The document discusses the growth of online learning from 2000 to present day, with over 25 million students now taking at least one online course. It also outlines trends in online learning in Idaho, including the growth of virtual charter schools and the establishment of online teaching standards. The future of online learning is presented as involving blended models, competency-based assessments, and a focus on student-centered personalized learning.
From Online Revolution to Mainstream Evolution: Are We There Yet?Kerry Rice
Kerry Rice is an associate professor in the Department of Educational Technology at Boise State University. She has earned multiple graduate degrees in educational technology, including an Ed.D. She also holds graduate certificates in online teaching for K-12 and adult learners, technology integration, and as a school technology coordinator. Her research focuses on online and blended K-12 education, professional development for online teachers, and using educational data mining to evaluate online programs.
Visionary Education Delivery proposes an innovative model for online higher education that is interactive, accessible, and provides a meaningful learning experience for students. The model aims to transition traditional "brick and mortar" universities to a "brick and click" model by facilitating interactive online communities and virtual classrooms. This would enhance the student experience by allowing for anytime learning and a collaborative exchange of ideas, addressing criticisms that online learning lacks social interaction and face-to-face validation.
Pedagogical and Assessment Design for Online LearningCITE
6 March 2010 (Saturday) | 09:00 - 10:00 | http://citers2010.cite.hku.hk/abstract/32 | Dr. Barbara MEANS, Center for Technology in Learning, SRI International
The document discusses migrating offline pedagogy into the online classroom. It explores what pedagogy is, why online learning often fails due to disconnected users, and the importance of social learning and design for engagement. Reconnecting users and having them engage with each other and the content through social tools like wikis, blogs and forums is key to success.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
Moving toward pedagogical change faculty, teaching with technology and leader...COHERE2012
This document discusses leadership strategies for facilitating pedagogical change through the use of technology in higher education. It argues that teaching must become a central focus that is rewarded and supported. Effective pedagogical development requires open communication, critical reflection, establishing an inquisitive community. Leadership must manage innovation, maintain relationships, embrace network environments, and ensure a transition to new teaching and learning models. Leaders need strong character, vision communication skills, and the ability to manage change and assist stakeholders through transformation.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
From Online Revolution to Mainstream Evolution: Are We There Yet?Kerry Rice
Kerry Rice is an associate professor in the Department of Educational Technology at Boise State University. She has earned multiple graduate degrees in educational technology, including an Ed.D. She also holds graduate certificates in online teaching for K-12 and adult learners, technology integration, and as a school technology coordinator. Her research focuses on online and blended K-12 education, professional development for online teachers, and using educational data mining to evaluate online programs.
Visionary Education Delivery proposes an innovative model for online higher education that is interactive, accessible, and provides a meaningful learning experience for students. The model aims to transition traditional "brick and mortar" universities to a "brick and click" model by facilitating interactive online communities and virtual classrooms. This would enhance the student experience by allowing for anytime learning and a collaborative exchange of ideas, addressing criticisms that online learning lacks social interaction and face-to-face validation.
Pedagogical and Assessment Design for Online LearningCITE
6 March 2010 (Saturday) | 09:00 - 10:00 | http://citers2010.cite.hku.hk/abstract/32 | Dr. Barbara MEANS, Center for Technology in Learning, SRI International
The document discusses migrating offline pedagogy into the online classroom. It explores what pedagogy is, why online learning often fails due to disconnected users, and the importance of social learning and design for engagement. Reconnecting users and having them engage with each other and the content through social tools like wikis, blogs and forums is key to success.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
Moving toward pedagogical change faculty, teaching with technology and leader...COHERE2012
This document discusses leadership strategies for facilitating pedagogical change through the use of technology in higher education. It argues that teaching must become a central focus that is rewarded and supported. Effective pedagogical development requires open communication, critical reflection, establishing an inquisitive community. Leadership must manage innovation, maintain relationships, embrace network environments, and ensure a transition to new teaching and learning models. Leaders need strong character, vision communication skills, and the ability to manage change and assist stakeholders through transformation.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
Distributed learning at the university of saskatchewanCOHERE2012
The document discusses distributed learning at the University of Saskatchewan and strategies for the future. It notes some barriers to adopting blended learning like faculty reluctance and a lack of strategic direction. However, it also highlights strengths like existing online infrastructure and initiatives. Successful examples of blended learning at the U of S include the nursing undergraduate degree program delivered across multiple sites and the School of Physical Therapy's use of ePortfolios. The document calls for developing a university-wide strategy for distributed learning to encourage greater adoption of blended approaches and expand access to education.
Jumpstarting a K12 Innovation Ecosystem via a Charter High Schoolbegreatacademy
The document proposes a charter high school for gifted students in Orlando that would utilize digital learning and technology innovation. It would serve as the core of an K12 education ecosystem by acting as a testbed for education startups. Funding sources discussed include EB5 visas, state charter school funding, and digital learning grants. The school aims to address problems in the current education system by personalizing learning through blended learning 2.0 models.
Edubreak is proposing a learning management system called Recess to educational institutions in Jamaica. Recess aims to improve education by integrating technology, facilitating collaboration, and making learning fun and interactive. It provides features like forums, blogs, media players and messaging within a private and secure social network. Recess is affordable for schools and aims to address issues in the Jamaican education system like poor performance, literacy and engagement. It is believed Recess can help meet the diverse needs of students and teachers in a blended learning model.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
This document describes Kwantlen Polytechnic University's Blended Learning BSN program. The program uses online learning enhanced with interactive technologies and apps, combined with intensive on-campus residencies and simulations labs. Students complete their courses online, with theory concentrated in the online portions. Residencies in semesters 1, 3, and 7 provide intensive hands-on practice in labs and clinical placements. Nursing skills are first taught online, then practiced in labs and applied during residencies. The blended model aims to provide rich, engaging content online while maintaining connections through visits, mentors, and face-to-face components.
On line and on-site - two sides of a mirrorCOHERE2012
This document summarizes a teaching enhancement program for internationally educated academics at a Canadian university. It describes the program's development, blended online and in-person delivery, curriculum covering practical teaching skills and cultural adaptation, and positive outcomes. The program used adult learning principles and helped its 21 participants from diverse backgrounds gain instructional skills and confidence, build a learning community, and facilitate active, culturally-sensitive teaching.
This document outlines Gráinne Conole's presentation on designing for learning in an open world. The presentation discusses the evolving landscape of e-learning, including emerging technologies, learner experiences, new pedagogies, and open practices. It also examines teacher practices and paradoxes, and strategies for change, including intervention frameworks and new approaches to learning design. Key research questions are posed around learner and teacher experiences with technologies, available resources and pedagogical patterns, emerging e-pedagogies, and strategies to promote e-learning.
Cultivating Pedagogical Innovation Through Emerging LeadersAndrea Tejedor
This document outlines a spiral model for cultivating pedagogical innovation through emerging leaders. It discusses initiating a leadership group through invitation and discovery phases. It focuses on seeding the ground by creating containers for inquiry and collective maturation. The goal is to leverage educational technologies by exploring technologies, examining pedagogy, and evaluating outcomes through an ongoing process of synthesis, differentiation, and living design.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
Blended learning pace march 2013 slideshare versionapicciano
This presentation was delivered as the keynote at a conference held at Pace University, New York in March 2013. It examines blended learning and MOOCs as harbingers of education's digital future.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
The development of a sustainable quality e learning programCOHERE2012
The document summarizes a project to develop sustainable, quality blended learning programs across faculties of health and liberal arts at a university. It describes conducting faculty workshops on blended learning, piloting blended versions of 8 courses, and evaluating the courses using rubrics and student/faculty surveys. The evaluation found blended learning increased accessibility and flexibility for students while mostly maintaining or improving engagement and learning outcomes. Key lessons were that online activities must be meaningful and properly weighted, and not create an excessive workload for instructors or students.
Using Blended Learning as a stepping stone to enhance e-learningRiri Kusumarani
This document provides a summary of a blended learning case study on Cambodia, Indonesia, and Thailand. It includes a literature review on blended learning and e-learning readiness in each country. An analysis is conducted using the IDI index, gap analysis table, and SWOT/TOWS matrix. Recommendations and strategies are proposed to promote blended learning and e-learning in higher education through regional collaboration.
This document provides an overview of technology enhanced learning. It discusses lessons learned from the past evolution of e-learning and emerging trends, challenges and technologies. It presents frameworks for understanding e-pedagogies and how they map to different technologies. Examples of inquiry-based, collaborative and reflective learning approaches using tools like virtual worlds, blogs and social media are also provided.
The document provides biographies of several notable Romanian scientists and physicians:
- Ana Aslan was a Romanian endocrinologist who invented Gerovital, a geriatric product to treat age-related disorders.
- George Palade was a Romanian-American cell biologist who made pioneering discoveries about cell structures like mitochondria and ribosomes. He received the Nobel Prize in Physiology or Medicine in 1974.
- Nicolae Paulescu was a Romanian physiologist who discovered insulin, an important hormone for regulating blood sugar.
- Victor Babeș was a Romanian microbiologist and immunologist who made contributions to studying diseases like cholera and tuberculosis.
- Iaon Cantacuz
Distributed learning at the university of saskatchewanCOHERE2012
The document discusses distributed learning at the University of Saskatchewan and strategies for the future. It notes some barriers to adopting blended learning like faculty reluctance and a lack of strategic direction. However, it also highlights strengths like existing online infrastructure and initiatives. Successful examples of blended learning at the U of S include the nursing undergraduate degree program delivered across multiple sites and the School of Physical Therapy's use of ePortfolios. The document calls for developing a university-wide strategy for distributed learning to encourage greater adoption of blended approaches and expand access to education.
Jumpstarting a K12 Innovation Ecosystem via a Charter High Schoolbegreatacademy
The document proposes a charter high school for gifted students in Orlando that would utilize digital learning and technology innovation. It would serve as the core of an K12 education ecosystem by acting as a testbed for education startups. Funding sources discussed include EB5 visas, state charter school funding, and digital learning grants. The school aims to address problems in the current education system by personalizing learning through blended learning 2.0 models.
Edubreak is proposing a learning management system called Recess to educational institutions in Jamaica. Recess aims to improve education by integrating technology, facilitating collaboration, and making learning fun and interactive. It provides features like forums, blogs, media players and messaging within a private and secure social network. Recess is affordable for schools and aims to address issues in the Jamaican education system like poor performance, literacy and engagement. It is believed Recess can help meet the diverse needs of students and teachers in a blended learning model.
Blended learning combines traditional in-person classroom methods with online digital learning. It allows incorporation of online communities, digital content, video conferencing, and other technology into the learning process. Blended learning provides benefits like lower costs, flexibility for learners, and opportunities for interaction and collaboration. It is becoming a preferred learning approach for distributed workforces as it allows "anytime, anywhere" training and performance support.
This document describes Kwantlen Polytechnic University's Blended Learning BSN program. The program uses online learning enhanced with interactive technologies and apps, combined with intensive on-campus residencies and simulations labs. Students complete their courses online, with theory concentrated in the online portions. Residencies in semesters 1, 3, and 7 provide intensive hands-on practice in labs and clinical placements. Nursing skills are first taught online, then practiced in labs and applied during residencies. The blended model aims to provide rich, engaging content online while maintaining connections through visits, mentors, and face-to-face components.
On line and on-site - two sides of a mirrorCOHERE2012
This document summarizes a teaching enhancement program for internationally educated academics at a Canadian university. It describes the program's development, blended online and in-person delivery, curriculum covering practical teaching skills and cultural adaptation, and positive outcomes. The program used adult learning principles and helped its 21 participants from diverse backgrounds gain instructional skills and confidence, build a learning community, and facilitate active, culturally-sensitive teaching.
This document outlines Gráinne Conole's presentation on designing for learning in an open world. The presentation discusses the evolving landscape of e-learning, including emerging technologies, learner experiences, new pedagogies, and open practices. It also examines teacher practices and paradoxes, and strategies for change, including intervention frameworks and new approaches to learning design. Key research questions are posed around learner and teacher experiences with technologies, available resources and pedagogical patterns, emerging e-pedagogies, and strategies to promote e-learning.
Cultivating Pedagogical Innovation Through Emerging LeadersAndrea Tejedor
This document outlines a spiral model for cultivating pedagogical innovation through emerging leaders. It discusses initiating a leadership group through invitation and discovery phases. It focuses on seeding the ground by creating containers for inquiry and collective maturation. The goal is to leverage educational technologies by exploring technologies, examining pedagogy, and evaluating outcomes through an ongoing process of synthesis, differentiation, and living design.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
This is my slideshow for my ULearn11 breakout:
We have been using e-Portfolios with Year 1 to 6 students at Elm Park School since 2007 and shortly afterwards made the decision to use our e-Portfolios as our sole method of reporting to parents. During this presentation we will discuss our ongoing journey to implement e-Portfolios school-wide, our purpose behind the decision to start the journey, the successes and the challenges - warts and all! We’ll have a look at some e-Portfolios examples and share the professional development, resources, equipment and web 2.0 tools that we have found most useful to help us along the way.
We use KnowledgeNET’s Learning Journals at Elm Park School to create our e-Portfolios but this workshop will also be of interest to those using other applications.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
Blended learning pace march 2013 slideshare versionapicciano
This presentation was delivered as the keynote at a conference held at Pace University, New York in March 2013. It examines blended learning and MOOCs as harbingers of education's digital future.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
The development of a sustainable quality e learning programCOHERE2012
The document summarizes a project to develop sustainable, quality blended learning programs across faculties of health and liberal arts at a university. It describes conducting faculty workshops on blended learning, piloting blended versions of 8 courses, and evaluating the courses using rubrics and student/faculty surveys. The evaluation found blended learning increased accessibility and flexibility for students while mostly maintaining or improving engagement and learning outcomes. Key lessons were that online activities must be meaningful and properly weighted, and not create an excessive workload for instructors or students.
Using Blended Learning as a stepping stone to enhance e-learningRiri Kusumarani
This document provides a summary of a blended learning case study on Cambodia, Indonesia, and Thailand. It includes a literature review on blended learning and e-learning readiness in each country. An analysis is conducted using the IDI index, gap analysis table, and SWOT/TOWS matrix. Recommendations and strategies are proposed to promote blended learning and e-learning in higher education through regional collaboration.
This document provides an overview of technology enhanced learning. It discusses lessons learned from the past evolution of e-learning and emerging trends, challenges and technologies. It presents frameworks for understanding e-pedagogies and how they map to different technologies. Examples of inquiry-based, collaborative and reflective learning approaches using tools like virtual worlds, blogs and social media are also provided.
The document provides biographies of several notable Romanian scientists and physicians:
- Ana Aslan was a Romanian endocrinologist who invented Gerovital, a geriatric product to treat age-related disorders.
- George Palade was a Romanian-American cell biologist who made pioneering discoveries about cell structures like mitochondria and ribosomes. He received the Nobel Prize in Physiology or Medicine in 1974.
- Nicolae Paulescu was a Romanian physiologist who discovered insulin, an important hormone for regulating blood sugar.
- Victor Babeș was a Romanian microbiologist and immunologist who made contributions to studying diseases like cholera and tuberculosis.
- Iaon Cantacuz
The document lists the names of 15 pupils from the Czech Republic in order and prompts the reader to write each name in response to the question "Who am I?". It does not provide any other context or information about the pupils.
Using Data to Drive Personalized Math Learning NeedsDreamBox Learning
Technologies to support data-driven decision-making hold great promise for increasing the effectiveness of teaching and learning activities, accelerating student achievement, and improving organizational performance. To access what students are learning and how they are progressing, educators can now use a continuous improvement framework for data-driven decision-making to organize people and processes to reach education objectives.
Join us for this webinar and discuss topics including:
• Building a sustainable data analysis framework
• Common challenges involved in establishing data-driven practices
• Incorporating blended learning environments to meet school goals
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include tailoring instruction to student needs, holding schools accountable, and targeting resources. Disadvantages include over-reliance on testing and "teaching to the test."
3. The future of data-driven instruction is depicted as widespread use of interim assessments to monitor student and teacher progress and target interventions in a timely manner. Administrators will also use data to evaluate programs and resource allocation.
This document provides an overview of online learning presented by Kerry Rice. It discusses the context and factors driving growth in online learning. Online learning is defined and national trends in higher education, K-12, and blended learning are reviewed. Different models of online learning including for-profit, private non-profit, and public are described. Emerging trends in online learning such as MOOCs, learning analytics, and competency-based models are covered. Finally, the document addresses challenges and the future of online education.
This document discusses the need to reform teacher education programs to better prepare teachers and students for a global digital era. It notes that most teacher education programs are doing a mediocre job of this. It then outlines trends driving this need, such as growth in online education and emerging technologies. It also summarizes research finding online learning can be effective when certain factors are in place. Finally, it discusses efforts underway to enhance online teacher professional development through networks and innovative programs.
The document discusses blended and online learning environments. It provides an overview of Tennessee's e 4 TN program, which offers online courses for teachers to develop. Blended learning combines online and face-to-face instruction, allowing flexibility while engaging students. Effective blended learning meets unique student needs through the use of online and digital tools, resources, and curricula. The document also discusses best practices for teaching online, including using graphics, videos, links and interactive tools to engage 21st century students.
Environmental scan summary june 13 2012 it4 k12 revisedCyri Jones
This document provides an environmental scan summary for a digital learner project. It includes:
1) An overview of the project phases and dates for the digital roadmap, ERAC commons development, and environmental scan.
2) A discussion of trends in education like blended learning, increased expectations for digital tools, mobile learning, growing resources, and teachers/students as content creators.
3) Examples of education trends like repositories moving to registries, growth of learning analytics, consolidation of learning outcomes, and innovations from outside education.
4) Context on implementing a compelling vision through an environmental scan to leverage best practices as ERAC rolls out digital learner services.
The document discusses the need for reform in teacher education programs to better prepare teachers for 21st century classrooms. It outlines trends driving this evolution, including the growth of online education and digital learning. Innovations in teacher education programs include offering fully online degree programs and certificate courses, using new technologies like mobile learning and virtual worlds, and developing participatory online networks for collaboration.
The document discusses preparing students for an uncertain future where jobs and technologies do not yet exist. It emphasizes developing skills like adaptability and interacting with other cultures. Emerging technologies that could impact education in the next few years include electronic books, augmented reality, gesture-based computing, and visual data analysis. For technology to best support learning, it should inform but not dictate educational decisions and be backed by effective support. Connectivity and virtual learning environments may allow for anywhere, anytime education involving multiple remote participants.
This document presents a case study on using hybrid learning to promote e-learning in Cambodia, Indonesia, and Thailand. It discusses the current state of education in these countries, including language of instruction, number of schools, enrollment rates, and average school ages. It identifies problems with low ICT literacy, internet access, and e-learning usage in higher education. The study aims to promote the hybrid learning concept and analyze factors supporting e-learning utilization. The methodology involves literature reviews, benchmarking, SWOT and PESTEL analyses, and case studies of best practices from Malaysia and Korea.
This document discusses principles for designing effective m-learning based on software engineering principles. It identifies the key users of m-learning as educational institutions, teachers, students, parents and content developers. To improve learning outcomes, m-learning needs to be more personal, fun, interactive, networked, spontaneous, connected and just-in-time. Content should be delivered in short segments adapted to different devices and lifestyles. User needs and technical constraints also need to be considered in the design.
Learning Models Evolve with Blended Learning on the RiseBlackboard
This document discusses how Collier County Public Schools implemented a blended learning program using the ANGEL Learning Management System. It began with a 1:1 laptop initiative in 3 new schools in 2007. ANGEL was adopted to maximize technology access and give students more control over their learning. The district provided training and support for teachers. Usage has grown over time as more teachers and schools have adopted blended learning models. Community groups, online professional development, and single sign-on resources have expanded opportunities for teaching and learning. Data shows increasing user logins and engagement with the system.
Online Learning In The Social Web: social media, web2.0, elearning, educationMichelle Pacansky-Brock
One in four college students took at least one online class is 2008. Are these online learning experiences consistent with the participatory, collaborative learning experiences college students engage in outside of their formal learning environments? How can web 2.0 tools be leveraged to bridge this pedagogical gap and make online learning dynamic, engaging, community-oriented and, overall, more successful?
Education Clouds: Cloud Computing West 2012 ConferenceGigi Johnson
This document discusses how the rise of cloud-based technologies is transforming education. It notes that over 6 million US higher education students now take at least one online course annually. The cloud is breaking down barriers of time and place, allowing ubiquitous and flexible education. This has led to an explosion of massive open online courses (MOOCs) attracting millions of students. However, questions remain around business models, content ownership, and the impact on traditional institutions. While the cloud enables many new opportunities, it also poses challenges around identity, privacy, ownership, and the power of incumbent educational institutions.
Much Ado about Digital Content: What do the Students Say? Julie Evans
This document summarizes a presentation by Project Tomorrow about their Speak Up research findings related to students' use and desires around digital content and e-textbooks. Key points include: students want interactive, collaborative, personalized learning enabled by mobile devices; they see potential benefits of digital content but barriers like digital equity need addressing; and students envision e-textbooks facilitating social learning, un-tethered access, and rich interactive content. Educators generally agree with this vision but face challenges in evaluating and implementing digital resources.
Solutions in Education - Knowledge Society and Mobile LearningMervi Jansson-Aalto
The document discusses the future of education and mobile learning. It notes that education needs to be transformed, not just reformed, to build achievement through discovering each student's talents. Mobile learning can enhance collaboration, contextualize learning, and tailor instruction to individual needs. Effective mobile learning considers the device, learner, social, and mobile learning aspects. Devices like iPads are being used in pilot projects at InnoOmnia for special needs students, work-based learning, and demonstrating real-life competencies. Mobile learning supports and complements traditional learning rather than replacing it.
Learning in the 21st Century: 2011 Trends UpdateJulie Evans
The document summarizes key findings from the 2011 Speak Up report on online learning trends. It finds that more administrators, teachers, and students see value in online learning for keeping students engaged, increasing graduation rates, and offering flexible scheduling. However, barriers like limited funding, evaluating course quality, and teacher comfort level still exist. Motivating teachers to teach online may require flexibility, compensation, and professional development opportunities. Overall, online learning has grown and enables a more personalized learning process, but challenges remain in transforming education.
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
Online Education As Ecommerce
Presented By Shubham Tikkiwal & Nikhil Pareek (IIT Roorkee)
The document discusses problems with the current state of education in India and proposes online education as a solution. It outlines issues like a lack of college and faculty reviews, limited access to study materials, and no platform for direct interaction between educational institutions and students. The document then describes various models of online education including distance learning, blended learning, e-learning and m-learning. It argues that online education can increase access to expertise, provide more up-to-date content at lower cost, and better prepare students for 21st century business.
Effective Communications for Schools in the 21st Century May 28 2012James Murphy
Effective Communications for Schools in the 21st Century discusses trends in technology and communications tools for schools. It provides an overview of tools like social media, mobile apps, and digital content that are changing how schools communicate. The presentation encourages educators to explore these new tools and ways they can engage and inform students, parents, and the community in the digital age. It aims to provide ideas and spark discussion on adapting communications strategies for 21st century learners and learning environments.
This document provides an overview of a presentation on blended learning given by Colleen Worrell and Susan Rees. The presentation introduced blended learning and discussed Project ABLE, a blended learning initiative involving 10 school districts. Project ABLE emphasized developing student-centered, universally designed curriculum units incorporating online learning, open educational resources, and project-based learning to engage students and develop 21st century skills. Teachers participated in a blended professional development program to learn course development and facilitation skills. The presentation provided examples of blended learning models and their outcomes in different school districts.
The document discusses blending digital learning in teacher education programs. It begins with definitions of blended learning as a combination of face-to-face and online instruction. It then discusses how K-12 classrooms are increasingly using mobile devices, laptops, and tablets, and how teacher education programs should keep up with these trends. Specifically, it references the Horizon Report and National Speak Up Survey on technology use in K-12. It promotes 21st century skills like collaboration, communication, and critical thinking when integrating technology into teacher education.
Similar to Online Learning: Where are we now? (20)
Blended Learning: Practical Strategies for the ClassroomKerry Rice
This document provides an overview of strategies for transforming a classroom into a blended learning environment. It discusses various tools and approaches for getting to know students, facilitating discussions, exploring concepts, assessment, and reflection. Specific strategies are organized into phases from newbie to veteran levels and address establishing norms, building community, engaging students, managing activities, and student presentation of learning. The goal is to personalize learning and allow for thoughtful reflection through a combination of online and in-person learning experiences.
Educational Data Mining in Program Evaluation: Lessons LearnedKerry Rice
AET 2016 Researchers present findings from a series of data mining studies, primarily examining data mining as part of an innovative triangulated approach in program evaluation. Findings suggest that is it possible to apply EDM techniques in online and blended learning classrooms to identify key variables important to the success of learners. Lessons learned will be shared as well as areas for improving data collection in learning management systems for meaningful analysis and visualization.
This document summarizes best practices in online teaching based on several models and standards. It discusses that student outcomes are similar between online and face-to-face instruction. Faculty development improves student learning when it is more extensive and self-motivated. Online teaching should be learner-centered, personalized, and focus on building community. Several organizations provide standards for quality online teaching focusing on areas like instructional design, interaction, and student support. The document advocates for online teaching that is responsive, reflective, and customized to student needs.
Innovation in Teaching: Challenges, Risks, and RewardsKerry Rice
This document summarizes a presentation given at the iNACOL Blended and Online Learning Symposium in November 2014. It discusses an online teaching course at Boise State University that emphasizes transformative teaching practices using technology. Students in the course developed individual projects promoting online learning best practices. During the presentation, the professor and three students described the course goals and their projects, which included online course development and educational resources. They discussed challenges of competency-based education and transforming teaching practice with technology.
Using ePortfolios to Evaluate Teachers for Idaho's K-12 Online Teaching Endor...Kerry Rice
This document discusses Boise State University's K-12 Online Teaching Endorsement program. It provides an overview of the program requirements, which include 20 credits of online teaching courses or a demonstration of competencies through an ePortfolio. Candidates are identified by their school partners and evaluated for readiness based on completion of online teaching professional development. Supports for candidates include checklists, coursework, peer ePortfolio reviews, and collaboration between BSU and the schools. The benefits of the endorsement include professional development for teachers, while challenges include applying traditional teaching theory to online environments and critical reflection.
Common Core Gamified: Technology Supported CCSS Mathematics Kerry Rice
This document summarizes key aspects of technology-supported Common Core State Standards (CCSS) mathematics teaching. It outlines instructional shifts in the CCSS to focus strongly on core content, ensure coherence across grades, and emphasize rigor. It describes college and career readiness anchor standards and eight standards for mathematical practice. The document provides examples of how various digital tools can support each of the eight practices, such as using Khan Academy to access external resources, Geogebra to explore mathematical relationships, and Google Docs to collaborate. It stresses the importance of digital citizenship and modeling appropriate Internet use.
Common Core Gamified: Technology Supported CCSS for English Language Arts and...Kerry Rice
This document discusses gamified professional development and strategies for implementing the Common Core State Standards using technology. It describes applying game mechanics like quest-based learning, choice, and mastery to professional development. It provides examples of tools that can be used to build background knowledge, support comprehension, encourage writing, and ensure safe and appropriate Internet use when implementing the CCSS with technology. Key strategies mentioned include using videos, virtual field trips, graphic organizers, and online collaboration tools.
TxVSN Speaks Volumes Conference July 2014Kerry Rice
Kerry Rice presented at the TxVSN Speaks Volumes Conference on making the move to K-12 online teaching. The presentation provided an overview of strategies for online instruction including establishing presence, facilitating discussions, and leveraging technology for learning. It emphasized creating learner autonomy and active participation through collaboration, authentic assessments, and reflection. Rice shared many free online tools and resources to support engagement, personalization, and the development of 21st century skills in online classrooms.
The document provides an overview of the development of an endorsement program for K-12 online teaching at Boise State University. It describes the process used to create the program which included collaborating with various stakeholders in Idaho including K-12 online schools, higher education institutions, and state education agencies. National standards for online teaching were synthesized and adapted to develop Idaho-specific standards for the endorsement. The resulting program includes courses focused on online teaching pedagogy and a virtual field experience requirement. Lessons learned regarding developing competency-based pathways and field experience components are also shared.
The document discusses how technology can enable better teaching through project based learning (PBL). It provides examples of how tools like online collaboration platforms, games and simulations, and multimedia tools support PBL by allowing repetition, individualization, resource sharing, and collaborative knowledge construction. The document then demonstrates an interactive project planner tool and discusses how technology can support traditional, blended, and fully virtual PBL learning environments. It concludes by asking how the reader's classroom may be transformed through these approaches.
This document summarizes the development of Idaho's PreK-12 Online Teacher Endorsement program. It discusses the need for the program based on national trends in online learning. It describes how a team from higher education, K-12 schools, and the state department of education came together to create standards and competencies for online teaching. The process involved synthesizing national standards, developing performance-based assessments, and aligning the standards to the Danielson Framework. Challenges included political agendas and quality control issues. The program aims to prepare all teachers for hybrid instruction and online teaching best practices.
The document summarizes the Masters in Educational Technology program at Boise State University. It provides details on course offerings, certificates, faculty, partnerships, student demographics, and research areas. It emphasizes that the fully online program has served over 1,100 unique students, focuses on leveraging technology for both teaching and learning, and promotes skills like collaboration and authentic assessment for the 21st century.
The document discusses project-based learning (PBL) and how it can be used in a digital age. It defines PBL and compares it to problem-based learning. The document outlines the seven essential elements of high-quality PBL and provides examples of how technology can enable these elements, including allowing repetition, individualization, and collaborative knowledge construction. An example is given of a PBL activity on reducing carbon footprints that incorporates various digital tools and meets the seven essential elements of PBL.
The document discusses differentiating instruction using technology. It defines differentiated instruction and 21st century skills. It provides examples of using online tools to support different learning styles and skills, including communication, collaboration, writing and reflection, and learner autonomy. Specific strategies are described for math and science lessons that incorporate multiple modes of representation, expression and engagement through various technologies.
This document summarizes the findings of a survey of K-12 online teachers regarding their professional development needs and experiences. Some key findings include:
- Many online teachers have significant teaching experience but little training specific to online instruction. Training is most commonly ongoing workshops and from the workplace.
- Topics rated as most important for professional development include learning management system training, communication technologies, and the field of online teaching. Additional topics of interest relate to instructional design, student needs, and online facilitation strategies.
- Training needs vary depending on experience. Brand new teachers want more training on supporting students with disabilities and online collaboration, while more experienced teachers are interested in topics like the psychology of online learning and student autonomy.
This document discusses project-based learning (PBL) in online environments. It emphasizes creating learner autonomy through scaffolding, interactive tools, and authentic assessments. Constructivist practices like PBL combined with learner-centered pedagogies (LCPs) provide best practices for online teaching. Tools and strategies discussed support collaboration, participation, and developing 21st century skills through student-centered projects.
This document provides an orientation agenda for adjunct faculty. It includes introductions, background on the program which is experiencing growth. It discusses the Adobe Connect web conferencing tool, adjunct faculty pages on Moodle, portfolio requirements, student needs like disabilities, and department requirements. The document also outlines policies on enrollments, drops and withdrawals. It provides guidance on design principles, flexibility, feedback, workloads, and best practices for making the course their own.
Growth in K-12 online learning continues at a rapid pace, but what do we know about best practice when learners are physically separated from their teachers and peers? Find out about the latest trends and research in online learning environments with a special focus on Idaho as a national leader in providing transformative educational opportunities for learners.
This document discusses how constructivist practices can be translated to online learning environments. It provides examples of how problem-based learning (PBL), collaboration, learner autonomy, and authentic assessment are implemented in higher education and K-12 online courses. Specifically, it describes Connections Academy, a leading provider of K-12 virtual education, and how their courses incorporate active participation, collaboration tools, learner scaffolding, and benchmark projects to assess student learning. Overall, the document illustrates how principles of constructivism can successfully guide the design of online learning experiences.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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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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.
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
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
3. National Trends
2019
2016
25 million
2010 5–6 ½ of all
million** high
1.8 million* school
2008 courses
1,030,000
2000
45,000
*US Dept. of Education, National Center for Education Statistics (2011)
**Anthony G. Picciano and Jeff Seaman, Sloan Consortium Report 2009
4. Virtually every Idaho district has a student in an IDLA
course (about 16,000 students)
2009 - 2010 -
Idaho Virtual Charter Schools 2010 2011 Increase
Idaho Virtual Academy, K-12 Inc. (2002) 2,662 2,750
Richard McKenna Charter High (2002) 229 345
Idaho Distance Education Academy (2004) 900 913
Inspire Connections Academy (2005) 501 605
iSucceed, Insight School(2008) 735 765
Idaho Connects Online (2009)
(Formerly Kaplan Academy of Idaho) 102 213
Kootenai Bridge Academy (2009) 138 237
Another Choice Virtual School (2010) 100 120
Virtual Charters 4,176 4,728 13%
Brick and Mortar Charters 10,311 11,484 11%
All Charters 14,487 16,212 12%
http://chartercommission.idaho.gov/schools/documents/all_charter_data_sheets_12a.pdf
5. The future is NOW
Dual degrees and success measured by completion (not
seat time)
4 day school
weekhttp://www.sde.idaho.gov/site/ruraleducati
on/
39 schools districts and charter schools
considering 4 day school week for 2011-2012
Online teaching experience = credit for pd
Blended Hybrid Flipped oh my!!
7. What is Blended Learning?
“A formal education program in
which a student learns 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.
Heather Staker and Michael Horn, Innosight Institute:
http://www.innosightinstitute.org/media-room/publications/education-publications/classifying-k-12-
blended-learning/
8.
9. Transforming Policy
• Establish a one to one
computer ratio in high school.
• Give teachers classroom tools.
• Provide teacher training.
• Increased Access -
Idaho Education
Network
10.
11. … "online course" means a course which delivers
a sequential program of synchronous and/or
asynchronous instruction primarily through the use
of technology, in which the instructor is not
physically located at the school or place in which
the student is receiving instruction. Nothing in this
definition shall prohibit a blended course that
includes face-to-face, in person instruction,
provided that a majority of the instruction is
delivered as stated herein.”
13. Idaho K-12 Online Teaching Standards
(Parallel Idaho Core Teaching Standards)
1. Knowledge of Online Education
2. Knowledge of Human Development and Learning
3. Modifying Instruction for Individual Needs
4. Multiple Instructional Strategies
5. Classroom Motivation and Management Skills
6. Communication Skills, Networking and Community Building
7. Instructional Planning Skills
8. Assessment of Student Learning
9. Professional Commitment and Responsibility
10. Partnerships
15. Putting Student Learning First
“Students should be encouraged
to go as far and as fast as they
can.”
Innovation for competency-based
models that are outcome-based.
Focus on Student-Centered
Learning
16. Transformations
• How we view time (carnegie unit).
• Accountability for learning (badges).
• More emphasis on authentic learning experiences (PBL).
• Increased student participation in their own learning (co-
design).
• Adaptive learning management systems that use data to
drive personal learning plans.
• Just-in-time summative assessments (NCLB).
• http://www.ednewscolorado.org/2011/10/04/25310-analysis-shows-half-of-online-students-leave-
programs-within-a-year-but-funding-stays
17. “You simply cannot "A teacher that can
replace a teacher be replaced by a
with a laptop.” machine should be."
http://neatoday.org/2011/04/01/laptops-are-not- http://www.ted.com/talks/lang/en/sugata_mitra_t
teachers/ he_child_driven_education.html
18. Leveraging
Technology
for
Learning
Educator (vs.Teacher)
Assign Learning Tasks
Assess
Guide dev. of PLP’s
Curriculum Dev.
Course Design
Changing
Role of the
Teacher
19. Rice, K. (2012). Making the Move to K-12 Online Teaching: Research-
Based Strategies and Practices, p. 24.
20. Real World Challenges
• Access
• Learning Management
Systems
• Content – particularly in
difficult subject-areas
• Computer Skills ??
• Making use of data
• Transformative teaching
strategies
30. More tools…
• Resource Sharing • Brainstorming
– Google Sites – Bubbl.us
– Diigo and Webslides – Kidspiration
– Edublog • Project Management
– CiteULike – Google Groups
– Xtimeline – Google Sites
– Trailmeme – Gliffy
– Paper.li/Scoop it – Doodle
• Games • Writing and Reflection
– Centre of the Cell – Voicethread
– Earthquake – Glogster
– Cruel 2 B Kind – Bitstrips
– Stop Disasters! – Google Docs
31. A Flippin’ Framework
for Strategy Development
STRATEGY CLASSROOM/SCHOOL/DISTRICT SUPPORTS EXAMPLE TOOLS
Blending
Beginner (10% - 25%) Internet resources (Global Collaborations, Computers, open access, bandwidth, asset or Collaborate in descriptive writing on the Monster Google Docs, Google Sites, Trailmeme,
Scavenger Hunts) content management system (My Big Campus), Exchange learning community. Other useful sites Grabbabeast, Phet, Zoom Kitchen
include virtual math manipulatives, simulations, Chemistry, National Library of Virtual
games, tutorials, remediation. Manipulatives
Shared resource respositories Computers, bandwidth, open access Preload Diigo with resources. Students use the Diigo, CiteULike, Pinterest, Delicious,
annotation tool to highlight and explain structure only2clicks, symbaloo
and context of materials.
Lecture Capture (for remediation or absent Central LMS or asset/content management system Record class lectures using a lecture capture LMS (Blackboard, Moodle, Brain Honey),
students) tool. Upload to a central location for access when CMS (My Big Campus)
needed.
Classroom Group Open access Communicate with parents Google Groups, Yahoo Groups,
Facebook, Blog, Wiki
Collaborative Brainstorming Computers, open access, bandwidth Teacher directed collaborative brainstorming Bubbl.us, Gliffy
Intermediate (25% - 50%) Internet Integration activities (WebQuests, Computers, open access, small class sizes Students work in small groups to complete a Google Sites, LMS, Virtual Field Trip
Virtual Field Trips) Webquest (Groups of students work in groups websites
around a single computer.)
Collaborative document creation Computers, broadband capacity, open access Students work in small groups using online Google Docs
collaboration tools. (Students work at their own
computer but belong to a group.)
Online discussions Computers, open access, broadband capacity, Practice language skills with others from the LMS, Voicethread, Skype, My Language
microphone or headset country of origin. Exchange
Advanced (> 50%) Digital Video resources (for delivery outside Computer access (one-to-one, after school labs, Khan Academy YouTube, WatchKnow, TeacherTube
the classroom) laptop checkout)
Digital Media Creation Computer access (one-to-one, after school labs, Teacher created videos explaining a complex SnagIt, Jing, Camstudio, Camtasia,
laptop checkout) concept using examples and materials from Screenr, Screencast, microphone,
everyday life. Webcam
Mobile Learning Mobile device access Situated Simulations that superimpose historical Smartphone, iPad,
elements over real-time locations.
Gaming Computer access (one-to-one, after school labs, Embed gaming elements into learning goals 3-D GameLab quest-based learning
laptop checkout) (badges, achievements, self-selection, leveling) management system
https://docs.google.com/spreadsheet/ccc?key=0Ai3yKZKvaKCDdE5kZWZJeTVtZkxtNkR3Zkw5aGxZWFE#gid=0
33. In a review of empirical studies, the U.S. Department of
Education concluded, “...on average, students in online learning
conditions performed better than those receiving face-to-face
classes.” (Evaluation of Evidence-based Practices in Online
Learning, May 2009)
Key Findings
The effectiveness of online learning is tied to
learning time, curriculum, pedagogy, and
opportunities for collaboration.
Online learning can be enhanced
by giving learners control of their
interactions with media
Online learning can be enhanced
by prompting learner reflection.
34. “No Significant Difference”
• “Florida Connections Academy 2009 State Test Scores Exceed
Overall State Results” (Connections Academy)
• “Newly released state data reveal that e-schools perform better
academically than Big 8 districts at lower cost “ (Ohio Alliance for
Public Charter School)
• Best Practices in K-12 Online. Goal: Identify those online delivery
methodologies that seem to produce exceptional educational results
in terms of standardized testing outcomes.
35.
36. What was the number
one reported challenge
for teachers with 0
years of online teaching
experience?
37. Self - Reported Needs
(sorted by Online Teaching Experience)
O Years
• Isolation (n=21)
• Technology Skills (n=20)
• Time Management (n = 20)
1 - 5 Years
• Student Responsibility (n=43)
• Time Management (n=40)
• Parental Support (n = 36)
6 + Years
• Time Management (n=11)
• Student/teacher ratio (n=8)
• Student Responsibility (n=7)
• Parental Support (n = 7)
38. How will your
classroom be
transformed?
Kerry Rice
Department of Educational Technology
Boise State University
krice@boisestate.edu
39. Resources
• Queen, B., & Lewis, L. (2011). Distance Education Courses for Public Elementary and Secondary
School Students: 2009–10 (NCES 2012-008). U.S. Department of Education, National Center for
Education Statistics. Washington, DC: Government Printing Office.
http://nces.ed.gov/pubs2012/2012008.pdf
• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones., K. (2009). Evaluation of evidence-based
practices in online learning: A meta-analysis and review of online learning studies. U.S. Department
of Education, Office of Planning, Evaluation, and Policy Development, Washington, DC: Government
Printing Office. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
• Making the Move to K-12 Online Teaching: Research-Based Strategies and Practices
www.pearsonhighered.com/rice1e
• A Flipping Framework: http://bit.ly/JahtdX
• Innosight Institute: http://www.innosightinstitute.org/
• Edtech K-12 Online Endorsement Program: http://edtech.boisestate.edu/idaho-k-12-online-teaching-
endorsement-program/
• ISTE NETS Standards: http://www.iste.org/standards.aspx
40. Resources
• Clearing the Path: Creating Innovation Space for Serving Over-Age, Under-Credited Students in
Competency-Based Pathways http://www.ednewscolorado.org/2011/10/04/25310-analysis-shows-
half-of-online-students-leave-programs-within-a-year-but-funding-stays
• Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning
http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdf
• It’s Not a Matter of Time: Highlights from the 2011 Competency-Based Learning Summit
http://www.inacol.org/research/docs/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdf
• Troubling Questions about Online Education: http://www.ednewscolorado.org/2011/10/04/25310-
analysis-shows-half-of-online-students-leave-programs-within-a-year-but-funding-stays
• Viewpoint: Authorizing Online Learning http://www.inacol.org/research/docs/Vander%20Ark-
Patrick%20Cyber%20Learning%20Viewpoint_August%202011.pdf
• Going Virtual! Research Series: http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm
• The reality of virtual schools: A review of the literature. (2008). http://1.usa.gov/MLJwSF
Editor's Notes
a national view of online learningThis illustrates the growth of online learning – 45,000 in 2000 and now over 1 million last year.47% enrollment increase from 2007Definition of online learning – offered over the Internet – not Interactive TV, televised courses, etc. According to the Sloan Report – Online learning is distributed as follows – 69% 9-12, 17% 6-8, 14% K-5Over 4 million students are now enrolled in full-time courses at colleges and universities – this does not include blended content that supports face-to-face coursesKeep in mind that this 1 million number is out of a nationwide 49 million public school students – we are early – this is still developingThe Sloan group is predicting 5-6 million online enrollments by 2016 – this would mean that over 10% of students nationally would be taking an online courseThink about your class, your school or your district – how does this align with what you are doing?Online Learning will disrupt traditional educational systems by the year 2019
38% of all charter school enrollments in the state of Idaho2% of all enrollments in the state – national average
: Idaho will raise the bar by implementing college- and career-ready academic standards that are comparable with any country in the world.The state will invest $13 million each year for advanced classroom technology, including hardware and necessary professional development. If a student meets graduation requirements early, the state will pay for dual credit courses in the student's senior year.Unfreeze the salary gridRaise minimum teacher payImplement pay-for-performanceFund dual credit
The state board of education shall promulgate rules to implementthe provisions of this section, including a requirement for online coursesneeded for graduation beginning with the graduating class of 2016, and thedevelopment of digital citizenship standards for students to which thisgraduation requirement applies.ONLINE COURSES –- MOBILE COMPUTING DEVICES AND TEACHER TRAININGMobile computing devices provided to high school teachers 2012 – 2013 1/3 high school students each year from 2013 – 2016Online Course Requirement for 2016 graduation
Preservice competencies to transformative practices:Performance-Based Assessment for Pre-Service as a Bridge to Online EndorsementAll teachers prepared to facilitate a hybrid instruction model and to have an understanding of best practices in instructional technologyPerformance-Based Assessment for Online Teachers
When we talk about online teaching – we tend to be very tool centric which can be pretty overwhelming…
Tech years are like dog years – every year of my life = 5 tech years.
Leveraging the technology to support learning.
Why the technology enables us to teach better than we could without the technology:Repetition: Students can re-read, re-listen, re-watch the content on their own as often as desired/needed.Individualization: Students get what they need (and not what they don’t). Time is used wisely. Pace: Students can read faster and go through problems without getting all content if they don’t need it, or they can take longer if they need it. Different method or format: We all benefit from a different style, or changing the method. We get tired of the same thing, and some times we just don’t understand it the way one person explains it or the way the book shows it. When we have the video and online tools to use, sometimes it clicks more. Metacognition: Students become self-disciplined and learn to understand if they have gained mastering and understanding of the material or not. If they have not mastered it, there is no point in moving on. We move from a goal of checking off lessons and moving through (with or without understanding) to a master approach. Motivating: Who doesn’t enjoy using their creativity, interests, and skills to produce with technology and use their technology? Endless options and opportunitiesStudents are less worried about peers online: example of my student David who is very shy and quiet in person, but through virtual sessions he was one of the most talkative students, and I actually had to limit his use of the microphone to allow other students to participate. Brainstorming, reflectionStudent-centered…
Global SchoolNet's mission is to support 21st century learning and improve academic performance through content driven collaboration. We engage teachers and K-12 students in meaningful project learning exchanges worldwide to develop science, math, literacy and communication skills, foster teamwork, civic responsibility and collaboration, encourage workforce preparedness and create multi-cultural understanding.
NASA site is an example of the whole package – project ideas, lesson plans, and supporting materials.Virtual schoolhouse bridge project is an example of a project idea – might be supported with the Bridge to Classroom simulation for example – students construct a bridge designed to withstand an earthquake and then get to test out the design under various circumstances. Watchknowlearn – 20,000 hand picked, vetted, organized and categorized videos for K-12 educationSchoolTube
AggregatorsSccop It
Tell them how you’re going to bore themBore themTell them how you bored them
1) demonstrating how data mining can be incorporated into course evaluation in order to support decision making at the course level and at the institutional level; 2) exploring potential applications at the K-12 level for educational data mining that has already been broadly adopted in higher education institutions; 3) providing a framework of data triangulation that generates high-quality and non-partial results by combining student learning logs with demographic data and course evaluation survey; 4) depicting profiles of successful and at-risk students and identifying important predictors of student performance, course satisfaction, and instructor satisfaction for K-12 online education.