This document discusses orienting students to online learning and the importance of emphasizing learning. It begins by identifying attributes needed for 21st century learning and broadening the concept of "college ready" to include digital literacies. It then describes one community college's efforts to improve student success and readiness for online learning through assessments, orientations, and faculty training. These initiatives aim to better prepare students for the increasing prevalence of online courses and digital environments in higher education.
This curriculum was developed in 2021 for junior medical staff at Al-Azhar University to teach online skills. It aims to replace traditional education with online education. Needs assessment found a lack of online teaching experience and skills among staff. The goals are to qualify staff in online platforms, techniques, and evaluation. Educational strategies include lectures, discussions, and demonstrations to develop knowledge, skills, and positive attitudes. Implementation will start with a pilot and then expand training over 9 months. Evaluation includes pre-and post-tests to assess improvements in skills and achievement of objectives. The curriculum will be reviewed annually and revised based on assessments.
The document discusses the value of online learning for K-12 students. It notes that online learning provides greater access to education through non-traditional methods. Studies have shown that online learners improved more than traditional students in areas like self-reflection and participation. Statistics show growing enrollment in online K-12 courses. Experts believe schools should be required to offer online options to meet varied student needs.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
Reimagining the Role of Technology in Education: 2017 National Education Tech...eraser Juan José Calderón
Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Report.
he National Education Technology Plan is the flagship educational technology policy document for the United States. The Plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015.
In order to keep pace with the changes we are seeing in schools, districts, and states on an almost daily basis, we are updating the NETP more often. Feedback from our stakeholders indicates that the previous five year update cycle was not frequent enough. In response, with this 2017 update, we commence a pattern of yearly, smaller scale updates to the NETP.
This document provides an introduction and overview of Open Educational Resources (OER) presented by Una Daly, the director of CCCOER. The presentation discusses the benefits of OER for students and institutions, highlights key OER repositories and licensing options, and outlines funding opportunities and recent research findings showing positive student outcomes with OER. It also promotes the community of practice for open education and opportunities for collaboration within the open education field.
Ivy Tech Community College is implementing student success courses as part of its efforts to increase completion rates through Achieving the Dream. The courses focus on academic skills, life skills, and college transition seminars. Initial data shows the courses have increased persistence and course completion rates. Ivy Tech plans to communicate about the courses through emails, websites and meetings to instructional teams, students and the public. The goal is to share best practices and the impact of using student success courses as part of a comprehensive first-year experience program.
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
This curriculum was developed in 2021 for junior medical staff at Al-Azhar University to teach online skills. It aims to replace traditional education with online education. Needs assessment found a lack of online teaching experience and skills among staff. The goals are to qualify staff in online platforms, techniques, and evaluation. Educational strategies include lectures, discussions, and demonstrations to develop knowledge, skills, and positive attitudes. Implementation will start with a pilot and then expand training over 9 months. Evaluation includes pre-and post-tests to assess improvements in skills and achievement of objectives. The curriculum will be reviewed annually and revised based on assessments.
The document discusses the value of online learning for K-12 students. It notes that online learning provides greater access to education through non-traditional methods. Studies have shown that online learners improved more than traditional students in areas like self-reflection and participation. Statistics show growing enrollment in online K-12 courses. Experts believe schools should be required to offer online options to meet varied student needs.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
Reimagining the Role of Technology in Education: 2017 National Education Tech...eraser Juan José Calderón
Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Report.
he National Education Technology Plan is the flagship educational technology policy document for the United States. The Plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015.
In order to keep pace with the changes we are seeing in schools, districts, and states on an almost daily basis, we are updating the NETP more often. Feedback from our stakeholders indicates that the previous five year update cycle was not frequent enough. In response, with this 2017 update, we commence a pattern of yearly, smaller scale updates to the NETP.
This document provides an introduction and overview of Open Educational Resources (OER) presented by Una Daly, the director of CCCOER. The presentation discusses the benefits of OER for students and institutions, highlights key OER repositories and licensing options, and outlines funding opportunities and recent research findings showing positive student outcomes with OER. It also promotes the community of practice for open education and opportunities for collaboration within the open education field.
Ivy Tech Community College is implementing student success courses as part of its efforts to increase completion rates through Achieving the Dream. The courses focus on academic skills, life skills, and college transition seminars. Initial data shows the courses have increased persistence and course completion rates. Ivy Tech plans to communicate about the courses through emails, websites and meetings to instructional teams, students and the public. The goal is to share best practices and the impact of using student success courses as part of a comprehensive first-year experience program.
Increasing the success of dual enrollment and dual credit high school studentsafacct
The document discusses increasing the success of dual enrollment and dual credit high school students at Harford Community College. It explores the different models used, including dual enrollment between HCC and Harford County Public Schools. It outlines successes like support from high school instructors and college professors visiting classrooms. It also discusses challenges around things like timely assignment completion and effective citation use, and solutions implemented. Statistics from Maryland reports on dual enrollment growth are also presented.
Speak Up Congressional Briefing Oct 20 2021Julie Evans
This briefing discussed the findings of the Speak Up 2020-21 research project. It highlighted how the pandemic accelerated changes in education including increased focus on equity, student engagement, and empowerment. Key insights included that most schools now provide devices and internet access to all students, but true equity is about more than just access. The briefing also found that while students say learning is important, only half feel engaged in their current schoolwork. Students desire more real-world learning experiences and choice in how they learn. The panel discussion with students emphasized the need to build upon lessons from the pandemic to create a better future focused on empowering students.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
Virtual Schools: Potential Solution for Equity and Quality Education for AllDina Ghobashy
In developing countries, public education systems, which enroll about 90 percent of all primary and 70 percent of all secondary students, face multiple challenges from overcrowded classrooms, lack of an incentives structure to shortage of qualified teachers and resources. These problems are expected to become more serious with the projected dramatic increase in the demand for schooling during the next decades. This presentation introduces virtual schools and the promise they hold in alleviating some of the current public education systems problems in achieving access and quality for all.
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.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
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.
"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
Marianne Hassan, SUNY Provost Office: SUNY Online InitiativeAlexandra M. Pickett
This document provides background information on SUNY's online education initiatives and plans to expand online enrollment. It summarizes that SUNY currently has around 26,000 students enrolled fully online, but aims to increase that number by 80,000 within 5 years. This expansion would generate an additional $1.05 billion in annual revenue for SUNY. The document discusses SUNY's existing online successes, opportunities to partner with companies and increase access to programs in high demand fields. It proposes an "Online SUNY" operated within the system to enhance services, facilitate new cross-campus partnerships, and engage industry to identify workforce needs. The principles of this expansion include increasing access, affordability, and responding to New York state industry needs through
ON MoE 2019: Overview of e-Learning in CanadaMichael Barbour
Barbour, M. K. (2019, April). Overview of e-learning in Canada. An invited presentation to the Education Research & Evaluation Strategy Branch of the Ontario Ministry of Education, Toronto ON.
Project Tomorrow conducted the annual Speak Up research project in 2017 to collect feedback from K-12 stakeholders on digital learning. Over 400,000 students, teachers, parents, and administrators provided input. Key findings included that more students have access to mobile devices at school, with 31% assigned a personal device. Teachers reported using online content and apps most frequently and needing more planning time and support to integrate technology effectively. Parents strongly support technology use in schools and see it as important for their child's future success, but their greatest concern is uneven technology use between teachers.
AERA 2016 - Evaluation and Approval Constructs for K-12 Online and Blended Co...Michael Barbour
Barbour, M. K., & Clark, T. (2016, April). Evaluation and approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual meeting of the American Educational Research Association, Washington, DC.
AECT 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
DLAC 2021 - Using Formative Evaluation to Keep Your Program on TrackMichael Barbour
Clark, T., Barbour, M. K., & Debruler, K. (2021, June). Using formative evaluation to keep your program on track [Panel]. Digital Learning Annual Conference, Austin, TX.
Digital Learning: the Views of North County Students, Parents & EducatorsJulie Evans
This document summarizes the work of Project Tomorrow, a national nonprofit focused on digital learning. It discusses findings from their annual Speak Up survey on K-12 students', parents', and educators' views on technology. The 2013 survey in North County had over 15,000 participants. Key findings include high ownership of mobile devices by students, growing use of social media for learning, and interest in online and blended learning models. Barriers to tech use in schools include blocked websites and slow internet. The document promotes Project Tomorrow's research and advocacy efforts to advance digital learning.
NASPA Conferences of Student Success: Supporting Post-Traditional Studentsbrightspot
As institutions anticipate the enrollment cliff and an increase in post-traditional students, how must they evolve to best support these audiences? brightspot Director Amanda Wirth Lorenzo and Metro State Provost & Executive Vice President for Academic and Student Affairs Amy Gort answer this question from a national and local perspective: sharing insights from brightspot's national Student Experience Snapshot complemented by strategies from Metro State that has supported post-traditional students for 50 years. These perspectives provide the strategies and tactics to help you adapt your support services, campus, and technology for post-traditional students.
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 Congressional Briefing Oct 20 2021Julie Evans
This briefing discussed the findings of the Speak Up 2020-21 research project. It highlighted how the pandemic accelerated changes in education including increased focus on equity, student engagement, and empowerment. Key insights included that most schools now provide devices and internet access to all students, but true equity is about more than just access. The briefing also found that while students say learning is important, only half feel engaged in their current schoolwork. Students desire more real-world learning experiences and choice in how they learn. The panel discussion with students emphasized the need to build upon lessons from the pandemic to create a better future focused on empowering students.
The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
Virtual Schools: Potential Solution for Equity and Quality Education for AllDina Ghobashy
In developing countries, public education systems, which enroll about 90 percent of all primary and 70 percent of all secondary students, face multiple challenges from overcrowded classrooms, lack of an incentives structure to shortage of qualified teachers and resources. These problems are expected to become more serious with the projected dramatic increase in the demand for schooling during the next decades. This presentation introduces virtual schools and the promise they hold in alleviating some of the current public education systems problems in achieving access and quality for all.
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.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
SITE 2018 - Examining the Validity of the iNACOL Standards: Improving K-12 On...Michael Barbour
Adelstein, D., & Barbour, M. K. (2018, March). Examining the validity of the iNACOL standards: Improving K-12 online course design. A brief paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
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.
"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
Marianne Hassan, SUNY Provost Office: SUNY Online InitiativeAlexandra M. Pickett
This document provides background information on SUNY's online education initiatives and plans to expand online enrollment. It summarizes that SUNY currently has around 26,000 students enrolled fully online, but aims to increase that number by 80,000 within 5 years. This expansion would generate an additional $1.05 billion in annual revenue for SUNY. The document discusses SUNY's existing online successes, opportunities to partner with companies and increase access to programs in high demand fields. It proposes an "Online SUNY" operated within the system to enhance services, facilitate new cross-campus partnerships, and engage industry to identify workforce needs. The principles of this expansion include increasing access, affordability, and responding to New York state industry needs through
ON MoE 2019: Overview of e-Learning in CanadaMichael Barbour
Barbour, M. K. (2019, April). Overview of e-learning in Canada. An invited presentation to the Education Research & Evaluation Strategy Branch of the Ontario Ministry of Education, Toronto ON.
Project Tomorrow conducted the annual Speak Up research project in 2017 to collect feedback from K-12 stakeholders on digital learning. Over 400,000 students, teachers, parents, and administrators provided input. Key findings included that more students have access to mobile devices at school, with 31% assigned a personal device. Teachers reported using online content and apps most frequently and needing more planning time and support to integrate technology effectively. Parents strongly support technology use in schools and see it as important for their child's future success, but their greatest concern is uneven technology use between teachers.
AERA 2016 - Evaluation and Approval Constructs for K-12 Online and Blended Co...Michael Barbour
Barbour, M. K., & Clark, T. (2016, April). Evaluation and approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual meeting of the American Educational Research Association, Washington, DC.
AECT 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
DLAC 2021 - Using Formative Evaluation to Keep Your Program on TrackMichael Barbour
Clark, T., Barbour, M. K., & Debruler, K. (2021, June). Using formative evaluation to keep your program on track [Panel]. Digital Learning Annual Conference, Austin, TX.
Digital Learning: the Views of North County Students, Parents & EducatorsJulie Evans
This document summarizes the work of Project Tomorrow, a national nonprofit focused on digital learning. It discusses findings from their annual Speak Up survey on K-12 students', parents', and educators' views on technology. The 2013 survey in North County had over 15,000 participants. Key findings include high ownership of mobile devices by students, growing use of social media for learning, and interest in online and blended learning models. Barriers to tech use in schools include blocked websites and slow internet. The document promotes Project Tomorrow's research and advocacy efforts to advance digital learning.
NASPA Conferences of Student Success: Supporting Post-Traditional Studentsbrightspot
As institutions anticipate the enrollment cliff and an increase in post-traditional students, how must they evolve to best support these audiences? brightspot Director Amanda Wirth Lorenzo and Metro State Provost & Executive Vice President for Academic and Student Affairs Amy Gort answer this question from a national and local perspective: sharing insights from brightspot's national Student Experience Snapshot complemented by strategies from Metro State that has supported post-traditional students for 50 years. These perspectives provide the strategies and tactics to help you adapt your support services, campus, and technology for post-traditional students.
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.
What Schools Should Know About Online Learning -- Techcon 2010Jeffrey Hunt
This document discusses trends in online learning and provides guidance for schools developing online programs. It notes that online learning is growing rapidly and will likely make up 50% of high school courses by 2018. The document outlines important considerations for online programs such as curriculum, technology, administration, student support, and evaluation. It emphasizes that online learning prepares students for their future opportunities in higher education and careers.
This document provides guidelines for online learning experiences in Michigan. It begins by introducing the members of the Michigan State Board of Education and the staff involved in developing the guidelines. It then defines online learning and provides the rationale for requiring an online learning experience for high school students, which is to prepare them for further education and the modern workplace. Finally, it describes the most common formats for delivering online education, ranging from teacher-led experiences to more independent, self-paced models. The overall goal is to engage and challenge students by providing high-quality online learning opportunities.
The document summarizes a proposed strategic planning process to develop a virtual school strategy for New York City. It discusses piloting various online learning models in NYC schools. It also outlines a 90-day strategic planning project to address key issues in creating a NYC Virtual School, including goals, regulations, funding, staffing, technology, and accountability. The presentation identifies the growing national landscape of online learning and discusses important considerations when starting a virtual school program.
This document discusses 5 key federal policy issues regarding online learning:
1. Accountability should be based on individual student growth models to better support competency-based learning.
2. Assessments should move to performance-based systems that provide ongoing, real-time data throughout a student's learning process.
3. More research is needed on effective practices in K-12 online and blended learning.
4. Training and support are needed to develop teachers and leaders with the skills to facilitate new competency-based learning models.
5. Reliable internet access and open educational resources are critical to ensure all students can access online courses and materials.
Leading Towards Equity & Student AgencyJulie Evans
The document summarizes key findings from the Speak Up Research Project regarding the path forward for equity and student agency based on research insights. Some of the main points include:
1) The pandemic exposed inequities in access to technology and learning experiences, but districts have made progress in addressing the homework gap through initiatives like device and hotspot loan programs.
2) While access has improved, equity concerns remain regarding the efficacy of technology use, teachers' comfort levels with new learning models, and addressing students' diverse needs.
3) Students want more control and choice in their learning, seeing benefits to virtual learning like flexibility, but many still learn best with in-person interactions. Their vision for effective learning focuses
The document discusses Colorado's efforts to redesign developmental education. It notes that developmental education enrollment and costs have increased significantly in recent years despite low completion rates, especially in math. Colorado established a Developmental Education Task Force to recommend reforms that promote greater student success. Emerging recommendations include revising assessment and placement, compressing and mainstreaming developmental course sequences, and providing additional academic and non-academic supports for students. The goal is to improve developmental education outcomes and help more students complete college programs.
The document discusses Colorado's efforts to redesign developmental education. It notes high rates of students requiring remedial courses and low completion rates. Colorado formed a Developmental Education Task Force to recommend reforms based on best practices. Emerging recommendations include using multiple measures for placement, compressing English and math sequences, adding supports like learning communities, and developing standardized curriculum and assessments. The goal is to improve developmental education and increase college completion rates.
Job Talk: Research - Cape Breton University (2016)Michael Barbour
This document summarizes research on K-12 online learning in Canada. It finds that K-12 distance education continues to grow each year but better data is needed. Blended learning is common but often unrecognized. Unions are cautiously supportive but want to ensure quality online instruction. There is limited research on K-12 online learning in Canada despite it being a growing field, with few dedicated research centers.
This webinar discussed research needs and priorities for three K-12 virtual schools: Michigan Virtual School, The Virtual High School, and North Carolina Virtual Public School. Key research topics included effective instructional strategies for online learning, student engagement, collaboration tools, blended learning models, and teacher evaluation processes for online instructors. Representatives from each virtual school provided details on their programs and outlined potential research partnerships and opportunities.
K12 Online Learning: What we Know Now -- SLATE Conference 2010Jeffrey Hunt
With online learning growing across the P-20 spectrum, this session will outline what we are learning about our online students and what they are telling us about their learning online. Indian Prairie offers several online courses for students to prepare them for future learning in higher education, the business world, or in the service to their country. The presentation includes results of demographic analysis of students and survey results of student learning.
On May 1st, the Center for Innovative School Facilities hosted a group workshop led by Adam Rubin of New Visions for Public Schools. Adam led a discussion focusing on education reform and how it is driving the design, construction, and community and administrative infrastructure of school facilities.
The document discusses a six-point plan to increase academic rigor in schools by committing to rigor for all students, conducting an inventory of advanced course offerings, supporting teacher professional development, aligning curricula between middle and high school, using data to inform decisions and identify prospective students, and offering a fully aligned college readiness system with AP courses. The plan is presented as a treatment to address concerns about student preparation for college.
Delivering Online Credit Recovery: Featuring St. Tammany Parish Public SchoolsBlackboard
Often called the "silent epidemic" in our nation's high schools, high dropout rates put individual students' futures at risk and pose enormous challenges to our nation's economic and social well being. Online credit recovery is an option that is rapidly gaining acceptance thanks to its unique ability to help address the dropout crisis.
With innovative delivery options that include before/after school models, weekend programs, and offerings during the school day, online credit recovery is delivering important benefits to students and schools alike including efficiency, flexibility, and cost effectiveness.
St. Tammany Parish Public Schools (LA) describes how they are using online credit recovery, delivered through a virtual school, to engage students with personalized learning opportunities and maximize district resources in order to increase graduation rates.
Also explored is how the Blackboard Learn(TM) platform provides the foundation for a district-based online credit recovery program.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
Next Generation Engineering Education White Paper (2)Andy Lau
- Engineering education and training is virtually non-existent in K-12 education in most states according to a Purdue University study, and many educators believe engineering concepts should be introduced at an earlier age.
- New standards and programs aim to improve STEM education beginning in middle school through hands-on learning opportunities, but misconceptions still limit girls' and women's participation in the field.
- At the university level, flipped classroom models and virtual learning tools are helping to engage students and make the most of limited classroom time for technical subjects like engineering.
“A Virtual Tour of Innovative Student Services” Presented at the annual conference of the WICHE Cooperative for Educational Technologies,
November 12, 2010, La Jolla, California
The document discusses the need to prepare students for the 21st century through new standards focused on developing skills like critical thinking, problem solving, collaboration, and global awareness. These standards differ from traditional standards in focusing on real-world application of knowledge and digital literacy. The common core and next generation science standards incorporate skills like analyzing data, considering multiple perspectives, and effective communication. Schools must redesign curriculum and professional development to teach these skills through project-based and personalized learning.
Similar to Orientating Students to Learning Online: Why the Emphasis on Learning Matters (20)
Say Aloha to Student Success: Using Non-Cognitive Data to Impact the JourneySmarterServices Owen
This webinar discusses student success, what role non cognitive attributes play, and spotlights best practices using SmarterMeasure Learning Readiness Indicator assessment
The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...SmarterServices Owen
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Orientating Students to Learning Online: Why the Emphasis on Learning Matters
1. ORIENTING STUDENTS TO
LEARNING ONLINE:
WHY THE EMPHASIS UPON LEARNING MATTERS
Ghazala Hashmi, PhD
Coordinator, Quality Enhancement Plan
Meg Foster, MA
Assistant Coordinator, Quality Enhancement Plan
J. Sargeant Reynolds Community College
Richmond, Virginia
SmarterServices Summer Webinar Series July 24, 2013
2. Overview of the Session
• Identifying the attributes vital for effective learning within the
21st century
• Broadening our concepts of ―College Ready‖ within these
new and emerging contexts of higher education
• Expanding our institutional approaches to student
preparation with concepts built upon targeted assessments
• Implementing these findings directly within support resources
for students and faculty
• Proposing some next steps
J. Sargeant Reynolds Community College 2
3. Goals of the Session
To evaluate the ways in which student readiness must
include – for all students – some degree of readiness for
the new digital literacies of this century
To share one institution’s efforts in the area of improving
student success within online learning
J. Sargeant Reynolds Community College 3
4. Background: JSRCC’s Quality
Enhancement Plan (QEP)
Success in
Distance
Learning
Student
Readiness
Student
Orientation
Faculty
Training
J. Sargeant Reynolds Community College 4
5. ATraditional, Operational Definition of
―College Ready‖
The level of preparation a student needs in order to enroll and
succeed—without remediation—in a credit-bearing, general education
course at a postsecondary institution that offers a baccalaureate
degree or transfer to a baccalaureate program.
―Succeed‖ is defined as completing entry level courses at a level of
understanding and proficiency that makes it possible for the student to
consider taking the next course in the sequence or the next level of
course in the subject area.
– David Conley
―Toward a Comprehensive View of College Readiness‖ (2007)
J. Sargeant Reynolds Community College 5
6. An Initial Definition of Readiness for
Online Learning
J. Sargeant Reynolds Community College 6
Access to Technology
Technical Competency
Ability to Manipulate and Manage
Digital Environments
Most institutions
began with the
traditional
concept of
COLLEGE
READY and then
predicated
“student
readiness for
online learning”
upon essentially
three additional
factors:
7. What most institutions anticipated . . .
College
Ready
Technology
Skills
Success in
Online
Learning
J. Sargeant Reynolds Community College 7
8. The realities we faced . . .
Online courses are too often characterized by
• Low persistence rates
• Fewer successful students
Broader student and institutional impacts
• Delays in college completion
• Student attrition from courses or from college
altogether
• Increase in college costs for students
• Broader implications within the ―time to degree‖ costs
• Faculty engagement and preparation for online
instruction
J. Sargeant Reynolds Community College 8
9. National Online Enrollments, as a
Percentage of Total Enrollments,
Continues to Increase
J. Sargeant Reynolds Community College 9
―Changing Course: Ten Years of Tracking Online
Education in the United States,‖
Babson Survey Research Group (2013)
10. The annual increase in the numbers of students taking
at least one online course has not yet plateaued
0 2,000,000 4,000,000 6,000,000 8,000,000
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
Increase Over
Previous Year
Students Taking at
Least 1 Online Course
J. Sargeant Reynolds Community College 10
―Changing Course: Ten Years of Tracking Online
Education in the United States,‖
Babson Survey Research Group (2013)
11. JSRCC Data for Online Enrollments
(2011-2012) Reflects National Trends
0
5000
10000
15000
20000
25000
30000
35000
40000
Downtown Suburban Rural Online
Enrollments
Headcount
J. Sargeant Reynolds Community College 11
12. Online Enrollments Impacted Community
Colleges Earlier and in Greater Numbers
According to a 2003 National Center for Education
Statistics report, the largest share of distance education
enrollments (48%) was in community colleges.
Community Colleges, in particular, have had to respond
sooner and more deliberately to student demand for online
learning opportunities
Even in the midst of the recession, distance education
enrollments in community colleges increased 22%, up from
11% the previous year. (Miller, 2010)
J. Sargeant Reynolds Community College 12
13. As educators, what should our responses
be?
• Slow down the expansions of online learning?
• Divide student populations into categories for these
different learning contexts, or create gatekeeping policies
for student enrollment within online courses?
• Develop our understanding of and approaches to an
adequate, appropriate preparation of all students for the
new learning and teaching environments that we now
face?
J. Sargeant Reynolds Community College 13
14. Expanding the Essential Definitions of
―College Ready‖ to Embrace Readiness
for Online Learning
In the contemporary higher education
environment, academic success for ALL students is
frequently predicated upon the critical skills that are
necessary for success within digital learning environments.
Even students who never set a ―virtual foot‖ within
the digital landscape are still called upon to navigate
through digital learning. In reality, increasing numbers of
students are completing some – if not most – of their
academic work online.
J. Sargeant Reynolds Community College 14
15. What are we doing to prepare and support our
increasing numbers of online learners?
Online learning calls upon sets of skills that are often not
factored into the traditional evaluations of ―college ready‖:
• Discipline for independent learning
• Ability to navigate new and complex digital
environments
• Personal attributes that support and sustain
academic efforts
J. Sargeant Reynolds Community College 15
16. Essential Literacies of the 21st Century
Our very language itself is challenged as it attempts to keep
apace with the evolving dimensions of the materials and the
information with which we interact, and that we try to interpret
and integrate into our lives:
• New Media Literacy
• Information Literacy
• Digital Literacy
• Technology Literacies
These literacies are essential for all of our learners – not
just our online learners
J. Sargeant Reynolds Community College 16
17. The example of Virginia’s recent legislative responses
highlights the essential reality of redefining ―College
Ready‖
In April 2012, Governor Bob McDonnell signed into law
a bill requiring Virginia high school students to
complete at least one virtual course to graduate with a
standard or advanced diploma; the law goes into effect
for the freshman class of 2013-2014.
The measure’s argument suggests that students with
online learning experiences are better prepared for the
―job market of the 21st century.‖
Other states have adopted similar measures or are
evaluating the need to adopt these measures.
J. Sargeant Reynolds Community College 17
18. Institutional Challenges
• How do we effectively prepare students for the
new learning environments?
• How do we assess these new levels of college
readiness?
• How do we orient and/or remediate for digital
learning skills?
J. Sargeant Reynolds Community College 18
19. Poll Question
What types of orientation activities are your
institutions providing for online learners?
Self-directed Modules
Facilitated, Online Sessions
Face-to-Face Orientations to Technology
No Distinct Orientations for Online Learners
Other
J. Sargeant Reynolds Community College 19
20. Comevo
online orientation software (comevo.com)
• Meet students where
they are
• Online convenience
• Engaging content
• Student Success Tool
• Access to content
• Quiz, Test, Portal
• Useful campus-wide
22. Measuring Students’ Preparation for Learning
Online & Preparing Students to Learn Online
Two steps taken by J. Sargeant Reynolds Community
College:
1) Integration of SmarterMeasure – a web-based
assessment tool – to evaluate students’ readiness skills
for online learning
2) Development and implementation of an Orientation to
Learning Online module that is facilitated and delivered
through Blackboard, provides essential instruction for
new online students, and models the core elements of
quality course design
J. Sargeant Reynolds Community College 22
23. SmarterMeasure: An Introduction
The SmarterMeasure assessment helps students determine their
readiness to succeed in an online learning environment.
Personal Attributes
Life Factors
Learning Styles
Reading Recall
Technology Competency & Knowledge
Typing Skills
J. Sargeant Reynolds Community College 23
25. SmarterMeasure and its Results for
JSRCC Students
Assessments of SmarterMeasure data
helped the institution to identify two central
areas of weakness among its student
population:
Life Factors: Availability of
Time, Place, Reason, Resources & Skills
Personal Attributes: Time Management, Personal
Responsibility, Willingness to Seek Assistance
J. Sargeant Reynolds Community College 25
26. have about a 56% chance of succeeding in
Distance Learning classes.
Conversely, students who do not struggle
with ―Life Factors‖ or who display high
scores within Personal Attributes,
have about a 75% chance of succeeding in
Distance Learning classes
SmarterMeasure Findings
Students who struggle with ―Life Factors‖ or
who display low scores within the Personal
Attributes assessment,
J. Sargeant Reynolds Community College 26
27. What SmarterMeasure Emphasizes for
JSRCC Students
Non-cognitive skills are the essential ingredients for student
success:
Personal Attributes
• study skills
• metacognitive strategies
• self-regulated learning
• time management
• goal-setting
J. Sargeant Reynolds Community College 27
28. In addition to Personal
Attributes, the ability to
manage LIFE FACTORS has
a significant positive effect
upon student success and
persistence.
J. Sargeant Reynolds Community College 28
30. Development of
CDL 001: Orientation to Learning Online
Evaluated SmarterMeasure findings and other college assessments
Created a team to develop the orientation. Team was comprised of
volunteers who connected three vital areas: Academic
Affairs, Student Affairs, and Information Technology.
Critical to success was including faculty and staff who brought their
expertise/perspective as online teachers and students.
J. Sargeant Reynolds Community College 30
31. CDL 001: An Overview
• The orientation session takes approximately 4-6 total hours to
complete.
• It simulates the experience of being in an actual online class.
• The session is facilitated by trained faculty/staff member.
• It is housed in Blackboard.
• Six Learning Units, with activities, are designed to be completed within
4 to 5 days
• Assignments include 3 discussion board posts, 3 quizzes, 1 library
research assignment, and a final self-reflection essay.
• Students also complete SmarterMeasure and submit their individual
report to the facilitator.
• An exit survey captures students’ responses to the Orientation.
J. Sargeant Reynolds Community College 31
33. Success and Persistence Rates of
CDL001 Completers
Summer 2011 – Fall 2012 completers and their Success
Rates in Online Learning:
1123 students registered to take CDL 001
These students have enrolled in 4592 distance
courses between Fall 2011 and Fall 2012.
Persistence rate: 93.7% for CDL Completers vs.
87.9% for Non-Completers
Successful completion (A,B, or C) rate: 83% for CDL
Completers vs. 69% for Non-Completers
J. Sargeant Reynolds Community College 33
34. Poll Question
If your institution has also integrated SmarterMeasure for
its students, how are the assessment results being used?
To advise students considering online courses
As an assignment within certain courses
For placement approval in online classes
As a self-assessment for students
Other
My institution is not using SmarterMeasure
J. Sargeant Reynolds Community College 34
35. Proposals for Next Steps
Partnerships between secondary and post-secondary
institutions to develop support and orientation activities for
online learning
Increased training of faculty and teachers to meet the
growing needs for both online learning and the new
demands of emerging literacy expectations
Direct applications of assessment results towards the
creation of products that effectively support and prepare
students for the challenges of accessing information and
learning in the digital landscapes
J. Sargeant Reynolds Community College 35
36. References
Babson Survey Research Group. (2013). Changing course: ten years of
tracking online education in the United States. Retrieved from
http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
Conley, David T. (2007) Toward a comprehensive view of college
readiness. [PowerPoint slides]. Retrieved from
www.nebhe.org/wp-content/uploads/Conley.ppt
J. Sargeant Reynolds Community College 36
37. Thank you for your participation
Ghazala Hashmi
ghashmi@reynolds.edu
Meg Foster
mbfoster@reynolds.edu
J Sargeant Reynolds Community College | Richmond, Virginia
804.523.5515
J. Sargeant Reynolds Community College 37