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- 1. Shirley Diaz Glenn County Office of Education sdiaz@glenncoe.org 530.865.1267 x2100 Tehama Department of Education January 29, 2013
- 2. Technology environmental scan California eLearning Framework ◦ Content ◦ Teaching ◦ Technology ◦ Operations Implementation Willows High Resources
- 3. Electronic media and communication tools are a ubiquitous part of everyday life
- 4. Product Route to home Display Local storage TV station phone TV cassette broadcast TV radio broadcast radio stereo vinyl album news mail advertising newspaper delivery phone paper radio station non-electronic
- 5. Product Route to home Display Local storage broadcast TV cable TV DVD cable TV telephone radio DDR satellite TV wi-fi PC PC hard drive radio station wireless WAN iPod Flash media satellite radio broadcast radio cell phone CD ROM website satellite pager MP3 blog iPod smart phone game console wiki newspapers game console Web storage advertising digital camera digital camera streaming video portable game digital video ebook LAN storage
- 6. The Internet and WWW is at the center of the revolution
- 7. As of April, 2010, 66 % of Americans have broadband, up from 55% in May, 2008 93% of teens (12 to 17) in the U.S. access the Internet
- 8. Mobile devices allow us to enjoy media and carry on communication anywhere
- 9. 77% of teens have cell or smart phones Source: Pew Internet & American Life Project – March, 2012
- 10. As of April, 2012 a total of 67 million iPads have been sold by Apple New generation of Google tablets was released mid-July
- 11. Everyone can now be a publisher, movie maker, artist, song creator, or storyteller
- 12. 75% of teens have a Facebook page 27% of American teens use Facebook continuously throughout the day Source: Source Ipos Public Affairs – Jan., 2011
- 13. 500 million active users with over 340 million tweets and 1.6 billion search queries per day 16% of youth between 12 to 17 years use Twitter Source: Pew Internet & American Life – July, 2011
- 14. We’re Living in a Web 2.0 World Source: Newsweek – July, 2010
- 15. The clueless, teacher- dependent pupil
- 16. The net- savvy, well- connected, teac her- independent end-user
- 18. Defining online and blended learning: Online learning means many things to many people
- 19. Defining dimensions of online programs
- 20. Defining dimensions of online programs
- 21. Main categories of online programs
- 23. Available in 30 states and Washington DC Estimated 250,000 full-time online students 25% annual increase
- 27. Definition of blended learning Any time a student learns in part in a supervised brick-and-mortar place away from home and At least in part through online delivery, with some element of student control over time, place, path and/or pace Copyright Innosight Institute, Inc.
- 28. From the perspective of the student: Excludes examples where teacher uses electronic whiteboard without online curriculum to lecture Excludes examples where student uses online textbooks instead of hardcopy ones Copyright Innosight Institute, Inc.
- 29. Source: Classifying K-12 Blended Learning Innosight Institute – May, 2012
- 30. Quality and Accountability: Does online learning work?
- 31. Sept. 3, 2011 http://tinyurl.com/3g6cfvx July 25, 2012 http://tinyurl.com/cfjr9n8
- 37. Know your… • Educational goals • Program structure • Course content
- 38. Acquisition
- 39. Purchasing options • Learning objects • Modules or lessons • Full courses
- 40. Evaluation iNACOL CLRN Standards Common “a-g” Core
- 41. Tools You Can Use iNACOL National Standards for Quality Online Courses CLRN – California Learning Resource Network The University of California “a-g” Subject Area Requirements The Common Core Standards Initiative iNACOL – How to Start an Online Learning Program Website
- 43. Know your… • Educational goals • Program structure • Teacher Role
- 44. iNACOL Standards for Quality Online Teaching
- 45. Hiring Professional Development
- 46. “First Timers” • Teacher Prep Programs • Mentoring • CUE – Leading Edge Certification
- 47. Year One Support • Classroom management • Communication
- 48. Tools You Can Use iNACOL National Standards for Quality Online Teaching Professional Development for Virtual Schooling and Online Learning Online Teacher Support Programs: Mentoring and Coaching Models Computer Using Educators – Certified Online Teacher
- 50. Know your… • Educational goals • Program structure • Supporting technology
- 51. Total Cost of Ownership Interoperability
- 52. Learning Management Systems • LMS defined • Commercial or open source?
- 53. Student Information Systems • Features • Functionality •Integration
- 55. End User Devices Web Conferencing Tech Staff PD Mobile Learning Trouble Tickets
- 56. Tools You Can Use The Consortium for School Networking (CoSN) Advanced Distributed Learning – Choosing and LMS iNACOL Management and Operations of Online Programs iNACOL National Primer on K-12 Online Learning Version 2 Open Source vs. Vendor Provided Software: Comparing Them Side by Side
- 58. Strategic Planning with Key Stakeholders
- 59. Recruitment and Support Services • Counseling • Technology support • Mentoring • Special education
- 60. Staffing Budgeting Evaluation
- 61. or Operating in the current regulatory environment
- 62. Tools You Can Use iNACOL National Standards for Quality Online Programs Guidelines for the Development of a Local District Needs Assessment Discovering Purpose: Developing Mission, Vision and Values Evaluation in Online Learning, Keeping Pace with K-12 Online Learning 2008
- 63. The CCSESA California eLearning Framework Presentation available at:
- 64. Glenn County Implementation Princeton JUSD High School Math Cal-IQuity – K12HSN Elective options Elk Creek High – Princeton Spanish I or II Zero period Wm Finch Charter Independent Study Odysseyware Willows High Credit Recovery Accelerate Education
- 65. Willows USD – Accelerate Ed Needed processes and structures in place before classes begin: • Teacher training • Student orientation • Headphones – sanitation issues • Firefox or Chrome need to be installed • Computer compatibility with sound and video
- 66. 2. How is online learning course structured? • Each course has CA credentialed instructors provided by Acc Ed • Pass Code for Exams • Projects, papers, assignments 24/7 • Online teacher grades and posts running grades • Teacher is not teaching live – archived videos, reading, etc. • Email/chat available for students to online teacher
- 67. 2. How is online learning course structured? • Each course has CA credentialed instructors provided by Acc Ed • Pass Code for Exams • Projects, papers, assignments 24/7 • Online teacher grades and posts running grades • Teacher is not teaching live – archived videos, reading, etc. • Email/chat available for students to online teacher
- 68. • WUSD credentialed teacher = mentor • Administrators – Counselors = observers • Waiting list now to get in class • Class size = 18 seats • Mentor teacher – no free time, very active participant What is working? • The “right” type of student – motivation • Successful credit recovery – rigorous but doable • Faster!
- 69. Barriers? • Keeping unmotivated students on task • Watching for cheating during exams • Plagiarism • Technical issues with current computer lab Next time – do differently? • Learn the Acc Ed website before enrolling students • Orientation for all students • Don’t enroll failing students • Room – Lab set up – student spacing
Editor's Notes
- Facilitator Notes:The large Educational Management Organization operate multi-district online charter here in California – K12, Inc., Connections, Insight, Advanced Academics are a few examples – we will look at the scope of those operations in a moment.Independent district programs here in California that we follow include – Riverside Virtual School, Clovis Online High School, City of Angels Virtual Academy and othersReferences & Resources:Discussion Questions:
- Facilitator Notes:From the perspective of the studentThe brick and mortar place is not always a school – in fact in many cases it is a learning center that is specifically designed to not look like a schoolTIME, PLACE, PATH, PACEReferences & Resources:Discussion Questions:
- Facilitator Notes:Definition does not include what many of you know as Educational Technology in the classroom – whiteboard, maybe iPADseTextbooks are not included in the definitions – they certainly have value – they are not changing the instructional modelReferences & Resources:Discussion Questions:
- Facilitator Notes:Rise of K-12 Online LearningContinuum of blended learning – as you move across the models, you have more online content on the rightExamples – Rocketship in San Jose (Rotation); Online Lab or Self-Blend are typical of State Virtual SchoolsHorn’s definition of blended learning includes everything but full-time online schools – that blend occurs at the course level or the program level.References & Resources:Discussion Questions:How many of you are involved in online or blended learning programs in your district or school? Can you describe the programs?How common is blended learning in the districts? Are their programs operating at scale that we should discuss?
- Facilitator Notes:The remainder of today’s workshop we are going to focus on the components that make up an quality online or blended learning program.We will also discuss how those pieces come together to serve students.Lastly, we will be encouraging a thoughtful strategic planning process the includes much of what we will work on today.References & Resources:Discussion Questions:
- Facilitator Notes:The bulk of the workshop will be organized around these four focus areas. The eLearning Framework document is also organized this way, so you can follow along with on the agenda and in the document itself.References & Resources:Discussion Questions:
- Facilitator Notes:Some of the key issues you must consider related to Content Acquisition and Content Development for your online or blended learning programThis slide matches the large eLearning Framework handout. This handout provides you with an eLearning Framework at a glance.In this section we will examine and discuss these issuesReferences & Resources:eLearning Framework Content Section – Pages 15-23.Discussion Questions:
- Facilitator Notes: Each focus area should begin with an examination of the educational goals. What are the some of the academic challenges that online and blended learning can help address? Consider the target student groups. This should drive all decisions. Program structure What grade levels will be served? Full-time online or supplemental? Fully online or blended courses? Individualized or cohort-based? Where on the continuum of instruction? Will calendar be traditional?Course type – core, electives, credit recovery, AP/gifted, career and technical education, and others?Content choices should be informed by the type of program and the type of course.References & Resources:eLearning Framework Content Section – Pages 15-16.Reference iNACOL – How to Start an Online Learning Program website as an excellent resource for guidance in all four focus areasDiscussion Questions:How many of you launched your online or blended learning program targeted a specific student group – gifted, credit recovery, etc. Why did you begin this way? What did you learn from this process?How many of you have obtained online course content for a targeted purpose, only to end up using the content in some other way? Why did this happen? Did it turn out well?
- Facilitator Notes:Build, Buy, License, or Mix? Consider these issues:Expertise of your staffTime/resources in your district/school to build contentTime until the courses need to launchMoney available for startup and maintenanceNeed to customization of course contentReview the Pros and Cons of build, buy, license, or mix beginning on page 20.References & Resources:eLearning Framework Content Section – Pages 16-17.iNACOL How to Start an Online Learning Program offers a detailed look into common licensing models for online contentDiscussion Questions:What approach has your district or school taken to acquire online content? What has your experience been with the results?
- Facilitator Notes:Now more then ever you can buy online content in a variety of “sizes.”Learning objects – define for attendeesModules or lessonsFull coursesAs always, think about your programmatic needs. Are you planning to implement blended learning and need targeted lessons? Do you plan on building some of you own content around licensed learning objects? Do you need full courses to get your program up and running in a timely manner?Several providers offer a Comprehensive approach to online or blended learning where they provide content, a learning management system (may need to define), and other turn-key services as need. Once the domain of the online charters, you now see turn-key providers servicing traditional districts.Consider the opportunity to mine a variety of the Open Educational Resources for online content to support your program.NROC – National Repository of Online Courses is based in here in California and offers content across several subject areasOther OER resources include Connexions and CK12.OER resources are valuable, but you must consider the time and effort to find, download, modify and integrate these resources into your online offerings. Time = money.Highlight California specific initiatives to support online and blended learning: Calaxy, CaliQity, UCCP, Brokers of Expertise – others?References & Resources:eLearning Framework – page 17-20.Discussion Questions:Is anyone purchasing or licensing content at the learning object or module level, instead of full courses? How do you integrate those elements into your overall online content development efforts?Has anyone made a significant effort to utilize OER resources? What lessons have you learned as a result of the effort?
- Facilitator Notes:Regardless of whether your purchase content or develop content internally, you need a good process to judge initial quality and ongoing qualityIn the Fall of 2011, iNACOL will release an update version of their National Standards for Quality Online Courses. One of the co-leaders of this effort was Brian Bridges from CLRN (The California Learning Resource Network). These standards examine quality in the following areas:ContentInstructional DesignStudent AssessmentTechnologyCourse Evaluation and SupportCLRN is a state funded organization that reviews a variety of electronic learning resources, including online courses and electronic textbooks. This year CLRN will be reviewing English-Language Arts and Mathematics courses, and continue on to other subjects in the following years.Consider two additional issues when acquiring content:The University of California “a-g” subject area requirementsThe Common Core Standards for English-Language Arts and Mathematics – recently adopted by CaliforniaReferences & Resources:eLearning Framework Content Section – Pages 20-23.iNACOL National Standards for Quality Online Courses – updated Fall 2011Discussion Questions:What processes has your district or school established to evaluate the initial quality of online content?Have any of you used the CLRN evaluations, or possibly participated in the review of content? Can you comment on the value of the process and outcome?
- Facilitator Notes:Review these key resourcesReferences & Resources:These resources are linked in the eLearning Framework document in the body of the text or footnotesDiscussion Questions:
- Facilitator Notes:Some of the key issues you must consider related to Teaching and Professional Development for your online or blended learning programThis slide matches the large eLearning Framework handout. This handout provides you with an eLearning Framework at a glance.In this section we will examine and discuss these issuesReferences & Resources:eLearning Framework Content Section – Pages 24-31Discussion Questions:
- Facilitator Notes:Each focus area should begin with an examination of the educational goals. What are the some of the academic challenges that online and blended learning can help address? Consider the target student groups. This should drive all decisions. Program structure What grade levels will be served? Full-time online or supplemental? Fully online or blended courses? Individualized or cohort-based? Where on the continuum of instruction? Will calendar be traditional?Course type – core, electives, credit recovery, AP/gifted, career and technical education, and others?Understanding the goals and design of your program will help you target and develop quality teachers to support the effort.The most significant impact on student success is the quality of the teacher…this applies in online or blended learningReferences & Resources:eLearning Framework Teaching Section – Page 24.Discussion Questions:
- Facilitator Notes:In the Fall of 2011, iNACOL published an updated version of the iNACOL Standards for Quality Online Teaching. These standards are offered in checklist format to help you establish best practices for your online or blended teachers. The standards address issues like:Teacher encourages an active learning environment, including interaction, participation, and collaborationTeacher promotes student success through regular feedback, prompt response, and clear expectation.Teacher uses data and findings from assessments and other data sources to modify instructional methods to guide individual student learningAnd many more.Many online and blended programs across the country start with these standards and modify them for local use.References & Resources:eLearning Framework Teaching Section – Page 25.iNACOL Standards for Quality Online TeachingDiscussion Questions:For those engaged in online and blended learning, how to you establish and promote best practices for your teachers?
- Facilitator Notes:Consider these issues when hiring online or blended learning teachers:Will you be hiring teachers from within your district, or hiring new teachers? What course format(s) will the teacher teach? Fully online or blended?Is your district prepared to train teachers with no prior online or blended experience, or are you looking specifically for teachers with experience?Will teachers be full-time or part-time? Must teachers be located in a physical building in your district or can they work from home? What other contractual issues must your district be aware of / address prior to recruiting or hiring?Avoid the myth – “any classroom teacher is qualified to teach online.”Professional Development is critical to help teachers learn the strategies and tools for quality online instruction.References & Resources:eLearning Framework Teaching Section – Page 26.iNACOL – Professional Development for Virtual Schooling and Online LearningDiscussion Questions:Has anyone developed a process for hiring online or blended teachers? Can you share your experience thus far?
- Facilitator Notes:In most cases, district and schools will be preparing teacher for their first experience as online instructors. Some issues to consider as you establish this PD process.In most cases, teacher prep programs do not prepare teachers for online or blended instruction. Reference Boise State study in the document.If you have a Cadre of experienced teachers, Mentoring can be an effective approach to support other PD efforts.Organizing online teacher PD by discipline can often accelerate learning.You will need to consider whether you have the expertise and resources to develop and offer this PD in-house or do you need to some assistance from an organization like Ed Tech Leaders Online.The Computer-Using Educators (CUE) is offering a Certified Online Teacher PD program beginning this Fall as part of their Leading Edge Certification series.Some programs offer intensive summer preparation courses for new online or blended learning teachers.References & Resources:eLearning Framework Teaching Section – Pages 27-28.Online Teacher Support Programs: Mentoring and CoachingDiscussion Questions:Would anyone like to share information about their online teacher preparation program?Has anyone experienced a situation where teachers were ask to teach in online or blended environments without prior PD? What was the result?
- Facilitator Notes:The first year of online teaching can be a lot like the first year of classroom teaching. Year one support is critical and greatly impacts the quality for students.Some of the challenges teacher face include:assessing student understanding of learning objectivescreating and facilitating group discussionsdeveloping group projectsmaking constant adjustments to course resourcesresponding to students’ questions and concepts they are finding most challengingMastering the technology, so the can move on to the teaching and learningAnd maybe most challenging…learning the process of effectively communicating in an online environment.References & Resources:eLearning Framework Teaching Section – Pages 28-29.Discussion Questions:For those of you who work with online teacher, what did they find most challenging in their first year of online teaching? How did you support them to overcome those challenges?
- Facilitator Notes:Review these key resourcesReferences & Resources:These resources are linked in the eLearning Framework document in the body of the text or footnotesDiscussion Questions:
- Facilitator Notes:Some of the key issues you must consider related to Technology for your online or blended learning programThis slide matches the large eLearning Framework handout. This handout provides you with an eLearning Framework at a glance.In this section we will examine and discuss these issuesReferences & Resources:eLearning Framework Content Section – Pages 32-43Discussion Questions:
- Facilitator Notes:Each focus area should begin with an examination of the educational goals. What are the some of the academic challenges that online and blended learning can help address? Consider the target student groups. This should drive all decisions. Program structure What grade levels will be served? Full-time online or supplemental? Fully online or blended courses? Individualized or cohort-based? Where on the continuum of instruction? Will calendar be traditional?Course type – core, electives, credit recovery, AP/gifted, career and technical education, and others?The technology should be in-service of the educational goals.There is a delicate balance between learning about the technology and having the technology drive the educational decisions.References & Resources:eLearning Framework Technology Section – Page 32.Discussion Questions:
- Facilitator Notes:We start our discussion of technology to support your online or blended with two important themes – Interoperability and Total Cost of Ownership.This is all part of taking a strategic approach to your online learning planningInteroperability – do technology systems (and content) work together seamlessly?TOC – what is the real cost of a decision to implement a chosen technology? Always needs to include indirect or hidden costs.Keep both of these issues in mind as we examine all the individual technology decisions.References & Resources:eLearning Framework Technology Section – Page 32.Discussion Questions:Have you experienced situations where technology decisions without regard to Interoperability? What was the result? What was learned?
- Facilitator Notes:Learning Management System (LMS) – the core technology for most online or blended programs.Some common examples include: Moodle, Blackboard, Saki, and Desire to Learning…there are others.Some issues to consider when choosing and LMSInstructional features and componentsCourse/content development toolsContent compatibilityIntegration with your Student Information System (SIS)Will you host your LMS?Training for LMS usersWeb Accessibility – 508 Compliance.Commercial or Open SourceEnsure that this choice is not just the domain of the technology department.References & Resources:eLearning Framework Technology Section – Pages 34-37.Discussion Questions:Is your school or district currently using an LMS? How well do you know the LMS’ features and how well does it serve your district or school needs?If you were creating a committee to choose and LMS, which district or school roles would you like represented in the group and why?
- Facilitator Notes:The Student Information System (SIS) is a software application used by districts and schools to manage student data and generate a variety of reports.There are many different SIS’ – some of the most common are Aeries from Eagle Software, PowerSchool, Schoolwise, and many more.Almost all districts have an existing SIS. They will need to integrate data from a new online or blended learning program into this legacy SIS. Don’t underestimate this challenge.For those with the option of licensing a new SIS for their online and blended program, the eLearning Framework document offers a starting list of features to look for including:Designed to serve the unique needs of online and blended programsIntegrates with LMSAllows multiple levels of teacher and administrator accessThe ability to customize for your programProvides quality tracking for student progressMany moreThere are now a few SIS’ designed specifically for online and blended programs.References & Resources:eLearning Framework Technology Section – Pages 37-38.Discussion Questions:Why is the SIS/LMS integration so critical for online and blended learning programs?
- Facilitator Notes:Once you begin this scale your online or blended program, connectivity will become an even more critical issue than it is now.The Consortium for School Networking (CoSN) offers some excellent tools to help you prepare for connectivity needs.Don’t let the online and blended learning programs get ahead of the available connectivity or you will lose the faith of teachers.The K-12 High Speed Network support increased connectivity across the state, but you still need local support hook into this network.Consider the challenges of student connectivity outside of school. Access at community centers or connection through a mobile device can be part of a solution.References & Resources:eLearning Framework Technology Section – Page 39.Discussion Questions:Has your district or school developed a unique solution for after school access for all students?
- Facilitator Notes:There are a variety of additional technology decisions supporting your online or blended learning program including:Synchronous tool for web conferencing. Live instruction for students is a growing application in online learning. Consider integration with your LMS.End User Devices – always a challenging, moving target, but the good news is that they are getting smaller and more affordable. Some districts and schools are implementing “One-to-One” laptop initiatives.Districts and schools need to plan for the impact of Mobile Learning and the role it plays in their online and blended learning programs. Some districts are experimenting with “Bring Your Own Device” initiatives.Consider software to manage the growing tech support needs.Don’t’ forget the need to offer professional development for your technology staff. The more they know, the better they can support your online and blended program.References & Resources:eLearning Framework Technology Section – Pages 40-43.Discussion Questions:How is your district or school working with the proliferation of mobile devices in the student population?Are there other key technologies that impact your online or blended learning program that we have not discussed?
- Facilitator Notes:Review these key resourcesReferences & Resources:These resources are linked in the eLearning Framework document in the body of the text or footnotesDiscussion Questions:
- Facilitator Notes:Some of the key issues you must consider related to Program Operations for your online or blended learning programThis slide matches the large eLearning Framework handout. This handout provides you with an eLearning Framework at a glance.In this section we will examine and discuss these issuesReferences & Resources:eLearning Framework Operations Section – Pages 44-55.Discussion Questions:
- Facilitator Notes:Strategic planning is an ongoing theme throughout this workshop.Key elements of strategic planning include:Involvement and buy-in from key stakeholdersConducting a needs assessmentCompleting a competitive market analysisEstablishing a vision and missionAgreeing upon educational goals and targeted student groupsIdentifying start-up fundingPlanning for appropriate program evaluationConsider your key stakeholders:StudentsParentsTeachersBuilding level administrators and county/district staffOther regional or statewide online and blended learning organizationsMany others listed in the eLearning Framework documentWe are seeing a growth in consortium models across the countryReferences & Resources:eLearning Framework Operations Section – Pages 44-48.iNACOL National Standards for Quality Online ProgramsDiscussion Questions:Do you engage in district or school-wide strategic planning? How might online or blended learning be incorporated into that process?
- Facilitator Notes:Don’t forget the need to fund and engage in enrollment marketing. Although it is certainly more critical if you are starting a full-time online program, even blended learning programs needed to be marketed to parents who have an increasing variety of educational choices.Many traditional student support services will need to adapted to serve the online student (this is especially applicable to full-time programs). This includes:Counseling, enrollment and orientationTechnical supportAcademic support and mentoringSpecial EducationLearning Centers – non-traditional learning environmentsReferences & Resources:eLearning Framework Operations Section – Pages 49-51.Discussion Questions:Are any of you aware of districts that are losing students to full-time online charter schools? How have the districts reacted?Are any of you aware of districts that utilize non-traditional learning centers for online or blended instruction? Can you describe how the program works and do you know if it is successful?
- Facilitator Notes:Consider the following issues when establishing a budget for your online or blended program.Instructional staffing – various models, some involving different roles for teachers and para-professionalsContentTechnologyLeadership – as with any new program, a dynamic leader can make all the differenceStudent servicesMarketing and promotion – especially for full-time programsDon’t underfund the effort and be willing to take a multi-year view on sustainabilityPlan for evaluation early and consider issues like:Are student outcomes meeting program and state expectations?Can improved students outcomes be demonstrated?How satisfied are stakeholders, including students, schools, and parents with their experience with the program?Use LMS data are a part of your evaluation process – online and blended learning is a data-rich environment.References & Resources:eLearning Framework Operations Section – Pages 52-55.iNACOL Management and Operations of Online Programs from the Promising Practices SeriesDiscussion Questions:What are the different staffing models for online and blended programs? Can someone share an example with this group?Is anyone engaged in a program evaluation beyond what is required by the state? What are the outcomes of this effort?
- Facilitator Notes:Section six of the eLearning Framework provides an overview of the current policy environment in California and presents a set of recommendations for changes.Acknowledged barriers include:Seat-time requirements and associated accountingSite based requirements and independent study provisionsContiguous counties and other charter school restrictionsAccess and equityNo state has it all figured out, but the eLearning Framework document offers positive examples from a variety of other states.Pages 63 and 64 offer recommendations for policy changesReferences & Resources:eLearning Framework Policy Section – Pages 56-64.Discussion Questions:Have you seen unique examples where online or blended learning programs are managing the current regulatory environment?
- Facilitator Notes:Review these key resourcesReferences & Resources:These resources are linked in the eLearning Framework document in the body of the text or footnotesDiscussion Questions:
- Facilitator Notes:Welcome to the California eLearning Framework WorkshopThe goal of the workshop is to provide you with direction on how to start or grow your online or blended learning program with the guidance of the California eLearning Framework document prepared by CCSESA.