This document summarizes information from the California Learning Resource Network (CLRN) about their process for reviewing online courses. CLRN has over 200 volunteer educators who review courses based on alignment to state standards and quality online course standards. The review is a multi-step process where courses are examined for academic rigor, social content, instructional design, and technology. Reviews help improve courses and inform districts selecting curriculum. CLRN aims to provide vetted, standards-aligned online learning options for California students.
This document summarizes the results of the 2013 California eLearning Census survey. Some key findings include:
- 516 districts and charters responded to the survey, a 29% response rate.
- The number of students enrolled in virtual or blended programs increased between 2012 and 2013.
- The most common blended learning models were flex and rotation models.
- Price and colleague recommendations were the top factors considered when selecting courseware.
- Most districts have their teachers provide online instruction rather than using external instructors.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
This document discusses online and blended learning models being implemented in California schools. It provides an overview of different blended learning models such as rotation, flex, and hybrid virtual schools. It also summarizes the results of California's eLearning Census which found that around 18,600 students are enrolled in virtual schools while around 79,800 students participate in blended learning programs. The document emphasizes the importance of selecting high-quality online courses that are engaging, make good use of technology, and have been properly reviewed. It outlines several factors schools should consider when evaluating online courses.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign includes implementing math pathways and integrating reading and English. It also tracks student completion of college-level courses. The redesign will launch system-wide in fall 2014 and require advocacy, transparency and data-informed decision making.
This document discusses reporting requirements and data collection for the CHAMP program. It outlines what information should be reported, including fiscal and narrative reports to the Department of Labor on a quarterly and annual basis. It also discusses the different levels and types of data to be collected, including student, course, school, and consortium data. Specific student and course data elements are listed, such as student IDs, names, grades, and course details. The document provides guidance on the role of ensuring consistent course information and communication about any changes. It outlines a typical report structure with goals and metrics to analyze related to industry partnerships, technology, credit for prior learning, and further education opportunities.
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?bbridges51
This document discusses how to identify high quality online courses ("great eLearning") versus low quality or ineffective online courses ("online road kill"). It begins by outlining the agenda for the presentation, which includes defining eLearning models, distinguishing between quality online courses and ineffective ones, and reviewing blended learning models being implemented in schools. It then discusses tools and processes for evaluating online courses based on alignment with district goals. Recommended reading on online learning topics is provided. The document outlines resources available through the California Learning Resource Network related to online courses, electronic learning resources, and free web information. Data on online learning enrollments in Florida and a proposed classification system for blended learning models is presented. The document concludes by emphasizing the importance of strategic
- Over 60% of Colorado Community College System students place into developmental math, while over 25% place into developmental English and 13% into developmental reading. Completion rates for students who start in developmental courses are significantly lower than for students who do not need remediation.
- The Developmental Education Taskforce has been charged with reviewing developmental education practices and making recommendations to improve student success, such as through assessment, online learning, modular course options, and mainstreaming developmental content.
- The taskforce is examining best practices and innovations like open-entry math labs, mainstreaming developmental content into gateway courses, accelerated and compressed courses, and contextualizing developmental material, in order to recommend implementation strategies across the college system.
This document discusses trends in online learning and provides an overview of a discussion on online learning. The discussion covered trends showing increasing enrollment in online higher education courses and full-time online K-12 schools. It also addressed ensuring quality in online course delivery through rigorous content, assessments, and student interaction. Participants discussed various state initiatives and policies around online learning opportunities. The need to reform policies around funding, teaching licenses, and quality standards was also mentioned.
This document summarizes the results of the 2013 California eLearning Census survey. Some key findings include:
- 516 districts and charters responded to the survey, a 29% response rate.
- The number of students enrolled in virtual or blended programs increased between 2012 and 2013.
- The most common blended learning models were flex and rotation models.
- Price and colleague recommendations were the top factors considered when selecting courseware.
- Most districts have their teachers provide online instruction rather than using external instructors.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
This document discusses online and blended learning models being implemented in California schools. It provides an overview of different blended learning models such as rotation, flex, and hybrid virtual schools. It also summarizes the results of California's eLearning Census which found that around 18,600 students are enrolled in virtual schools while around 79,800 students participate in blended learning programs. The document emphasizes the importance of selecting high-quality online courses that are engaging, make good use of technology, and have been properly reviewed. It outlines several factors schools should consider when evaluating online courses.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign includes implementing math pathways and integrating reading and English. It also tracks student completion of college-level courses. The redesign will launch system-wide in fall 2014 and require advocacy, transparency and data-informed decision making.
This document discusses reporting requirements and data collection for the CHAMP program. It outlines what information should be reported, including fiscal and narrative reports to the Department of Labor on a quarterly and annual basis. It also discusses the different levels and types of data to be collected, including student, course, school, and consortium data. Specific student and course data elements are listed, such as student IDs, names, grades, and course details. The document provides guidance on the role of ensuring consistent course information and communication about any changes. It outlines a typical report structure with goals and metrics to analyze related to industry partnerships, technology, credit for prior learning, and further education opportunities.
Great eLearning vs. Online Road Kill: How Can You Tell the Difference?bbridges51
This document discusses how to identify high quality online courses ("great eLearning") versus low quality or ineffective online courses ("online road kill"). It begins by outlining the agenda for the presentation, which includes defining eLearning models, distinguishing between quality online courses and ineffective ones, and reviewing blended learning models being implemented in schools. It then discusses tools and processes for evaluating online courses based on alignment with district goals. Recommended reading on online learning topics is provided. The document outlines resources available through the California Learning Resource Network related to online courses, electronic learning resources, and free web information. Data on online learning enrollments in Florida and a proposed classification system for blended learning models is presented. The document concludes by emphasizing the importance of strategic
- Over 60% of Colorado Community College System students place into developmental math, while over 25% place into developmental English and 13% into developmental reading. Completion rates for students who start in developmental courses are significantly lower than for students who do not need remediation.
- The Developmental Education Taskforce has been charged with reviewing developmental education practices and making recommendations to improve student success, such as through assessment, online learning, modular course options, and mainstreaming developmental content.
- The taskforce is examining best practices and innovations like open-entry math labs, mainstreaming developmental content into gateway courses, accelerated and compressed courses, and contextualizing developmental material, in order to recommend implementation strategies across the college system.
This document discusses trends in online learning and provides an overview of a discussion on online learning. The discussion covered trends showing increasing enrollment in online higher education courses and full-time online K-12 schools. It also addressed ensuring quality in online course delivery through rigorous content, assessments, and student interaction. Participants discussed various state initiatives and policies around online learning opportunities. The need to reform policies around funding, teaching licenses, and quality standards was also mentioned.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign included creating math pathways and integrating reading and English. It also suggested tracking student outcomes in college-level courses. The goal was to implement the new approaches system-wide by Fall 2014.
This document summarizes Colorado's developmental education redesign which aims to move students more quickly through remedial courses and into college-level courses. It found that 27% of students enrolled in developmental education and the likelihood of completing decreases with each additional remedial level. The redesign recommends reducing time, credits, and classes in remedial sequences; using multiple math pathways tailored to students' majors; and implementing uniform placement testing and advising across colleges. The goal is to transition all colleges to the new models by Fall 2014 to improve student progression and transfer rates.
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 summarizes Colorado's efforts to redesign developmental education. It finds that 27% of community college students enroll in remedial courses and are unlikely to complete associated college courses. Recommendations include reducing remedial course levels, using multiple placement pathways tailored to student majors, and redesigning math courses to focus only on content needed for subsequent college courses. The goal is to move students more quickly into college-level courses and improve completion rates. Implementation would begin in spring 2013 with transition of all colleges by fall 2014.
NACAC College Admission Counseling 2015Brian Apfel
This document summarizes trends in college admission counseling based on a 2015 presentation. It outlines top trends like increasing numbers of high school graduates, more students applying to multiple colleges, and decreasing acceptance rates. It also reviews new resources for counselors, such as tools for financial aid discussions and advocacy topics like maintaining reasonable student-to-counselor ratios in public schools. The presentation was intended to inform counselors about current admission trends and policies.
The document outlines an implementation plan and timeline for redesigning developmental education courses and sequences at a community college from 2013-2014. It discusses introducing new courses and scaling up existing courses in the fall of 2013 while continuing to phase out the past sequence. The full implementation would be complete by fall of 2014. It also addresses several aspects of the redesign process including developing the curriculum, training faculty and staff, assessing students, partnering with other institutions, and evaluating the outcomes of the redesign.
This document discusses Tri-C's development of their first Massive Open Online Course (MOOC) for developmental education. It provides background on MOOCs, outlines key elements of Tri-C's MOOC like its competency-based structure and use of open educational resources, and notes initial pilot results with over 100 students. It also speculates on potential future implications of MOOCs, such as alternative funding models, blended learning approaches, and the role of MOOCs in increasing institutional enrollment.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, vendor references, and cost effectiveness. The transition will occur over the next two years, with full migration to Canvas planned by June 2014 at the end of the ANGEL contract. The new system will provide a single online platform across all colleges at a lower per-user cost than the current system.
Guidance Technology: Hacks and ResourcesBrian Apfel
This document provides guidance counselors with resources for various tasks including:
- Scheduling tools like Naviance, College Visit Scheduler, and appointment schedulers that sync with Google Calendar.
- College application resources like lists, data, and articles on websites like college-kickstart.com and collegelists.pbworks.com.
- Social-emotional learning resources covering topics like behavior plans, social media dangers, and supporting diverse populations.
- Additional tools like Remind for messaging students, Kahoot for interactive quizzes, and a site for collecting test fees.
This document discusses examples of innovative uses of Blackboard products at various universities globally. It provides examples in the areas of enabling student engagement through tools like Collaborate, expanding online provision, enhancing assessment and feedback, utilizing Blackboard for educational communities and committees, virtual open days, library enhancements, and supporting staff development. Specific universities highlighted include Bond, RMIT, Charles Darwin, Groningen, Sheffield Hallam, Paris Dauphine, West England, Bristol, Keele, Sheffield, San Diego Community College, and Sheffield Hallam. The purpose is to showcase effective practices using Blackboard and discuss potential applications at other institutions.
Speakers:
Karla Youngs, head of digital content services for further education and skills, Jisc
James Lafferty, licensing manager, Jisc
Pete Collins, FE and skills services manager, Jisc
The recent digital experience survey findings from students was published in November 2018. The survey results have highlighted some unmet needs around learning resource centre (LRC) provision and support regarding access and use of content, particularly from those who are studying at FE colleges.
This session proposes to review the survey results and map how LRC managers can make some subtle changes to current working practices and embed new ways of working to address these needs, and provide the digital services and support that learners are asking for. This session hopes to inspire LRC managers and staff in order to meet these digital requirements, that learners have said will make a big difference to them.
1. A survey of over 37,000 students and 1,900 teachers across the UK found differences in digital experiences between further education (FE) colleges and higher education (HE) universities.
2. Teachers at FE colleges reported lower access to digital resources like e-books and lecture capture compared to university teachers.
3. Both students and teachers were more positive about their institution's digital environment than teachers, indicating teachers have a more critical view.
4. Digital teaching practices differed between sectors, with college teachers more likely to use live polls/quizzes and provide digital feedback.
This document summarizes discussions from a student services conference in June 2013 regarding developmental education redesign efforts. It provides data on completion rates for developmental English, reading and math courses. It also outlines challenges students face when required to take multiple developmental courses and estimates completion rates decrease with each additional level. The conference focused on accelerating students' progress by reducing time in developmental sequences so they can access college-level courses. Participants discussed math pathways, integrating reading and English and using co-requisite course models and additional student supports.
The document summarizes Cuyahoga Community College's process for transitioning to a new Learning Management System (LMS). A taskforce with representatives from various campus groups was formed to lead a culturally inclusive and transparent review. The taskforce gathered input through surveys, focus groups, and continuous feedback. Tools like a needs analysis rubric and scorecard were used to evaluate vendors. The taskforce broke the large project into short sprints and recognized members' work through digital badges. After a thorough process, the taskforce recommended a new LMS to the college community.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
This document summarizes a meeting about redesigning developmental education programs in Colorado community colleges. It discusses initiatives from other states and colleges as models. It notes that 35 people from 16 colleges attended, primarily faculty from English, reading and math. The group was tasked with clarifying the purpose of developmental education, reviewing policies, and recommending strategies. Examples of redesigned programs from other schools are provided. The goals of redesigning Colorado's programs are to accelerate students through reducing time, credits and courses in developmental sequences. Implementation plans and resources needed are discussed.
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 information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
This document summarizes the work of a task force charged with redesigning developmental education across Colorado community colleges. The task force included faculty from English, reading and math and reviewed policies and programs from other states. They recommended accelerating students through developmental sequences by reducing time, credits and courses. The redesign included creating math pathways and integrating reading and English. It also suggested tracking student outcomes in college-level courses. The goal was to implement the new approaches system-wide by Fall 2014.
This document summarizes Colorado's developmental education redesign which aims to move students more quickly through remedial courses and into college-level courses. It found that 27% of students enrolled in developmental education and the likelihood of completing decreases with each additional remedial level. The redesign recommends reducing time, credits, and classes in remedial sequences; using multiple math pathways tailored to students' majors; and implementing uniform placement testing and advising across colleges. The goal is to transition all colleges to the new models by Fall 2014 to improve student progression and transfer rates.
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 summarizes Colorado's efforts to redesign developmental education. It finds that 27% of community college students enroll in remedial courses and are unlikely to complete associated college courses. Recommendations include reducing remedial course levels, using multiple placement pathways tailored to student majors, and redesigning math courses to focus only on content needed for subsequent college courses. The goal is to move students more quickly into college-level courses and improve completion rates. Implementation would begin in spring 2013 with transition of all colleges by fall 2014.
NACAC College Admission Counseling 2015Brian Apfel
This document summarizes trends in college admission counseling based on a 2015 presentation. It outlines top trends like increasing numbers of high school graduates, more students applying to multiple colleges, and decreasing acceptance rates. It also reviews new resources for counselors, such as tools for financial aid discussions and advocacy topics like maintaining reasonable student-to-counselor ratios in public schools. The presentation was intended to inform counselors about current admission trends and policies.
The document outlines an implementation plan and timeline for redesigning developmental education courses and sequences at a community college from 2013-2014. It discusses introducing new courses and scaling up existing courses in the fall of 2013 while continuing to phase out the past sequence. The full implementation would be complete by fall of 2014. It also addresses several aspects of the redesign process including developing the curriculum, training faculty and staff, assessing students, partnering with other institutions, and evaluating the outcomes of the redesign.
This document discusses Tri-C's development of their first Massive Open Online Course (MOOC) for developmental education. It provides background on MOOCs, outlines key elements of Tri-C's MOOC like its competency-based structure and use of open educational resources, and notes initial pilot results with over 100 students. It also speculates on potential future implications of MOOCs, such as alternative funding models, blended learning approaches, and the role of MOOCs in increasing institutional enrollment.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, and cost effectiveness. The transition will occur over the next two years, with full implementation by June 2014 when the ANGEL contract expires. The Canvas system will provide a single online platform across all colleges at a lower per-student cost than ANGEL. Key benefits include hosting in the cloud, mobile integration, and collaboration tools.
The Washington State Board for Community and Technical Colleges is moving from the ANGEL learning management system to Canvas. A committee evaluated options and selected Canvas based on faculty preference, technical quality, vendor references, and cost effectiveness. The transition will occur over the next two years, with full migration to Canvas planned by June 2014 at the end of the ANGEL contract. The new system will provide a single online platform across all colleges at a lower per-user cost than the current system.
Guidance Technology: Hacks and ResourcesBrian Apfel
This document provides guidance counselors with resources for various tasks including:
- Scheduling tools like Naviance, College Visit Scheduler, and appointment schedulers that sync with Google Calendar.
- College application resources like lists, data, and articles on websites like college-kickstart.com and collegelists.pbworks.com.
- Social-emotional learning resources covering topics like behavior plans, social media dangers, and supporting diverse populations.
- Additional tools like Remind for messaging students, Kahoot for interactive quizzes, and a site for collecting test fees.
This document discusses examples of innovative uses of Blackboard products at various universities globally. It provides examples in the areas of enabling student engagement through tools like Collaborate, expanding online provision, enhancing assessment and feedback, utilizing Blackboard for educational communities and committees, virtual open days, library enhancements, and supporting staff development. Specific universities highlighted include Bond, RMIT, Charles Darwin, Groningen, Sheffield Hallam, Paris Dauphine, West England, Bristol, Keele, Sheffield, San Diego Community College, and Sheffield Hallam. The purpose is to showcase effective practices using Blackboard and discuss potential applications at other institutions.
Speakers:
Karla Youngs, head of digital content services for further education and skills, Jisc
James Lafferty, licensing manager, Jisc
Pete Collins, FE and skills services manager, Jisc
The recent digital experience survey findings from students was published in November 2018. The survey results have highlighted some unmet needs around learning resource centre (LRC) provision and support regarding access and use of content, particularly from those who are studying at FE colleges.
This session proposes to review the survey results and map how LRC managers can make some subtle changes to current working practices and embed new ways of working to address these needs, and provide the digital services and support that learners are asking for. This session hopes to inspire LRC managers and staff in order to meet these digital requirements, that learners have said will make a big difference to them.
1. A survey of over 37,000 students and 1,900 teachers across the UK found differences in digital experiences between further education (FE) colleges and higher education (HE) universities.
2. Teachers at FE colleges reported lower access to digital resources like e-books and lecture capture compared to university teachers.
3. Both students and teachers were more positive about their institution's digital environment than teachers, indicating teachers have a more critical view.
4. Digital teaching practices differed between sectors, with college teachers more likely to use live polls/quizzes and provide digital feedback.
This document summarizes discussions from a student services conference in June 2013 regarding developmental education redesign efforts. It provides data on completion rates for developmental English, reading and math courses. It also outlines challenges students face when required to take multiple developmental courses and estimates completion rates decrease with each additional level. The conference focused on accelerating students' progress by reducing time in developmental sequences so they can access college-level courses. Participants discussed math pathways, integrating reading and English and using co-requisite course models and additional student supports.
The document summarizes Cuyahoga Community College's process for transitioning to a new Learning Management System (LMS). A taskforce with representatives from various campus groups was formed to lead a culturally inclusive and transparent review. The taskforce gathered input through surveys, focus groups, and continuous feedback. Tools like a needs analysis rubric and scorecard were used to evaluate vendors. The taskforce broke the large project into short sprints and recognized members' work through digital badges. After a thorough process, the taskforce recommended a new LMS to the college community.
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.
This document summarizes a meeting about redesigning developmental education programs in Colorado community colleges. It discusses initiatives from other states and colleges as models. It notes that 35 people from 16 colleges attended, primarily faculty from English, reading and math. The group was tasked with clarifying the purpose of developmental education, reviewing policies, and recommending strategies. Examples of redesigned programs from other schools are provided. The goals of redesigning Colorado's programs are to accelerate students through reducing time, credits and courses in developmental sequences. Implementation plans and resources needed are discussed.
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 information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
This document summarizes an investigation into analyzing student comments from course experience questionnaires (CEQ) at Deakin University. Over 160,000 CEQ comments from 2001-2004 were analyzed using a software called CEQuery to identify common themes. The investigation aimed to validate a previous five domain model for categorizing comments and identify best practices for using comment data at the program level. Key findings included support for the five domain structure, that manual coding of comments achieved better results than the software, and that many comments related to the practical design of courses.
Overcoming Barriers in Implementing a Quality Assurance Process
WCET 21st Annual Conference
Deb Adair, Quality Matters
Evelyn Everett Knowles, Park University
Li Wang, University of Northern Colorado
Heidi Ashbaugh, Texas Woman’s University
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.
This document summarizes the California eLearning Census conducted by Brian Bridges to analyze online and blended learning in California K-12 schools. The census found that 18,500 students participated in full-time virtual learning, 76,300 students participated in blended learning models, and 17,500 students took online courses over the summer of 2011. Most blended learning utilized the self-blend model with an average of 400 students per district. The census confirmed predictions that blended learning would dominate over full-time virtual schools with 90% of students learning online at their school campus.
The document discusses online education and test preparation trends globally. It notes that online exams are increasing but online test preparation resources are still limited. E-learning improves access to education for many students. The ideal online test preparation platform allows students to self-study, take live virtual classes, track their progress, get feedback, and prepare for exams across many subject areas. The document outlines Homework Guru's online tutoring solutions, courses, advantages, audiences and growth projections.
The document discusses various aspects of evaluating online learning programs, including comparing the accreditation process to program reviews, defining distance education and correspondence courses, seeking approval from accrediting bodies for offering online programs, applying quality standards to online course design and teaching, and analyzing metrics like student satisfaction, learning outcomes, completion rates, and employment outcomes. It also provides examples of how to structure an on-campus program review that could inform the online program review process.
The document discusses a presentation about e-learning and workforce development in Virginia. It outlines how the Virginia Community College System (VCCS) is partnering with Education To Go (ed2go) to provide online non-credit courses statewide. Ed2go offers over 300 online courses and 130 career training programs. The partnership will help VCCS expand access to training and meet growing workforce demands.
Please join the Community College Consortium for Open Educational Resources (CCCOER) on Tuesday, June 11, 10:00 am (PDT) for a webinar on Competency-based learning and OER. Competency-based learning is gaining traction as institutions strive to personalize learning experiences and decrease time to graduation. Students demonstrate mastery at their own pace through e-Portfolio assessments or on-demand tests and institutions often recommend free or open educational resources (OER) along with prior learning as a source for learning materials.
Hear from several higher education experts on how OER and open courses complement competency-based learning to improve student outcomes:
Dr. Ellen Marie Murphy, Executive Director of Curriculum and Learning Systems, Ivy Bridge College. Ivy Bridge College is a two-year online institution that streamlines the transfer process to four-year degrees through personalized learning programs.
Dr. Chari Leader-Kelley, Vice-President of Learning Counts at the Council for Adult & Experiential Learning (CAEL). Learning Counts specializes in the assessment of prior learning for college credit. Currently working with the Saylor foundation to embed portfolio templates into open courses to allow students to demonstrate and reflect upon their learning.
Dr. David Shulman, Vice-President of the Virtual Campus and Instructional Technology at Broward College, Florida. Broward College is offering a competency-based MOOC this summer entitled “College Foundations: Reading, Writing, and Math” to provide students with skills to begin college or to prepare for college placement exams.
Participant Login Information:
There is no need to register in advance but please use the link below on the day of the webinar. You may use a headset or dial-in over the phone if you would like to speak otherwise you can listen directly from your computer speakers and use the chat window.
1) The document discusses a program called Stepping into Your Future that provides online test preparation courses in math and English to help students in California pass high school exit exams.
2) It describes the collaborative development process involving multiple colleges and organizations. Courses were piloted in 2007-2009 and have since expanded statewide.
3) Evaluation found the program increased student retention and pass rates on exit exams, with over 5,000 students enrolled in 2008. It provides a cost-effective way to deliver test preparation at scale statewide.
Evaluating Distance Education: Focus on Online Course EvaluationJulia Parra
The document discusses quality assurance processes for online courses, focusing on the Quality Matters Rubric. The Quality Matters Rubric is a peer-review process used to certify and improve the quality of online courses. It consists of forty specific elements across eight standards. Courses must meet all essential standards and earn over 72 points to pass review. The document also discusses additional ways the university evaluates its online courses, such as surveys and student practicums assessed with the Quality Matters Rubric.
This document provides an agenda for an online adjunct orientation covering:
- An introduction to the online meeting platform Wimba
- An overview of OTC and its online programs, policies, and resources including departments for online instructional development, media services, and online outreach.
- Information on course development and delivery reviews, faculty certification, master course shells, and instructor supports.
- Policies on proctoring, administrative withdrawal, the academic calendar, and resources for online instructors.
- Opportunities for breakout sessions by department and continuing education.
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.
New Directions for the Quality Matters ProgramMarylandOnline
From its beginnings as a quality assurance tool for online course design, the Quality Matters Program is evolving to address a broader range of online learning quality assurance and faculty development issues.
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.
Introduction to Online Teaching and LearningJason Rhode
It is important to begin planning online courses early because teaching in the online environment involves principles and practices different from those used in traditional face-to-face instruction. In this online workshop offered 11/11/2013, we ntroduced the unique characteristics of online instruction and provide an overview of the components in an engaging and interactive online course. This workshop was geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.
The LATTC Strategic Plan outlines the college's vision, mission, and strategic priorities. The vision is for LATTC to be a global leader known for incorporating leading-edge theories and hands-on experiences into career technical programs. The mission is to provide high-quality technical and professional programs that meet students' lifelong career and academic goals. Key strategic priorities include ensuring student success, growing enrollment, strengthening community and business partnerships, and maintaining organizational excellence.
This document provides an overview of free and open educational resources available through the California Learning Resource Network for blended learning. It lists topics covered including English, math, history, science, arts and world languages. It also summarizes various open online courses, supplemental resources and open educational resources including over 6,000 materials that can be accessed on iOS and Android devices. Finally, it highlights specific resources like CK-12 that provide open source textbooks and Khan Academy that includes instructional videos aligned to common core standards.
This document provides a summary of free and open educational resources available through the California Learning Resource Network (CLRN). It describes supplemental online courses, resources, and content that are aligned to Common Core and state standards across various subject areas. It also lists open educational resources including over 6,000 free resources, digital textbooks, applications, and supplementary curriculum materials. Various free software tools and websites are highlighted that can be used for blogs, wikis, sharing bookmarks, social networking, presentations, and more.
This document outlines a vision for next generation learning and competency education. It lists the names of four doctors and Susan Patrick, CEO of iNACOL, and mentions they will discuss a vision for the future of next generation learning and competency education. The document tags #ess12 and references elearns.org and Ess12.sched.org.
The document provides an agenda for the #ess12 event, listing speakers such as Tom Changnon, Superintendent of Stanislaus County Office of Education, Dr. Randy Ward, Dr. Rick Miller, and Dr. Theresa Rouse. The event focuses on next generation learning and competency education, with a keynote from Susan Patrick, CEO of iNACOL. The document also lists organizers of the event such as Chris Bell, Greg Ottinger, Sandra Burdick, and Kelley Day.
This document discusses the rise of digital textbooks and the evolution of the textbook industry. It begins by looking at early examples of digital textbooks in Virginia and California in the late 2000s. It then examines how ebook sales surpassed print book sales by 2011. The document outlines different paths publishers are taking to transition to digital formats, such as digital versions of physical books, interactive tablet apps, and subscription-based online textbooks. It also explores how states are adapting legislation and funding models to support the shift to digital. Overall, the document analyzes the disruption of the textbook market and how publishers and educators are responding to the transition to digital content.
Disrupting Independent Study: Online Learning's Promise, Potential, and Pitfallsbbridges51
The document discusses several key issues regarding online learning:
1) Online course enrollment has grown rapidly in recent years at both the college and K-12 levels and is projected to continue growing substantially.
2) While online learning provides benefits like flexibility and access to courses, studies have found mixed results on student performance and completion rates in online K-12 courses compared to traditional courses.
3) It is important to evaluate the quality and standards of online course content, instructional design, assessments, and technology to ensure they effectively support student learning.
This document discusses the disruption of various industries by digital technologies and online learning models. It describes how digital cameras disrupted the film camera industry, with Kodak's stock price declining sharply as digital cameras rose in popularity. It then outlines the growth of digital textbooks and online courses. Various online learning models are discussed, like state virtual schools, multi-district online schools, and commercial providers. The document warns that online learning poses a disruption to traditional K-12 schools, and that blended learning combining online and in-person instruction will likely become more prominent.
The document discusses the growth of online learning and its potential to disrupt traditional education models. It provides statistics showing large yearly increases in online course enrollment in higher education and K-12. While online learning is currently meeting the needs of "non-consumers", the document suggests it may soon compete for all students as quality and affordability improve. Standards for high-quality online courses are outlined to help educators evaluate options.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
10. What is CLRN?
Online Course Reviews
Six subject areas
Standards Alignment
Common Core State Standards
California’s other standards
Next Generation Science Standards
iNACOL Standards for Quality Online
Courses
11. Why do reviews matter?
How do Colorado districts vet online
courses?
Colorado Graduation Pathways
Program Survey
149 of 179 districts (83%)
12. What steps does your school/district take
to validate that the rigor and quality of
online or blended learning courses meets
or exceeds that of “traditional” courses
taught in a brick and mortar classroom?
13. Answers and Questions
We examine the course outlines with
teachers and administration.
Matching up the state standards
with course, requiring minimums for
passing scores
None required
14. More Answers and Questions
Data supplied by curriculum
provider.
Student input on rigor compared to
last course or class taken.
Ensure alignment to state standards –
we need to be doing more
15. What factors did you consider
when selecting courseware?
Price
77%
Compared to content standards
60%
U.C. A-G list
60%
Examined course outlines
55%
Data supplied by provider
42%
Vendor demonstration
42%
Colleague recommendation
Selected CLRN Certified courses.
None
0
10
20
30
40
50
30. Course Publisher Distribution
2013
Apex Learning
Aventa (K12, Inc)
Cyber High
Odysseyware
ALEKS
K12.com
Pearson Digital Learning
Plato Learning
District Created
Education 2020
Compass Learning
BYU Independent Study
Accellus
Advanced Academics
Florida Virtual School
Middlebury Interactive Languages
Currium
A+ Learning
Class.com
Accelerate Education
Voyager Learning
National University Virtual High
Connections Learning
University of Nebraska, Lincoln
0
10
20
30
40
50
32. Why CLRN Reviews Online
Courses
Disrupting Class (2008)
Digital Textbook Initiative (2009/10)
Full courses of study
Authorization (2010)
33. Review Process
Literature review & initial criteria
SREB, iNACOL, TxVSN, QM, and WA Digital Learning
CLRN Advisory (Stakeholder) meetings
Initially review HS ELA & math courses to CCSS &
online course standards
Strength of TxVSN version
Criteria rewrite: California
Criteria rewrite: national
40. How CLRN Reviews
Utilized existing CLRN review sites
Six physical locations around CA
Subject specific
Established reviewer cohorts (20-30 educators)
Three-person review teams
Two-part review. Well, actually 8 parts
Edited & normed at CLRN Central
50. CLRN Review Sites
Six, subject-specific sites
County office based
Managed by COE content expert
20-25 active teachers
Meet monthly during school year
51. CLRN Review Sites
English-language arts
San Diego COE
History-social science
San Joaquin COE
Mathematics
Kings COE
Science
Humboldt COE
Visual and
Performing Arts
Orange DoE
World Languages
Orange DoE
66. A. Content
Content depth and breadth
Information literacy skills
Learning resources and materials
Communication process between
teachers, parents, and students
Content accuracy and bias
67. B. Instructional Design
Course design and organization
Meaningful and authentic learning
experiences
Multiple learning paths for students to master
the content
Higher-order thinking skills
Instructor-student and student-student
68. OCR Standards/Considerations
B3. The course
instruction includes
activities that
engage students in
active learning. ★
NOTE: Reading
and watching are
not active
The course provides multiple
opportunities for students to be
actively engaged in the content
that includes meaningful and
authentic learning experiences
such as collaborative learning
groups, student‐led review
sessions, games, analysis or
reactions to
videos, discussions, concept
mapping, analyzing case
studies, etc.
69. C. Student Assessment
Alignment between the course goals
and activities and its assessment
strategies
Insure that there are adequate and
appropriate methods to assess
students
Assure that students are constantly
71. E. Course Evaluation
and Support
Evaluating course effectiveness
Accreditation
Teacher and Student preparation and
support
72. CLRN Central Review
Validation & Norming
Work the course
Review/update all 52 course
standards
Standardize review comments
Notes inform reviewer retraining
73. CLRN Central Review
Editing & Proofreading
Review, modify, and standardize content standards rating
& comments
Publisher Feedback
Seven-day window
New evidence required for Re-Review
One Re-Review permitted per course.
Publishing
Reviews valid for three years
74. Texas H.B 4294
eTextbook publishers may submit
updated content for review
Districts/schools may select a
subscription-based electronic textbook
75. Supplemental Update Review
For Updated Courses
Updated, not new (New=>30% new content)
New content and/or course standards.
Strengthen alignment to the content standards
and/or the course standards.
Publishers provide specific evidence.
Once per year
76. CLRN Oversight
Stanislaus COE/CLRN Central
CDE/Curriculum, Frameworks and
Instructional Resources
CLRN Management Team Meetings
CLRN Advisory Team
98. Ed Code
Ed Code 49011 states that school
districts and schools shall not
establish a two-tier educational
system …through payment of a fee or
purchase of additional supplies that the
school district or school does not
provide; and
99. Analysis of the 398 published
53% certified
Up from 46&
27% teach < 80% content standards
Median: 63%
Range from 4% met to 78% met
12% only missing captions or transcripts
Most common problem
Content standards alignment
100. Certification by Subject
ELA:39%
(down from 54%)
History: 44%
Up from 27%
Math: 41%
Down from 47%
Science: 45%
Up from 28%
World Languages: 69%
Down from100%
106. The Need for Multiple Filters
• CLRN
• Self-review of content and course standards
• Customer feedback
107. Have you taken the course for a
test drive?
Would you buy a car sight unseen?
Would you sit in the passenger seat?
Then why rely solely on a provider
demonstration?
109. Play as a student
Participate in several units, spread
across the course
Be a great student
Be a struggling student
110. Be a teacher
Access the LMS
Can you add content / projects?
Check for student progress
Formative & summative assessments
111. Course Test Drive
Is the course engaging?
Does teach beyond Knowledge
and Comprehensive
Text based vs. multi-media
112. You don’t enter
the online revolution
with the courses you want.
You enter it with the courses you have.
113. What is not a great online
course
Class 1: Watch lecture. Complete worksheets. Take a
multiple choice test. Repeat
Class 2: Read. Take a multiple choice test. Repeat
Class 3: Read. Print and take quiz. Grade your quiz.
Take multiple choice test. Repeat
Class 4: Read a physical book. Take quiz from a
physical book. Take part in online discussion. Repeat
Moving a textbook online is not a foundation for a great
course.
114. What is not a great online lesson.
“Writing an introduction” slide show
Vocabulary exercises. Students then:
READ 12 textbook pages about verbs
READ 13 pages of textbook reading
about verb agreement
115. Not a great online
lesson, continued
READ 10 pages of textbook reading
about verb tense
READ 6 textbook pages about “verbs
made easy”
READ a one-page textbook page
about writing a first draft, and
READ two textbook pages about
simple narratives.
120. Make use of the medium
Rich media
Lecture clips, video demonstrations and
clips, variety of multi-media, simulations, …
Ease of use
LMS helps inform instruction. Students/teachers
always know where they are.
121. Make use of the medium
Multiple learning paths
Teacher is informed of problems. Students are
provided alternative lessons.
Engaging
Active learning, online discussions, writing &
analyzing, authentic activities
122. Inputs Matter
Proficiency can’t occur unless
courses are high quality
Teaching a critical mass of the standards
Actively engage students
Challenging students beyond knowledge and
comprehension
125. Garbage In. Garbage Out.
Quality Online Learning Begins
with Great Courses
Inputs Matter
Editor's Notes
Inputs matter. How can you tell if an online course is any good, whether it engages students in active learning, or challenges them with authentic, higher-level work? We’ll detail the California Learning Resource Network (CLRN) course review process, from publisher entry to publication, outlining criteria, including iNACOL’s course standards, for receiving our certification as part of our University of California partnership. We’ll also share data from the California eLearning Census.
There’s been a lot of talk in the eLearning community about competency based learning, that students should exit courses being proficient in that subject or course. These are known as “outputs.” If a course doesn’t result in student competency, then something went wrong. But what if a course indicates a student is proficient but the state assessment (PARCC or Smarter Balance) indicates they are not?This can easily be the case if a course teaches a low percentage of the content standards, if the course’s focus is on the wrong standards, or if students weren’t activity engaged and challenged with authentic work.This is where CLRN comes in. Our influence on course outcomes begins with the course itself. This session has several goals: 1) share with you how CLRN reviews courses, from soup to nuts. What do we expect of publishers? What is the review process and the criteria and how do we interpret them? 2) Why do reviews matter? What effect do our reviews have on the industry and on teaching and learning? We’ll have a couple stories about industry-wide and publisher-wide changes; 3) How should you read our reviews? 4) How should you buy an online course?
As the census drew to a close, we sent a supplemental survey to those districts that were purchasing courses, asking them about their selection process. When asked what factors they considered when selecting courseware, the top four choices were price, comparing courses to content standards, the U.C. A-G approved list, and examined course outlines. Sadly, few districts realize that by selecting from the UC A-G Approved courses, they’re also depending on CLRN’s certified course reviews.None10%Selected only CLRN Certified courses.3 6%Colleague recommendation17 32%Vendor demonstration2242%Data supplied by curriculum provider22 42%Examined course outlines2955%U.C. A-G list3260%Compared the course to the content standards32Price41 77%
The California Learning Resource Network (CLRN), a state-funded technology project that reviews online courses, conducts an annual eLearning Census to take the online and blended learning temperature of California’s public school districts and direct-funded charters. After building a database of more than 1000 school districts and 763 direct-funded charter schools, we began contacting them on March 1st, to report both online and blended student populations, courseware selection, and blended models in use. These results are from 516 district and charter schools, representing 29% of the overall population.California eLearning CensusMarch 1, 2013 – May 1, 20131777 K-12 districts & direct-funded charters1014 + 763 (43% charters)Results from 516 districts (29%)
While charters make up 43% of all school entities, just 28% of our responses came from direct-funded charters. For those of you unfamiliar with California’s charter schools, locally controlled charters enjoy charter privileges but are governed by a local school district. Census data from locally controlled charters in included in district data and was not separated out. Direct-funded charters, though, are independent entities controlled by their own governing board. In addition, we’ve disaggregated data from both elementary (K-8 or K-5) and unified school districts (K-12 or 9-12).
While we do not have a breakdown of the total elementary districts and charters in California, we can state that the 2012 census included 56% K-12/9-12 districts and charters, while in the 2013 census, both elementary and unified districts are split fairly evenly. Because of the inclusion of more elementary districts and charters, this year’s results may be lower than reality.263 K12 districts253 K-8 districts
So, how many districts are implementing online learning? We found that 46% of all districts and charters indicated they were using some form of online or blended learning. While last year’s data indicated that we may have passed online learning’s tipping point, this year’s census seems to indicate that online and blended learning is firmly entrenched in California’s schools and that we are in the period between the tipping point and critical mass.
Are online and blended learning being adopted at different rates and in different modes at elementary and unified districts? In 2012, 16% of elementary districts reported students were learning online. In 2013, the number of districts and charters involved increased to 19%. However, in unified and high school districts, 68% learned online in 2012, while 73% reported online and blended students in 2013. 253 K-8 districts; 48 areelearning (19%), up from 16% in 2012263 K-12/9-12 districts; 191 are elearning (72%)
eLearning adoption even varies between charter schools and school districts. While last year’s adoption was fairly consistent between the two, in 2013, 53% of charters and 44% of districts indicated they were supporting eLearning.77 of 144 Charters elearn162 of 372districts elearn
If Districts and charters weren’t involved in eLearning, we asked them if they were currently discussing or planning to implement online learning. 26% shared they were currently in the planning stages72 of 273
However, unified and high school districts and charters are more invested in investigating online learning than elementary districts. Just 20% of (40 of the 201) K-8 districts that are not elearning, say they are planning to implement it, while 44% of the unified and high school districts and charters(32 of 72) are planning to implement online and blended learning.
Desire to implement eLearning is fairly equal between districts and direct-funded charter schools with slightly more districts in the planning process. 24% of direct-funded charters plan to implement eLearning as compared with 27% of school districts.
We have not yet defined districts and charters by the grade levels they teach, so it’s possible that some of the grade levels show here are under represented. 83% of the districts reporting indicated their high school students are learning online. 47% of districts use eLearning in middle school. And 27% of elementary schools are learning online.
In 2013, 28% of districts indicated online or blended learning was taking place in grades K-5, 49% in grades 6-8, and 78% in grades 9-12.
However, when separating elementary and unified districts, we find that just 19% of elementary districts are implementing eLearning compared to 73% of unified and grade 9-12 districts.
Last year’s census indicated that most districts and charters are tiptoeing into online learning and the relative numbers of students involved in each district was low. That has begun to change, though, as districts and charters gain more experience. The 2013 census indicates that more students in each district are taking part in online and blended learning.Last year, 24% of all districts and charters had fewer than 20 students learning online, while this year that percentage has dropped to 13% indicating that districts are involving more students in online and blended learning. When totaling all eLearning students in the bottom 50 districts, we found just 542 students in 2012 while this year’s total is 887. 2012: 24% (41 districts) < 20 students online2013: 13% (26 districts) < 20 students online2012: Bottom 50 districts: 542 students2013: Bottom 50: 887students
Virtual: 19,820 (N: 60 (50% district, 50% charters)Blended: 86,675 N:172 (75% districts, 24% charters)2013 Virtual: 24,3832013 Blended: 100,882How many students are learning online?Currently, 19,820 student are learning online full-time in virtual schools. This is a finite number though as we know the names of all California virtual schools. To date, 14 full time schools have yet to report.Virtual: 19,820 (N: 60 (50% district, 50% charters)Blended: 86,675 N:172 (75% districts, 24% charters)2013 Virtual: 24,3832013 Blended: 100,882However, the number of blended learning students, with 30% of districts reporting, is 86 thousand.23 thousand students learned online during summer school last year.
Actual population numbers have increased too. In 2012, we counted 19,820 full-time online (virtual) students In 2013, those numbers increased to 24,383 virtual students. and 86,257 blended students.Last year, we counted just more than 86K blended students, but this year’s total is just under 100,882 blended students. This represents a 23% increase in the number of full-time virtual students and a 17% increase in blended learning.Virtual: 19,820 (N: 60 (50% district, 50% charters)Blended: 86,675 N:172 (75% districts, 24% charters)2013 Virtual: 24,3832013 Blended: 100,882
Average numbers of online students increased in all categories. Online and blended summer school attendance averaged 132 students, a 6j% increase; Virtual school averages rose from 98 to 139 students, a 42% increase; and the average number of blended students per district or direct-funded charter rose from 453 to 490, a 8% increase.
Median populations, though, are often more telling. The median, the point where half the districts have more than the number and half have less also increased in 2013.Last year, half of California’s districts and charters had more than 80 students blending their learning while this year the median rose to 100. Last year, the median number of virtual students was 56 full-time online students, but in 2013, the median blended population rose to 100 students. Both median populations increased 25% 2013. 2013: 69 districts reported full-time virtual students2013 Medians: Blended-100; Virtual -70
I
I
Of the 481 districts and charters learning participating, 216 of them are utilizing blended or virtual learning. One outlier floated to the top: Riverside Unified. While the average number of students per district was 504, the median number of students was 80, meaning that half the districts had more than 80 students participating while the other half had fewer than 80 students participating.
In 2012,the most popular blended model was Self Blend, which the Innosight Institute has just renamed the “Al la Carte” model, followed by the Enriched-Virtual, a model used by Independent Study schools in California. This seems to indicate that non-consumers, students who are using eLearning to supplement their transcript or schools that provide online courses not offered in the classroom, are a driving force.We also found that 31% of districts and direct-funded charters are utilizing more than one blended learning model.Self Blend: 60%Enriched-Virtual: 36%Rotation: 29%Flex: 17%
Of the four blended learning models, the most popular is the Self Blend, followed by Hybrid Virtual School, a model used by Independent Study schools in california. This seems to indicate that non-consumers, students who are using eLearning to supplement their transcript or schools that provide online courses not offered in the classroom, are a driving force.Census data reflects 31% of districts and direct-funded charters reported they are utilizing more than one blended learning model.Self Blend: 60%Enriched-Virtual: 36%Rotation: 29%Flex: 17%
In 2013, though, the Rotation method overtook the Self-Blend (46% to 40%) followed in third by Enriched Virtual.This year, 34% of districts and direct-funded charters reported they are utilizing more than one blended learning model.Self Blend: 60%Enriched-Virtual: 36%Rotation: 29%Flex: 17%
When
When separatingelementary and unified districts, though, we found that the predominate model in elementary districts was the Rotation method, followed by 80% of districts and charters. Just 15% of elementary districts indicated they were using more than one blended model.6 of 40 had two blended models in place.
In unified and high school districts last year, the predominate blended model was the Self-Blend followed by Enriched Virtual.
This year, though, the numbers flipped a little with 48% reporting using the Self-Blend, followed by the Rotation and Enriched Virtual models. 38% of these districts report using more than one blended model.
While California’s schools purchase online courses from a variety of publishers and providers, the top four players are nearly the same as 2012: Apex Learning, Aventa, Cyber High and Odysseyware. We found it interesting that a substantial number of districts are creating their own courses.However, while 23% of districts purchased courses from more than one vendor in 2012, 46% of districts and charters utilized multiple publishers in 2013. This seems to both confirm virtual and blended learning’s expansion and districts’ willingness to select courses that meet the needs of specific populations.
OER resources, digital materials available for free or a very low cost from sources including Khan Academy and the National Repository of Online Courses (NROC), are helping districts add a digital component without investing in developing or acquiring content. Districts and direct-funded charters also indicated they are utilizing supplemental software/Internet resources or open source materials for online and blended learning in addition to or instead of licensed courses; 14% indicated they utilize two or more OER providers.
Districts creating their own courses or blending their learning primarily utilized the Kahn Academy, dominating at 87%, unchanged from 2012.
What specific actions did districts and charters undertake before purchasing courses? While a few districts indicated they took no action at all, 23% asked for a demo account, 22% had the provider demonstrate the course to them and just 22% had their teachers sample courses?Demo Account 41Provider demonstration 39 Teachers sampled course 38Asked districts about experience 29Had students sample 18None 5
How wide did districts survey the landscape when investigating courseware? Nearly a quarter shared they investigated one or two publishers, while another 24% looked at three publishers. 52% of districts and charters investigated four or more publishers.
How many courses from each publisher did districts sample before purchasing? Sadly, 16% shared they looked at none or one online course before purchasing. 28% investigated two online courses, 17% looked at three, and 40% indicated they looked at four or more courses.
Who teaches online and blended courses at charters schools and districts? Nearly three quarters of all districts and charters (74%) shared that their own teachers conduct online and blended courses, while 14% utilized a provider’s teachers. 11% of districts and charters use a combination of provider and district teachers.
Given that teaching online requires a different skill-set than classroom teaching, we wanted to know if online and blended teachers had been provided professional development specific to how to teach online. Just 22% of districts and charters provide no teacher training to online and blended teachers.
Finally, we enquired about the learning management systems districts are using to host online or blended courses. While most publishers or providers provide their own LMS, we found a significant number of districts were using Edmodo, followed by Moodle or it’s variations and Haiku. Not far down the list, surprisingly, are district created learning management systems.
CLRN created the California eLearning Census to track both the growth and variety of online and blended learning in California. One of our motivations was Clayton Christensen’s and Michael Horn’s book, Disrupting Class, which predicted that online and blended learning would reach a tipping point in 2013 and that by 2019, 50% of all high school courses would be online. Our second annual census indicates a definite increase in both numbers and usage. Whether it’s the 25% increase in median populations or the 17% increase in total population; whether it’s knowing that nearly half the districts are selecting courseware from more than one publisher as compared with just 24% last year; or whether it’s the increase in average population or the distribution of blended models, online and blended learning are firmly entrenched in California’s schools. We’re now in the period between the tipping point and critical mass where eLearning will continue to grow, evolve, and mature. CLRN is here, helping to improve online and blending courses by reporting how they meet the Common Core State Standards, California’s other content standards, AND iNACOL’s national standards for quality online courses. Our partnership with the University of California ensures that no online course will receive approval for their A-G requirements unless CLRN has reviewed and certified it. CLRN”s reviews may be found at CLRN.org.
13 areas
Graphic should be clickable.
When you buy an online course, do you assume it’s high quality? Do you assume it teaches all the standards? Do you assume your students will be engaged and motivated to complete it?How would you feel if your Algebra I teacher covered 40 of the 50 CCSS standards?How about 30 of 50 or 60% or 25 or 50% of the course standards?So, how do you ensure that the Algebra I course you bought covers more than 50% or 80% of the standards?
Choosing a process to select quality courseware.
Three levels for each standard.Demonstrate, Practice, and AssessList MET, Partially MET, and NOT MET.If partially met, we list the components missing from each standard.
You don’t enter the online revolution with the courses you want. You enter it with the courses you have.
Short video clip of a boring teacher?If you walked into a f2f class and saw this type of teaching/learning, would you be impressed? Would you recommend this class to other students? Would you send a struggling student there? The lesson begins with “Writing an introduction” slide show, which would be stronger if narrated, followed by some vocabulary exercises. Students then read:12 textbook pages about verbs13 pages of textbook reading about verb agreement10 pages of textbook reading about verb tensesix textbook pages about “verbs made easy”a one-page textbook page about writing a first draft, andtwo textbook pages about simple narratives.
Image a great face to face courseStimulating lectures, just in time reading, active learning, activities that go beyond simple knowledge and comprehension. Individual and group activities that require you to create, evaluate, and analyze.Variety of assessment types that are aligned to what was being taught. Multiple choice tests are not the best choice always.
Inputs matter. How can you tell if an online course is any good, whether it engages students in active learning, or challenges them with authentic, higher-level work? We’ll detail the California Learning Resource Network (CLRN) course review process, from publisher entry to publication, outlining criteria, including iNACOL’s course standards, for receiving our certification as part of our University of California partnership. We’ll also share data from the California eLearning Census.