This document discusses how to identify high quality online courses ("great eLearning") versus low quality or ineffective online courses ("online road kill"). It begins by outlining the agenda for the presentation, which includes defining eLearning models, distinguishing between quality online courses and ineffective ones, and reviewing blended learning models being implemented in schools. It then discusses tools and processes for evaluating online courses based on alignment with district goals. Recommended reading on online learning topics is provided. The document outlines resources available through the California Learning Resource Network related to online courses, electronic learning resources, and free web information. Data on online learning enrollments in Florida and a proposed classification system for blended learning models is presented. The document concludes by emphasizing the importance of strategic
This document 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.
Serving Social Justice and Pedagogical Innovation through Open Educational Pr...Rajiv Jhangiani
This document summarizes the biography and credentials of Dr. Rajiv Jhangiani, who serves as an Open Education Research Fellow, Faculty Workshop Facilitator, and promotes open educational practices and resources. It notes his goal of promoting social justice and pedagogical innovation through open education. The document then discusses rising costs of post-secondary education and related barriers to access and student debt. It provides statistics on the impacts of textbook costs on student outcomes and behaviors. The remainder of the document advocates for open educational resources (OER) as a way to reduce costs and improve access and student success, citing various studies and examples of open initiatives.
Rajiv Jhangiani is a professor in the Department of Psychology at Kwantlen Polytechnic University who advocates for open educational practices and open textbooks to promote social justice and reduce the financial burden of textbooks on students. Some key points made in the document include:
- Average student debt in Canada is $28,495 and only 34% of graduates are debt-free 3 years after graduating.
- The cost of textbooks has risen 1041% since 1977, placing financial strain on students.
- When student debt reaches $10,000, program completion rates drop from 59% to 8%.
- Open educational resources (OER) and open textbooks can help address these issues by providing free or low
This document summarizes the key findings from the 2010 Speak Up research project on online learning trends. The research surveyed over 300,000 K-12 students, 38,000 teachers, and other stakeholders. It found that student participation in online classes doubled from 2008 to 2009, with over half of high school students seeing online learning as key to their vision for school. While demand is growing, many students and administrators still face barriers to accessing online opportunities. The report calls for schools to better meet this rising demand for online and blended learning models.
The Hidden Impact of School Closures and E-Learning discusses how students', parents', and teachers' views and experiences with digital learning have evolved since the start of school closures due to COVID-19. Data from Project Tomorrow's Speak Up Research Project shows increases in students' access to and use of mobile devices, preferences for online learning, and communications between students and teachers. It also reveals teachers needing more training and confidence in facilitating remote learning, as well as parents and teachers increasingly valuing technology in education. Questions are raised about how to build on lessons learned regarding equity and preparing students for the future.
Open Educational Resources Impact in Community CollegesRobert Farrow
The results of an OER Research Hub survey of college educators based on collaborative work with Community College Consortium for OER (CCCOER). It shows that OER are perceived as having positive effects on teachers and learners.
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Sarah Knight, head of change - student experience, Jisc
Malcolm Murray, e-learning manager - computing and information services, Durham University
Candace Nolan-Grant, learning technology specialist, Durham University
Corinne Walker, learning resources manager, Oldham Sixth Form College
OER Impact at Community College: eLearning 2014Una Daly
The research project aimed to build the most comprehensive picture of OER impact. It was a collaboration between The Open University and CCCOER, funded by Hewlett, involving surveys and interviews. The survey of over 130 community college educators found that most had adapted OER but fewer created OER. Respondents believed OER improved their teaching and student outcomes like engagement and satisfaction. Over 60% said OER saved students money and over 1/3 thought it promoted student retention.
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.
Serving Social Justice and Pedagogical Innovation through Open Educational Pr...Rajiv Jhangiani
This document summarizes the biography and credentials of Dr. Rajiv Jhangiani, who serves as an Open Education Research Fellow, Faculty Workshop Facilitator, and promotes open educational practices and resources. It notes his goal of promoting social justice and pedagogical innovation through open education. The document then discusses rising costs of post-secondary education and related barriers to access and student debt. It provides statistics on the impacts of textbook costs on student outcomes and behaviors. The remainder of the document advocates for open educational resources (OER) as a way to reduce costs and improve access and student success, citing various studies and examples of open initiatives.
Rajiv Jhangiani is a professor in the Department of Psychology at Kwantlen Polytechnic University who advocates for open educational practices and open textbooks to promote social justice and reduce the financial burden of textbooks on students. Some key points made in the document include:
- Average student debt in Canada is $28,495 and only 34% of graduates are debt-free 3 years after graduating.
- The cost of textbooks has risen 1041% since 1977, placing financial strain on students.
- When student debt reaches $10,000, program completion rates drop from 59% to 8%.
- Open educational resources (OER) and open textbooks can help address these issues by providing free or low
This document summarizes the key findings from the 2010 Speak Up research project on online learning trends. The research surveyed over 300,000 K-12 students, 38,000 teachers, and other stakeholders. It found that student participation in online classes doubled from 2008 to 2009, with over half of high school students seeing online learning as key to their vision for school. While demand is growing, many students and administrators still face barriers to accessing online opportunities. The report calls for schools to better meet this rising demand for online and blended learning models.
The Hidden Impact of School Closures and E-Learning discusses how students', parents', and teachers' views and experiences with digital learning have evolved since the start of school closures due to COVID-19. Data from Project Tomorrow's Speak Up Research Project shows increases in students' access to and use of mobile devices, preferences for online learning, and communications between students and teachers. It also reveals teachers needing more training and confidence in facilitating remote learning, as well as parents and teachers increasingly valuing technology in education. Questions are raised about how to build on lessons learned regarding equity and preparing students for the future.
Open Educational Resources Impact in Community CollegesRobert Farrow
The results of an OER Research Hub survey of college educators based on collaborative work with Community College Consortium for OER (CCCOER). It shows that OER are perceived as having positive effects on teachers and learners.
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Sarah Knight, head of change - student experience, Jisc
Malcolm Murray, e-learning manager - computing and information services, Durham University
Candace Nolan-Grant, learning technology specialist, Durham University
Corinne Walker, learning resources manager, Oldham Sixth Form College
OER Impact at Community College: eLearning 2014Una Daly
The research project aimed to build the most comprehensive picture of OER impact. It was a collaboration between The Open University and CCCOER, funded by Hewlett, involving surveys and interviews. The survey of over 130 community college educators found that most had adapted OER but fewer created OER. Respondents believed OER improved their teaching and student outcomes like engagement and satisfaction. Over 60% said OER saved students money and over 1/3 thought it promoted student retention.
This document evaluates the effectiveness of science programs at cyber charter schools in Pennsylvania based on standardized test score data from 2008-2012. It finds that cyber charter schools generally performed lower on the 11th grade science exam than statewide averages, with some exceptions. The top four performing schools provided varied curricula, virtual and at-home lab projects, and trained learning coaches. The bottom four schools relied more on canned curricula and provided less student and learning coach support. Overall, there is little evidence that cyber charter schools are as effective as traditional schools, and stronger oversight of financial management and educational programs is recommended.
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 discusses trends in online learning and provides an overview of a discussion on online learning. The discussion covered trends showing increasing enrollment in online higher education courses and full-time online K-12 schools. It also addressed ensuring quality in online course delivery through rigorous content, assessments, and student interaction. Participants discussed various state initiatives and policies around online learning opportunities. The need to reform policies around funding, teaching licenses, and quality standards was also mentioned.
The 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 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.
Student Attitudes Toward Content in Higher Education - Tech Forum 2014 - Len ...BookNet Canada
This document summarizes the findings of a survey on student attitudes toward course materials in higher education. Some key findings include:
- Over 50% of students have taken a course using an Integrated Learning System like WileyPlus or Pearson Mastering. However, only about 1/3 of faculty report being likely to use these systems.
- While most students still prefer print textbooks, digital textbook purchases have risen in recent years and now account for over 30% of acquisitions. Convenience of digital materials and lower prices are driving more students online.
- Piracy and acquiring international or scanned versions of textbooks remains common among students, with over 40% reporting such behavior. However, faculty see even higher rates of illicit
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
Students, Parents & Teachers “Speak Up” about Online LearningJulie Evans
Speak Up is an annual research project that collects data through online surveys from K-12 students, teachers, parents, and administrators about technology use in education. The presentation summarized key findings from Speak Up 2008 related to online learning. It found that student interest in online classes is increasing but availability does not match demand. Barriers to expanding online learning cited by administrators included lack of funding and teacher preparation. Students said their top technology priority was being given a laptop for personal use at school.
Infographic: Awareness of OER and OEP in Colleges in ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among college staff in Scotland. In total 236 valid responses were collected in a seven-week period from February 1st, 2016 to March 20th, 2016. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-open-educational-resources-oer-and-open-educational-practice-oep-in-scottish-colleges-survey-results
ACSDE 2019 - The Landscape of K-12 Online Learning: Exploring What is KnownMichael Barbour
Barbour, M. K. (2019, May). The landscape of K-12 online learning: Exploring what is known. An invited webinar by American Center For The Study Of Distance Education.
University of Northern Iowa OTN Faculty WorkshopRajiv Jhangiani
This document discusses the rising costs of textbooks and their negative impact on students. It notes that textbook prices have increased over 800% since 1978, far outpacing inflation. The average student now spends $1,200-1,300 per year on textbooks. To cope with high costs, many students choose not to purchase required textbooks or take fewer courses. The document advocates for open textbooks as an affordable alternative. Open textbooks are available online for free under open licenses, allowing copying and revision. Studies show students learn as well or better with open textbooks compared to traditional textbooks. The document encourages readers to review and adopt open textbooks.
During a fishbowl session at EAIE 2016 in Liverpool, StudyPortals and Hobsons hosted a session on how students decide where to study. Providing insights into the decision-making process of students, including tips on how to better position your institution based on an analysis of this data.
A quick look at who our students are, our student mentor progam, online tutoring, online developmental courses, and satisfaction rates of online students.
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
Student Attitudes Toward content in Higher Education: Nadine Vassallo, Projec...bisg
New insights based on over 1,600 student responses to the latest survey in BISG's ongoing study tracking the content and tools students say they actually use, points to the increasing role of technology in shaping the future of higher education
The Self-Directed Professional Development Lives of Online LeadersJulie Evans
This document summarizes key findings from a Project Tomorrow report on online educator leaders and self-directed professional development. It found that 7% of teachers surveyed teach online classes. These online teachers engage in self-directed professional development using online tools like webinars and videos. They want more training on integrating technology into instruction and identifying digital resources. Both online teachers and students use technology to support self-directed learning outside of the classroom.
Speak Up Top Ten Tips for Online LearningJulie Evans
This document summarizes key findings from the 2007 Speak Up survey on online learning. Some key points:
- Over 1 million K-12 students, teachers, parents, and leaders provided input on technology use and online learning.
- A "digital disconnect" exists between advanced tech-savvy students and others.
- Middle school students are very interested in online classes, most wanting them to work at their own pace.
- 26% of teachers now prefer online classes for professional development.
- School leaders see student engagement and scheduling as top reasons for online learning but face funding and training barriers.
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 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 evaluates the effectiveness of science programs at cyber charter schools in Pennsylvania based on standardized test score data from 2008-2012. It finds that cyber charter schools generally performed lower on the 11th grade science exam than statewide averages, with some exceptions. The top four performing schools provided varied curricula, virtual and at-home lab projects, and trained learning coaches. The bottom four schools relied more on canned curricula and provided less student and learning coach support. Overall, there is little evidence that cyber charter schools are as effective as traditional schools, and stronger oversight of financial management and educational programs is recommended.
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 discusses trends in online learning and provides an overview of a discussion on online learning. The discussion covered trends showing increasing enrollment in online higher education courses and full-time online K-12 schools. It also addressed ensuring quality in online course delivery through rigorous content, assessments, and student interaction. Participants discussed various state initiatives and policies around online learning opportunities. The need to reform policies around funding, teaching licenses, and quality standards was also mentioned.
The 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 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.
Student Attitudes Toward Content in Higher Education - Tech Forum 2014 - Len ...BookNet Canada
This document summarizes the findings of a survey on student attitudes toward course materials in higher education. Some key findings include:
- Over 50% of students have taken a course using an Integrated Learning System like WileyPlus or Pearson Mastering. However, only about 1/3 of faculty report being likely to use these systems.
- While most students still prefer print textbooks, digital textbook purchases have risen in recent years and now account for over 30% of acquisitions. Convenience of digital materials and lower prices are driving more students online.
- Piracy and acquiring international or scanned versions of textbooks remains common among students, with over 40% reporting such behavior. However, faculty see even higher rates of illicit
Ten Things Everyone Should Know about Today’s Students and Digital LearningJulie Evans
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
Students, Parents & Teachers “Speak Up” about Online LearningJulie Evans
Speak Up is an annual research project that collects data through online surveys from K-12 students, teachers, parents, and administrators about technology use in education. The presentation summarized key findings from Speak Up 2008 related to online learning. It found that student interest in online classes is increasing but availability does not match demand. Barriers to expanding online learning cited by administrators included lack of funding and teacher preparation. Students said their top technology priority was being given a laptop for personal use at school.
Infographic: Awareness of OER and OEP in Colleges in ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among college staff in Scotland. In total 236 valid responses were collected in a seven-week period from February 1st, 2016 to March 20th, 2016. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-open-educational-resources-oer-and-open-educational-practice-oep-in-scottish-colleges-survey-results
ACSDE 2019 - The Landscape of K-12 Online Learning: Exploring What is KnownMichael Barbour
Barbour, M. K. (2019, May). The landscape of K-12 online learning: Exploring what is known. An invited webinar by American Center For The Study Of Distance Education.
University of Northern Iowa OTN Faculty WorkshopRajiv Jhangiani
This document discusses the rising costs of textbooks and their negative impact on students. It notes that textbook prices have increased over 800% since 1978, far outpacing inflation. The average student now spends $1,200-1,300 per year on textbooks. To cope with high costs, many students choose not to purchase required textbooks or take fewer courses. The document advocates for open textbooks as an affordable alternative. Open textbooks are available online for free under open licenses, allowing copying and revision. Studies show students learn as well or better with open textbooks compared to traditional textbooks. The document encourages readers to review and adopt open textbooks.
During a fishbowl session at EAIE 2016 in Liverpool, StudyPortals and Hobsons hosted a session on how students decide where to study. Providing insights into the decision-making process of students, including tips on how to better position your institution based on an analysis of this data.
A quick look at who our students are, our student mentor progam, online tutoring, online developmental courses, and satisfaction rates of online students.
SITE 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Tolosa, C., East, M., Barbour, M. K., & Owen, H. (2019, March). Learning an Asian language in a primary online learning program. A full paper presentation at the Society for Information Technology & Teacher Education International Conference, Las Vegas, NV.
DLAC 2020 - How Many Is Too Many: What Do We Know About Class Size and Onlin...Michael Barbour
LaBonte, R., & Barbour, M. K. (2020, February). How many is too many: What do we know about class size and online learning? A pecha kucha presentation at the Digital Learning Annual Conference, Austin, TX.
Student Attitudes Toward content in Higher Education: Nadine Vassallo, Projec...bisg
New insights based on over 1,600 student responses to the latest survey in BISG's ongoing study tracking the content and tools students say they actually use, points to the increasing role of technology in shaping the future of higher education
The Self-Directed Professional Development Lives of Online LeadersJulie Evans
This document summarizes key findings from a Project Tomorrow report on online educator leaders and self-directed professional development. It found that 7% of teachers surveyed teach online classes. These online teachers engage in self-directed professional development using online tools like webinars and videos. They want more training on integrating technology into instruction and identifying digital resources. Both online teachers and students use technology to support self-directed learning outside of the classroom.
Speak Up Top Ten Tips for Online LearningJulie Evans
This document summarizes key findings from the 2007 Speak Up survey on online learning. Some key points:
- Over 1 million K-12 students, teachers, parents, and leaders provided input on technology use and online learning.
- A "digital disconnect" exists between advanced tech-savvy students and others.
- Middle school students are very interested in online classes, most wanting them to work at their own pace.
- 26% of teachers now prefer online classes for professional development.
- School leaders see student engagement and scheduling as top reasons for online learning but face funding and training barriers.
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 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.
The Real Scoop: What the Speak Up Data Tells usJulie Evans
The document summarizes key findings from the Speak Up research project, which surveys K-12 students, teachers, parents, and administrators about technology use in education. Some main points include:
- Students are more comfortable with technology than teachers and see it as important for personalized learning. However, school policies often limit technology use.
- Parents and students want more access to online classes and digital content. Many parents are experienced with online learning themselves.
- Teachers desire training to incorporate new technologies like mobile devices, digital content, and flipped learning into instruction. A lack of teacher skills and interest poses a barrier to online learning adoption.
- Administrators recognize the importance of technology but face challenges around supporting teacher training
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.
The document summarizes the results of the 2012 Speak Up research project conducted by Project Tomorrow, which surveyed over 450,000 K-12 students, parents, teachers, and administrators about online and blended learning. Key findings include:
- Ohio students have significant experience with and interest in online learning opportunities, particularly for the flexibility and control over their own learning they provide.
- While parents, teachers, and administrators also see benefits to online and blended learning, there are concerns around quality and a lack of shared vision between groups.
- Blended learning models where students access some online content and instruction in a traditional classroom setting are most common in Ohio currently.
- Developing rigorous online content, evaluating quality
The document summarizes trends in online learning and discusses strategies for implementing successful online education programs. Key points include:
- Online learning in K-12 has grown rapidly in recent years and is expected to continue growing. Nearly 30% of higher ed students took an online course in 2009.
- Effective online courses require high-quality content, strong teacher-student interaction, proctored assessments, and support for struggling students. Student self-motivation and time management are important skills.
- Research on an online math course found no significant difference in performance between online and face-to-face students. Policymakers are encouraged to expand access to online learning options.
Speak Up 2012 Research and Trends: Enabling Technologies & Sticky WicketsJulie Evans
The document discusses findings from the Speak Up research project regarding trends in educational technology use from the perspectives of students, teachers, parents and administrators, including enabling technologies like digital content, online learning and mobile devices, as well as challenges or "sticky wickets" in realizing a new vision for digital learning. Key opportunities and barriers related to technology adoption, online assessment, teacher training needs, and differing views on the importance of ed tech are also examined.
This document outlines the holistic approach to delivering student services for online learners at the Regents Online Campus Collaborative (ROCC), the 6th largest system of higher education in the US. It discusses ROCC's vision, mission, and enrollment data. It also identifies retention as the #1 challenge for online student services and proposes addressing the 60% online failure rate through 5 variables: course content, design, delivery, instruction, and participants. Finally, it outlines enhancements to online student services including orientation, faculty awareness, student involvement, and career services.
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.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
This document discusses blended learning models for K-12 districts. It provides examples of blended learning implementations from Volusia County Schools, Kamehameha Schools, and insights from Blackboard executives. Volusia County Schools piloted blended learning with 10 teachers and saw increased student engagement. Kamehameha Schools uses various blended learning models and focuses on culture-based curriculum. The document concludes by providing contact information for presenters and ways to learn more about blended learning.
Building Your Transfer Outreach Action PlanGil Rogers
Recent data from University Business indicates that over half of higher ed administrators anticipate an increase in transfer student enrollment in the coming years. With the continued growth of opportunity comes the increased importance in differentiating your institution.
More and more transfer student recruitment is becoming a critical part to how institutions achieve their enrollment goals. However, traditional practices for finding and engaging transfer students don’t always work.
Leveraging online tools, colleges and universities can save time, save money, and recruit smarter by focusing on three main strategies:
-- Find students actively researching you or are a best fit match based on their profile
-- Leverage retargeting to focus ad impressions on students actively researching you at the height of their interest
-- Utilize mobile and social outreach to build your brand on the specific community college campuses and students you are trying to reach
This presentation uncovers recent research that uncovers how and where prospective transfer students research and prefer to be in contact with the 4-year colleges they are considering.
From Model to Practice: Building Successful Online Learning Programs at JeffCoBlackboard
Listen to Judy Bauernschmidt, Director of Online Learning at JeffCo Public Schools, talk about how the district grew their use of online learning from the initial professional development program to district-wide use of blended learning plus a stand-alone virtual school. Understand how this growth addressed the district’s student achievement issues while ensuring that 21st Century skills were being taught in all classrooms by qualified teachers.
The document summarizes a survey of Washington state school district policies and practices related to online learning. It found that policies varied widely between districts, with small rural districts most restrictive. Most districts approved online courses from a variety of providers for credit recovery. Ensuring quality included reviewing course alignment and teacher training, though practices differed. Barriers to online learning included funding, course quality concerns, and lack of support systems.
Advocates and practitioners of online education often come together to talk among themselves
To the converted, so to speak
This is a chance to share some of the remarkable developments in online learning with a broader audience
To talk about accomplishments and challenges
Like “global warming” online learning isn’t going away
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.
The document discusses the educational technology graduate programs at Boise State University. It provides an overview of the various degree and certificate programs offered, including online and hybrid options. It also shares data on student enrollment trends, revenue generated, and innovative learning opportunities provided to students. Challenges facing the programs are outlined as well as ways the department is linking research, policy, and practice through partnerships and studies.
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
This document summarizes key findings from a new report on online learning trends. The report is based on a national research project that surveyed hundreds of thousands of K-12 students, parents, teachers, and administrators. Some key findings include:
- Participation in online classes by middle and high school students has grown significantly in recent years.
- Factors driving greater interest in online learning include keeping students engaged, increasing graduation rates, and providing scheduling flexibility.
- Barriers to further adoption include concerns about course quality, standards alignment, and lack of support for teachers. Providing proper tools, training and incentives could help motivate more teachers to teach online.
This document provides an overview of free and open educational resources available through the California Learning Resource Network for blended learning. It lists topics covered including English, math, history, science, arts and world languages. It also summarizes various open online courses, supplemental resources and open educational resources including over 6,000 materials that can be accessed on iOS and Android devices. Finally, it highlights specific resources like CK-12 that provide open source textbooks and Khan Academy that includes instructional videos aligned to common core standards.
This document 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.
Don't Create a Lousy Online or Blended Coursebbridges51
This document provides guidance on developing high quality online and blended courses. It emphasizes the importance of aligning course content with standards, engaging students through active learning, and using assessments to inform instruction. The document also stresses ensuring accessibility, providing teacher professional development, and using a variety of media formats and tools. Developing online courses requires significant planning, collecting data on student and teacher needs, piloting content, and selecting an appropriate learning management system.
This document discusses 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.
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
This document provides information about selecting quality electronic learning resources and reviewing online courses. It summarizes standards and reviews for online courses from organizations like the California Learning Resource Network (CLRN), iNACOL, and the Texas Virtual School Network. The document outlines standards for online course content, instructional design, student assessment, technology, and course evaluation/support. It describes CLRN's process for reviewing high school English/math courses based on Common Core alignment and providing feedback from educators and students.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
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.
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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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
5. Today’s Entrees
¡ Who is eLearning & what models are they
using?
¡ What’s the difference between a quality
online course and online roadkill?
¡ How are schools blending instruction and
which models are being implemented?
6. Dessert Possibilities
¡ What processes and tools can I use to
evaluate courses in alignment with our
district goals?
¡ How do I take an online course for a
test drive and extract meaningful
feedback?
7. Required reading for
the revolution
¡ Disrupting Class
¡ Clayton Christensen & Michael Horn
¡ Classifying K-12 Blended Learning
¡ Heather Staker & Michael Horn
¡ California eLearning Framework
¡ CCSESA
8. California Learning
Resource Network
Your one-stop source for
Common Core or CA standards-
aligned electronic learning
resources
11. Free
Web Information
Links
• Reviews of 5,900 free and
commercial-free web sites
• Aligned to CCSS
• Free software and web tools
• iOS & Android Apps
• Primary, secondary, & reference
materials
16. Blended learning, V2
Blended learning is a formal education program in
which a student learns at least in part through
online delivery of content and instruction with
some element of student control over time, place,
path, and/or pace
and
at least in part at a supervised brick-and-mortar
location away from home.
17. Blended Learning
¡ Only 10% of students will join virtual
schools.
¡ Blended learning (blended/hybrid) will
dominate
¡ Four probable models
19. Rotation
¡ Students rotate on a fixed schedule
between learning online in a one-to-one,
self-paced environment and sitting in a
classroom with a traditional face-to-face
teacher.
21. Flex Model
¡ Students take all or a majority of their
courses online (at school) and on-site
teachers or paraprofessionals provide
support.
22. Self-blend
¡ Students chose to take one or more
courses entirely online (at home or at
school) to supplement their traditional
schedule.
23. Enriched Virtual
¡ Students divide their time between
attending a brick-and-mortar campus and
learning remotely using online delivery of
content and instruction
24. California eLearning
Census: Trending
Past the Tipping
Point
http://www.clrn.org/census/
Brian Bridges
Director, California Learning Resource Network
25. Census Motivation
¡ Collect accurate virtual and blended
learning populations
¡ Understand the blended models in use
¡ Discover the publishers in play
27. Question Set
¡ Do your students participate in online
learning?
¡ If not, are you discussing or planning to implement
online learning?
¡ Does your school operate an on-
campus virtual school?
28. Question Set
¡ What blended learning models are
being utilized?
¡ How many schools are participating?
¡ Students from which grade levels are
participating?
29. Census Questions
¡ How many students participating in
full-time virtual learning?
¡ How many students are participating
in blended learning?
¡ How many students learned online
during summer, 2011?
30. Census Questions
¡ From which companies are you
purchasing content?
¡ Which supplemental software, Internet
resources or open education resources
are involved?
32. Who is eLearning?
¡ California eLearning Census
¡ March 1, 2012 – May 1, 2012
¡ 1634 K-12 districts & direct-funded
charters
¡ Current results from 485 districts (30%)
38. Online and Blended Population
Actual Count Projected Count
¡ Virtual: 19,820 ¡ 210,000
¡ Blended: 86,257 ¡ 3.4% of the student
population
¡ Total: 106,077
42. Blended Model
Breakdown
Self-Blend 60%
Hybrid-Virtual 36%
31% of districts & charters
Rotation use more than one model
29%
Flex 17%
0% 10% 20% 30% 40% 50% 60% 70%
45. Planning for eLearning
¡ Initial Research
¡ Using iNACOL’s tool
¡ Research or discussion stage
¡ Models Planned to Pilot or Implement
¡ Blended learning program
¡ Independent study
¡ Court Community Schools
47. The 90/10 Prediction
¡ Only 10% of students will learn full-time
at a virtual school
¡ Remaining 90% will learning online AT
school
¡ CA eLearning Census confirms their
prediction
54. How Administrators think online
learning addresses district
challenges.
Benefits 2007 2011
Eliminate costs associated with 14% 38%
textbooks
Keep kids engaged in school 34% 47%
Provide classes in “hard to staff” areas 18% 26%
Provide personalized instruction to 17% 27%
students
Offer academic remediation to students 23% 46%
55. Online Course Non-Consumers
¡ Orphan Courses ¡ College Credit
¡ AP anything
¡ World languages ¡ Summer School
¡ Independent ¡ Home School
Study
¡ Credit Recovery
56. Why do schools eLearn
and under which
conditions do things go
badly?
57. Keeping Pace Planning
What is the educational goal?
Who are the intended student groups?
What are the capabilities and desires of
your district?
60. Collect Data
Ñ Assess your technology
infrastructure
Ñ Determine your students’ and
teachers’ technology skills
Ñ Research the availability of quality,
standards-‐‑aligned resources
Ñ Determine teacher professional
development needed
61. Course Development
Ñ Course development PD
Ñ Research standards-‐‑based content
Ñ Designing infrastructure
Ñ Budgeting
62. Piloting
Ñ Piloting select content
Ñ Community outreach
Ñ Course quality check
Ñ Program evaluation
68. Online Courses
¡ 75 reviewed
¡ Accelerate, Aventa, Class.com (Cambium), Compass
Learning, e2020, K12.com, Odysseyware, Pearson, Plato,
Thesys
¡ In the Queue
¡ Advanced Academics, Apex, National University Virtual
High School
69. Analysis of the 1st 72
¡ 19 courses (26%) certified
¡ 11 courses (20%) only missing D10
¡ Most common problem
¡ Content standards alignment
¡ 20 courses (36%)< 80% content standards
¡ Range from 34% met to 78% met
73. Common Core State
Standards
or state content standards
Demonstrate, Practice, & Assess
Quantity, Depth and Degree
74. Not everything you read on
the Internet is true.
Or why all educational resources should
be vetted.
75. Virginia Textbook Scandal
¡ Our Virginia: Past and Present
¡ 4th grade history text
¡ Black soldiers fought for the South
¡ 6K died at the Battle of Bull Run
¡ Actually, 22K
¡ Hundreds of factual errors
¡ Virginiaʼ’s review committee did not include any
trained historians
88. Content
¡ Content depth and breadth
¡ Information literacy skills
¡ Learning resources and materials
¡ Communication process between teachers,
parents, and students
¡ Content accuracy and bias
89. 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 interactions;
and supplemental tools and resources.
90. 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 aware of
their progress.
97. Online Vs. f2f
¡ The Chronicle of Higher Education
¡ 51K students from 2004-2009
¡ 8% gap in completion (f2f/virtual)
¡ Online students more likely to drop-out
98. Structure & isolation
¡ Navigating online interfaces (students &
staff)
¡ Time management issues (students)
¡ Technical support needed
¡ Extensive training in online-teaching
methods (teachers)
99. Instructor Preparation
¡ E5: Professional development about the
online course delivery system is offered
by the provider to assure effective use of
the courseware and various
instructional media available.
100. Instructor Preparation
¡ E7: Teachers have been provided
professional development in the
behavioral, social, and when necessary,
emotional, aspects of the learning
environment.
101. Instructor Preparation
¡ E8: Instructor professional development
includes the support and use of a variety
of communication modes to stimulate
student engagement online.
102. Instructor Support
¡ E9: The provider assures that instructors
are provided support, as needed, to
ensure their effectiveness and success in
meeting the needs of online students.
105. Leading Edge
Certification
¡ CUE & Partners
¡ 45 hour course
¡ Based on iNACOLʼ’s Standards for
Quality Online Teachers
¡ Three units available
106. LEC Modules
¡ Online Learning: History & Concepts
¡ Pedagogy
¡ Building Community
¡ Online Accessibility
¡ Assessment and Evaluation
¡ Policies and Preparation
109. Feedback Questions:
Educator
¡ Would you recommend this course to others?
¡ To what extent does this online course meet your
overall expectations?
¡ To what extent does this course engage and
maintain student interest?
¡ To what extent did the online course generally
enable students to meet course objectives?
110. Feedback Questions:
Educator
¡ To what extent does the online course need to be
supplemented with face-to-face instruction and
student support?
¡ To what extent was ongoing and periodic student
performance assessment accessible online for you?
¡ Please list the major strengths or specific
improvements needed.
113. Feedback: Students
¡ Course procedures were clearly posted.
¡ Necessary information and materials received on time.
¡ Instructions were clear for all materials & activities.
¡ Assignment and test grades were provided in a timely
manner.
¡ Instructor feedback was timely and frequent.
¡ Students are offered an orientation
114. Feedback: Students
¡ Course was well organized.
¡ Activities supported course goals.
¡ Course provided opportunities for students to
learn from each other.
¡ There were frequent tests and quizzes that
reflected course content.
¡ Discussion groups were generally well organized.
¡ Course is appropriate for an online environment.
120. The Need for Multiple Filters
• CLRN
• Self-review of content and course standards
• Customer feedback
121. 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?
123. Play as a student
¡ Participate in several units, spread
across the course
¡ Be a great student
¡ Be a struggling student
124. Be a teacher
¡ Access the LMS
¡ Can you add content / projects?
¡ Check for student progress
¡ Formative & summative assessments
125. Course Test Drive
¡ Is the course engaging?
¡ Does teach beyond Knowledge and
Comprehensive
¡ Text based vs. multi-media
126. Laying the foundation
for future high-quality
courses
You don’t enter the online revolution with
the courses you want.
You enter it with the courses you have.
128. What is not a great
online course
¡ Class 1: Read, self-assess, self-grade, take
multiple choice test, repeat
¡ Class 2: Watch lecture, complete
worksheets, take a multiple choice test,
repeat
¡ Moving a textbook online is not a
foundation for a great course.
131. High-quality course
¡ Stimulating lectures
¡ Writing
¡ Just-in-time reading
¡ Students create,
evaluate, and analyze.
¡ Active learning
¡ Variety of assessment
¡ Engaging activities that
types
go beyond knowledge
and comprehension
132. 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.
133. 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
135. CLRN OCR Expansion
¡ 2012-13
¡ World languages
¡ CCSS high school math course standards
¡ Next Generation science standards
¡ Planning for grades 6-8