape of online K-12 education in the U.S. and gives examples of different types of online schools including statewide programs and those run by private companies. Research showing comparable or better achievement for online students is summarized before contact details are provided.
This document summarizes a workshop on planning, implementing, and sustaining a blended learning program. It discusses defining blended learning and various blended learning models. It also covers blended learning research, the challenges of implementation based on Rogers' diffusion of innovations theory, and elements of successful blended learning programs, including leadership, professional development, instructional practices, operations, content, and technology. Participants worked in groups to discuss implementation strategies for different elements and how to measure progress. The workshop provided resources on blended learning case studies and organizations.
Effective Strategies for Online Course Discussion BoardsRob Darrow
This document discusses the use of online discussion boards in education from K-12 to college levels. It provides examples of effective discussion board questions and structures for facilitating online discussions. The benefits of discussion boards include increased interaction between students and teachers as well as reflection. Setting guidelines, modeling best practices, and making discussions regular can help discussions be successful. Different types of questions may be used to construct knowledge or elicit experiences.
This document outlines Rob Darrow's workshop on planning, implementing, and sustaining a blended learning program. The workshop covers defining blended learning, understanding its implementation and sustainability, and applying it in schools. It discusses blended learning models and research, and presents a framework focusing on six key elements for successful blended learning programs: leadership, professional development, teaching practices, operations/policy, content, and technology. Participants engage in group work applying these elements to case studies and discussing how to implement them in their own schools.
This document discusses effect size, which is a measure used to quantify the size of the difference between two groups. It is calculated by taking the difference between the means of two groups and dividing by the standard deviation. Effect sizes of 0.2, 0.5, and 0.8 are considered small, medium, and large, respectively. Meta-analyses often use effect sizes to combine results from different studies by standardizing outcomes. Visible Learning, a meta-analysis of 800 other meta-analyses, found that most educational interventions have a small positive effect size of around 0.4, which corresponds to a two year increase in achievement. Effect sizes are useful for comparing impacts across different studies and determining what types of teaching practices have
This document outlines Rob Darrow's presentation on planning, implementing, and sustaining a blended learning program. The presentation defines blended learning and discusses various blended learning models. It also reviews existing blended learning research, which is limited given the newness of the field. The presentation emphasizes that successful blended learning involves focusing on six key elements: leadership, professional development, teaching practices, operations/policy, content, and technology. It provides examples of how these elements can be implemented in schools and promising practices within each element.
The document discusses the educational technology graduate programs at Boise State University. It provides an overview of the various degree and certificate programs offered, including online and hybrid options. It also shares data on student enrollment trends, revenue generated, and innovative learning opportunities provided to students. Challenges facing the programs are outlined as well as ways the department is linking research, policy, and practice through partnerships and studies.
Offering Students a Spectrum of Online Learning Experiences: featuring Jeffco...Blackboard
In 2006, Jeffco Public Schools in Colorado was looking for a way to address the staggering number of students that were failing classes as well as provide options for students that wanted to learn in a way that modeled their digital lives. The district also wanted to expand educational options for the hundreds of students that were leaving the district each year to learn online elsewhere.
In order to meet these needs, Jeffco Public Schools turned to Blackboard to expand educational offerings with online courses.
Jeffco Public Schools shares how Blackboard software helped accomplish the following:
Develop a five-year road map for online learning,
Address the districts withdrawal and failure rate,
Provide online learning opportunities without students having to leave their school,
Launch a statewide online school and,
Use online learning as a vehicle for organizational change.
Getting Started with a Virtual School Program featuring Cobb County School Di...Blackboard
Eight years ago, Cobb County School District (CCSD) was looking for a way to provide students with additional course options. At the time there was no state virtual school program so CCSD made the decision to start their own Virtual Academy.
Join us for a web presentation to hear first-hand from CCSD on how they started their virtual academy, plans for expanding the program and more including:
• Getting started: tips and tricks for beginning the process
• Course creation ideas
• Challenges and lessons learned
• What's next for CCSD and online learning
Job Talk: Research (2013) - Kennesaw State UniversityMichael Barbour
Michael Barbour is an assistant professor at Wayne State University who researches K-12 online learning. His research agenda focuses on effective design, delivery, and support of online K-12 education. This includes examining teacher and student experiences, preparation of online educators, and policy issues. He teaches both online and face-to-face courses on instructional technology and qualitative research methods at the university level.
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.
The document discusses using webquests to help students meet state academic standards while allowing for individualized learning. It defines a webquest as an inquiry-oriented lesson where students work primarily with online resources provided by the teacher to complete an assigned task. The document outlines what a webquest is composed of and why they are useful, allowing students to learn at their own pace while still covering required content. It also provides suggestions for creating webquests, including using templates, website builders, and ensuring pedagogical elements like an appropriate task and self-assessment are included.
Delivering Online Credit Recovery: Featuring St. Tammany Parish Public SchoolsBlackboard
Often called the "silent epidemic" in our nation's high schools, high dropout rates put individual students' futures at risk and pose enormous challenges to our nation's economic and social well being. Online credit recovery is an option that is rapidly gaining acceptance thanks to its unique ability to help address the dropout crisis.
With innovative delivery options that include before/after school models, weekend programs, and offerings during the school day, online credit recovery is delivering important benefits to students and schools alike including efficiency, flexibility, and cost effectiveness.
St. Tammany Parish Public Schools (LA) describes how they are using online credit recovery, delivered through a virtual school, to engage students with personalized learning opportunities and maximize district resources in order to increase graduation rates.
Also explored is how the Blackboard Learn(TM) platform provides the foundation for a district-based online credit recovery program.
The document discusses blended and online learning environments. It provides an overview of Tennessee's e 4 TN program, which offers online courses for teachers to develop. Blended learning combines online and face-to-face instruction, allowing flexibility while engaging students. Effective blended learning meets unique student needs through the use of online and digital tools, resources, and curricula. The document also discusses best practices for teaching online, including using graphics, videos, links and interactive tools to engage 21st century students.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
Join us for an in-depth discussion on blended learning led by two experienced practitioners, Amy Hance (Collier County Public Schools) and Pam Willingham (Volusia County Schools). Hear about the many teaching and learning objectives they are meeting through the implementation of a blended learning program. Also learn how the two districts have grown the level of adoption by their faculty over time by championing accomplishments of the program.
The document discusses using webquests to help students meet state academic standards while allowing for individualized learning. It defines a webquest as an inquiry-oriented lesson where students work with information from the web to complete tasks provided by the teacher. Webquests allow students to learn at their own pace using resources selected by the teacher to meet learning goals. Teachers can create webquests using tools like templates, website builders, and documents to develop tasks and assessments aligned with standards.
This document provides guidance on planning an effective online or blended learning program. It discusses determining program goals and structure, choosing a learning management system and student information system, staffing needs, budgets, and obtaining necessary approvals. Key considerations include program type, operational control, level of online versus in-person instruction, administrative staffing, annual budget size, and what entity approves the program. The document aims to help program planners address common questions and develop a comprehensive planning framework.
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.
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.
This document provides an overview of a workshop presented by Rob Darrow on school libraries and LGBTQ youth. Some key points:
- Darrow discusses his background and experience working with LGBTQ youth. He notes the lack of LGBTQ inclusion in many educational programs.
- Around 10-20% of youth identify as LGBTQ, and many face bullying. New state frameworks and laws aim to promote inclusion of LGBTQ topics and history.
- The workshop defines important terms like gender, sexual orientation, and transgender. It discusses concepts like gender fluidity and the gender binary.
- Brief histories of activists like Frank Kameny and cases like David Schroer's help illustrate discrimination faced by the LGBT
LGBT History People and Events Part 1: Early HistoryRob Darrow
Presentations highlight various people and events in LGBT history and focused on early world and U.S. history. Final Presentation for LGBT history course.
This document summarizes a webinar on teaching transgender history. It discusses the structure and schedule of the webinar series. It emphasizes that the webinars provide a safe space and distinguish between teaching history versus advocating. There is a quick review of past webinar topics and a discussion on characterizing historical figures' gender identities. The document also outlines transgender vocabulary, key leaders and events in transgender history, and relevant California laws.
LGBT History: Harlem Renaissance and Lavender ScareRob Darrow
Webinar slides. The 1920s Harlem Renaissance was open and inclusive of all people while the 1950s Lavender Scare decreased acceptance and visibility of LGBT people.
Social Movements and Teaching LGBT HistoryRob Darrow
This document outlines a webinar on teaching LGBT history in schools. It discusses how to teach about social movements by comparing the stages of the women's rights movement, civil rights movement, and gay rights movement. It provides examples of how to integrate LGBT history into various grade levels by tying it to topics already in the curriculum, and resources on aligning LGBT lessons to state standards. The webinar emphasizes teaching LGBT history in the context of social movements and standing up for rights at an age-appropriate level for students.
This document provides an overview of an introductory webinar on teaching LGBT history. It outlines the webinar structure, schedule covering topics like social movements, historical events from the 1920s-1950s, and related legislation. It discusses the focus on LGBT history in the California history framework and reasons for teaching this history, like creating more inclusive schools. An overview of LGBT history from ancient times to the 1900s is also presented.
Rob Darrow presents on implementing laws supporting LGBT students, including the FAIR Act requiring teaching LGBT history. He discusses the challenges of teaching new content that few educators have experience with. Darrow emphasizes making schools safe and affirming for all students, especially LGBTQ youth, through administrative support, inclusive curriculum, and addressing bullying and mental health issues.
This document provides an overview of the Alameda County History Day event. It explains that History Day began in 1974 and challenges students to research a topic related to a yearly theme and present their findings in formats like exhibits, documentaries, or papers. This year's theme is "Conflict and Compromise in History." The document guides students through choosing a topic, conducting primary and secondary research, developing their project, and creating process papers and bibliographies to demonstrate their work. It aims to help students learn about history in an engaging, hands-on way.
Creating Safe and Inclusive Schools for YouthRob Darrow
This document summarizes a presentation by Rob Darrow on creating safe and inclusive spaces for LGBTQ students. The presentation discusses strategies for making schools affirming for LGBTQ youth, including supportive policies, curriculum inclusion, and student organizations. It provides examples of discrimination faced by LGBTQ individuals historically and in schools. Statistics are given on bullying, homelessness, and HIV rates among LGBTQ youth. The presentation emphasizes the importance of leadership from administrators, teachers, students and health professionals in establishing safe and inclusive schools.
Creating Safe Schools in California for LGBTQ YouthRob Darrow
Presentation to California County Superintendents Educational Services Association, Student Programs and Services Committee about creating safe and compliant programs for LGBTQ youth
Rob Darrow believes that blended learning, which combines both online and in-person instruction, will become the standard model in K-12 schools. This will allow schools to better personalize learning for each student and inform their future career and college choices. He envisions schools providing learning in various formats to meet student needs, including face-to-face, online, blended, and technology-enhanced. Formative and summative assessments are important both in-person and online using tools like discussions, blogs, presentations and self-assessments. Blended learning has the potential to transform education by personalizing learning for all students.
This document provides an overview of applying the SAMR model to blended learning programs. It discusses the SAMR model, which evaluates the use of technology in education from Substitution to Augmentation to Modification to Redefinition. It then defines blended learning as a formal education program where students learn both online and in a brick-and-mortar location. The rest of the document examines what blended learning looks like on a continuum from textbook-based to fully online, discusses adoption of blended learning programs, and provides examples and resources.
Beyond Sit and Git: Transform to Professional LearningRob Darrow
This document is a presentation by Rob Darrow on transforming professional development (PD) to professional learning (PL). It discusses how traditional PD is often ineffective sit-and-git sessions, but PL should allow for choice, customization, and compensation. Darrow advocates for making PL personalized and competency-based through blended learning. He provides examples of standards and resources to help educators implement more effective PL models. The goal is to better meet teacher needs and help them improve instruction.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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 ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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
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.
3. A Few Definitions
Online Learning
70% or more time taught and learned
online
Blended Learning
Using online learning tools to teach
students where some student time is
flexible
Computer Assisted vs. Teacher Led
4. Online/Blended Learning
Programs
Computer Assisted Teacher Lead
Computer assessment and Teacher places students
computer placed Teacher at end of every course
Complete lesson (teacher in Students advance based on
a box) teacher assessment (some may
be multiple choice)
Multiple choice test (Pass,
Online interaction (e.g.
continue; Fail, repeat)
discussion boards,
Adult facilitated synchronous online
(credentialed or classified) lessons/office hours)
Education 2020 One teacher every course
K-12, Inc.
Plato
Florida Virtual School
Apex Learning Connections Academy
Which costs less?
5. Who Has…
A Blended Learning Program?
An Online Learning Program
(students taking courses online with
teachers not in the same school)
6. In California…how do we
fund schools? (Finance 101)
ADA – Average Daily Attendance
1 student in school 1 day = 1 ADA
(or FTE).
Cannot split ADA
Independent Study
Grants / Fees / Fund Raisers /
Student Pays
7. California
Finance
ADA (“seat time” - 240
minutes each day)
Independent Study (student
gets hours based on work
and physically meets a
teacher once a week).
Charter (ADA or Ind Study)
1 student in school 1 day = 1 ADA.
8. Two California
School Districts
Kings Canyon Clovis Unified
Unified Cal Online
Dunlap Leadership (2000-2005)
Academy - 2008 (Students: 37,000;
(Students: 9700; Teachers: 1752)
Teachers: 439)
www.dunlapleadershipacademy.com/
9. Two California
School Districts
Kings Canyon Unified Clovis Unified
Full time online student Part time online student
Students may attend (no more than one online
computer lab course)
weekly/daily Face to face training
Monthly check in with Online check in with
teacher face-to-face teacher
One teacher facilitates One teacher per course
all courses
14. California Finance
ADA Differences
Per student, per year
Kings Canyon - $6,063
Clovis Unified – $5,983
Modesto City - $5,839
Sylvan– $5,551
Patterson - $5,290
Charters - $6,600 (9-12)
Ed. Data Figures, Unrestricted ADA, 2009-10
15. Dunlap Leadership
Academy
30 students - ADA
30 students X $6100 = $183,000
per year.
Special program funding - $650
per student (or another $20,000)
Total Income: $203,000.
Round to $200,000
17. Dunlap Leadership
Academy Course
Content
Provided by Advanced Academics.
Cost: $400 per student per course.
5 courses per student.
$400 X 30 students X 5 courses =
$60,000.
18. Course Management
System (Moodle, Bb)
Included in “content” price
19. Other Online Tools
Use district student information
system (no cost)
No additional software used
21. Administrative Costs
($50,000) Principal – Part time (shared
with school across the street)
($40,000) Secretary/lab aide and
campus aide
8:00-2:00 each day – 30 hours per week.
($10,000) Custodian (part time –
shared with school across the street).
Total Personnel Cost: $100,000
25. Dunlap Leadership
Academy Income and
Expenses
Income by ADA: $200,000.
Personnel: $100,000 (no hired dist
teachers)
Equipment: $40,000
Content and Teachers: $60,000
Supplies: $5,000
Expense Total: $205,000
Income – Expenses = - ($5,000)
26. Asst. Supt. Business
Sees:
Cost Per Student
Cost = $200,000
30 students = $6600 per student.
50 students = $4000 per student.
120 students = $2000
27. Clovis Unified
Unified in 1960:
one high school / intermediate school,
4 elementary schools
28. Clovis Unified
District motto: “Be the best you can in
mind, body and spirit.”
In 2008: 28,000 students – 12,000 in
high school.
6 high schools, 5 intermediate schools
and 32 elementary schools.
29. Clovis Unified
Cal Online
Part time students – may not take
more than one online course
4 total courses (Bio, Alg 1, Eng9,
Government/Economics)
First classes: June 2001
30. Clovis Unified
Cal Online ADA = 0
Budget: $250,000
Funded from 2000-2006 by
12 different grants and
funds over 6 years – no
ADA or General Fund.
32. Course Content
Licensed from Florida Virtual School.
$20,000 per year
Then, created own. One time cost for
teacher development: $5,000
33. Course Management
Moodle
Cost: (0 – used district server; except
the cost of the tech person)
Full time online tech assistant
monitored and organized courses into
Moodle
34. Other Online Tools
District Student Information System
Elluminate Online Conferencing
System: $5,000
39. Add It Up
Income by ADA: -0-.
Content: $20,000
Other Online Tools: $5,000
Personnel: $180,000 (Admin and Tchrs)
Equipment: $10,000
Expense Total: $215,000
Income – Expenses = +$45,000
40. Asst. Supt. Business
100 students enrolled in 4
courses.
$215,000 Costs
Divided out: $2150 per student
(in addition to the face-to-face
school costs)
41. Clovis Unified - Cal Online
Ended in 2006
No finance model worked for part time
students
42. Create Your Own
Finance Plan
Fill in your “estimated” cost chart.
43. 2020 Visions Report
(2006)
$1 mil to start up an online school
Bellsouth Foundation (2006). Anderson,
A.B., Augenblick, J., and DeCesare, D., and
Conrad, J.
44. Online School
Finance Challenges
Economy of scale: Need money or
students
With full complement of courses, how
do you reduce costs?
Contract content out?
Teachers?
Develop own content?
Get more students?
45. Lessons Learned:
Via research and
experience
Get all district admin on board
Talk with all “stakeholder” groups
in establishing your online school
(counselors, special education,
etc.)
Identify budget income for 3 years
Lack of money = no program
46. Resources
iNacol, International Organization for K-12 Online
Learning – www.inacol.org
CUE (and the eLearning SIG) – www.cue.org
Keeping Pace - http://kpk12.com/
Ca eLearn Framework -
http://www.ccsesa.org/index/hotTopics.cfm
Ca Dept of Ed -
http://pubs.cde.ca.gov/tcsii/onlineeducation/onlineeduc
Online Learning Research about Costs -
http://www.onlinelearningvisions.com/research