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.
Educators and Social Networking Webinar SlidesMMS Education
This document summarizes the findings of a 2012 survey on educators' use of social networking sites and online communities. Key findings include:
- Educator participation in social networks has grown from 61% in 2009 to 82% in 2012. Younger educators are more likely to use sites like Twitter and Google+, while older educators prefer LinkedIn.
- Education-focused sites like Edmodo and edWeb.net have seen significant growth compared to 2009. Educators visit sites like Edmodo and edWeb.net on a weekly basis most frequently.
- Age and years of experience are major factors influencing educators' use of social networks, with younger educators being more active participants.
The advantages and disadvantages of online learningJanna8482
The document discusses online education and its various forms. It defines online education as learning undertaken on a computer via the internet without attending a traditional school. It notes some key advantages of online education include flexibility, the ability to learn anywhere with an internet connection, and being able to work at one's own pace. However, it also discusses potential disadvantages such as a lack of personal interaction and feeling isolated.
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.
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.
A brief about online education, which can guide a student whether to opt for online education or continue with the traditional mode of education. This includes comparison of Online education and traditional education.
The document discusses e-learning (also known as online learning), including its definition, benefits, and limitations compared to traditional classroom learning. Some key benefits of e-learning include lower costs, global reach, ability to access on any device, and consistency in content delivery. However, e-learning also lacks face-to-face interaction, requires self-discipline from learners, and is more difficult to develop effectively compared to traditional in-person training. While e-learning is suitable for delivering some types of knowledge and skills, it may lack the transformational effects of learning from an experienced practitioner through personal interaction.
Educators and Social Networking Webinar SlidesMMS Education
This document summarizes the findings of a 2012 survey on educators' use of social networking sites and online communities. Key findings include:
- Educator participation in social networks has grown from 61% in 2009 to 82% in 2012. Younger educators are more likely to use sites like Twitter and Google+, while older educators prefer LinkedIn.
- Education-focused sites like Edmodo and edWeb.net have seen significant growth compared to 2009. Educators visit sites like Edmodo and edWeb.net on a weekly basis most frequently.
- Age and years of experience are major factors influencing educators' use of social networks, with younger educators being more active participants.
The advantages and disadvantages of online learningJanna8482
The document discusses online education and its various forms. It defines online education as learning undertaken on a computer via the internet without attending a traditional school. It notes some key advantages of online education include flexibility, the ability to learn anywhere with an internet connection, and being able to work at one's own pace. However, it also discusses potential disadvantages such as a lack of personal interaction and feeling isolated.
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.
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.
A brief about online education, which can guide a student whether to opt for online education or continue with the traditional mode of education. This includes comparison of Online education and traditional education.
The document discusses e-learning (also known as online learning), including its definition, benefits, and limitations compared to traditional classroom learning. Some key benefits of e-learning include lower costs, global reach, ability to access on any device, and consistency in content delivery. However, e-learning also lacks face-to-face interaction, requires self-discipline from learners, and is more difficult to develop effectively compared to traditional in-person training. While e-learning is suitable for delivering some types of knowledge and skills, it may lack the transformational effects of learning from an experienced practitioner through personal interaction.
The document reviews literature on K-12 online education. It finds that online learning can be as effective as traditional learning when done well. Some students who benefit are those with disabilities, at-risk students, gifted students, and those needing flexible schedules. The advantages include flexibility and accessibility, though interactions are less common. Research also shows online teaching is an emerging option that does not negatively impact educator jobs.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
The document discusses how online education is transforming colleges and universities in the United States. It begins by cautioning institutions not to "perfect the irrelevant" and to know what business they are in. It then provides statistics on internet and social media usage to illustrate how ready society is for online learning. Several studies are cited showing online and blended students perform equal or better than face-to-face students. Examples are then given of several universities that have experienced growth and strategic benefits from online education, including increased access, flexibility, and revenues. The document advocates for a focus on quality using a collaborative consortium approach.
The document discusses the debate around whether colleges and universities should offer entire degrees online. It traces the history of distance education back to the 18th century. While online learning has grown significantly in recent decades, the document notes that degrees requiring hands-on training, like medical or education degrees, may not be suitable for full online completion. Advocates argue online degrees provide scheduling flexibility, while critics argue they lack face-to-face interaction and supervision. The author ultimately believes that teacher training benefits from in-person experiences and that online degrees should be limited to less interactive subjects.
The document discusses various ways for classrooms to connect to the world through electronic field trips and online collaborations. It provides examples of field trips that could virtually visit places like rainforests, museums, and performances. It also discusses how teachers can find and integrate these resources into their curriculum, as well as tips for planning and conducting online exchanges with other classrooms or experts.
The Global Virtual Internships (GVI) is a virtual internship program where students work directly with global NGOs. Students gain international experience without the hefty costs of temporary relocation related to study abroad programs. For non-traditional students and those with financial restraints, GVI offers the experience of being part of the global professional community. The GVI experience also offers the opportunity to give back to the global community while gaining specialized experience and school credit. http://www.aselby.com
Online education allows students to study, read, and write from home using electronic tools that rely on the internet for interaction between teachers and students. It involves the distribution of classes online, enabling learning outside of physical classrooms. During the COVID-19 pandemic, most schools have used online platforms like Google Classroom, Google Meet and Zoom to teach students remotely. In the late 1980s and early 1990s, the first online education programs and web browsers emerged, fueling the growth of online learning.
iNACOL Southeastern Cmte (November 2013) - What Do We Really Know? What Does ...Michael Barbour
Barbour, M. K. (2013, November). What do we really know? What does the research say about K-12 online learning? A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
E-Learning and Technology Integration for Little Hands and MindsStaci Trekles
This document discusses integrating e-learning and technology into elementary classrooms. It provides examples of how to use tools like Moodle to make literature come alive and differentiate instruction for young learners. The document outlines objectives of helping students improve comprehension and critical thinking skills while addressing Common Core standards. Examples provided include using video, chat, and online lessons to engage students and support early digital learning skills.
Addressing and Implementing Effective Methods for Online Teaching and TrainingAllison Selby
http://alliselby.edublogs.org/
Presenting different methodologies we use for addressing and implementing effective methods for online teaching and training. Our goal is really to create significant learning experiences for our students and we want to keep them engaged in learning the material. We want to create a high energy environment for learning in the course room and allow our students to consider how these concepts that we are presenting to them in the course can be applied to their professional and personal environments. The Web 2.0 tools encourages to students to share information and knowledge within the course. This builds community, team skills, peer interactions. As students become validated by their peers and share knowledge and information, it increases their self-concept. Web 2.0 content generated by our students and faculty include welcome videos, project and feedback assessment, demonstrations, and student presentations for both end of term projects and client presentations.
Presented at Sloan International Conference, Orlando, FL., 2013
1) The COVID-19 pandemic accelerated the transition to online learning, with many universities closing campuses and moving classes online.
2) The future of education is uncertain, with 3 possibilities for how the pandemic may continue to impact schools: campuses reopening in 2021, continued online classes through 2021, or a mix of in-person and online instruction depending on virus conditions.
3) Long-term, online learning is likely to become more integrated into education as students and universities recognize benefits like flexibility, lower costs, and accessibility regardless of location.
The Buckeye Online School for Success (BOSS) is an online public charter school in Ohio serving students in kindergarten through 12th grade. It was founded in 2003 and has grown from an initial class of 15 students to over 1,600 students currently enrolled. BOSS aims to provide flexible, at-home education options and aligns its curriculum with Ohio standards. It offers live online classes, self-paced courses, and support services similar to traditional schools. Student performance is slightly below state benchmarks, but BOSS works to meet the needs of diverse and at-risk learners.
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.
Online learning has its origins in the 1960s with early programs like PLATO and Sketchpad, and has grown significantly over the past few decades to become widely used in K-12 education, higher education, and corporate training. It offers benefits like convenience, flexibility, and lower costs compared to traditional in-person learning. Successful online students tend to be self-directed, motivated, comfortable with technology, and able to stay on task without face-to-face instruction.
The document discusses the impact of COVID-19 on teaching and learning in India. It notes that distance learning became the top educational technology trend due to school closures. It discusses best practices for online teaching including the use of apps like WhatsApp and Facebook for communication. E-learning resources provided at the national level are mentioned, as well as the development of e-content and use of social media for educational purposes. The conclusion states that virtual education will likely continue post-pandemic as an accepted parallel system.
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.
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.
The document reviews literature on K-12 online education. It finds that online learning can be as effective as traditional learning when done well. Some students who benefit are those with disabilities, at-risk students, gifted students, and those needing flexible schedules. The advantages include flexibility and accessibility, though interactions are less common. Research also shows online teaching is an emerging option that does not negatively impact educator jobs.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
The document discusses how online education is transforming colleges and universities in the United States. It begins by cautioning institutions not to "perfect the irrelevant" and to know what business they are in. It then provides statistics on internet and social media usage to illustrate how ready society is for online learning. Several studies are cited showing online and blended students perform equal or better than face-to-face students. Examples are then given of several universities that have experienced growth and strategic benefits from online education, including increased access, flexibility, and revenues. The document advocates for a focus on quality using a collaborative consortium approach.
The document discusses the debate around whether colleges and universities should offer entire degrees online. It traces the history of distance education back to the 18th century. While online learning has grown significantly in recent decades, the document notes that degrees requiring hands-on training, like medical or education degrees, may not be suitable for full online completion. Advocates argue online degrees provide scheduling flexibility, while critics argue they lack face-to-face interaction and supervision. The author ultimately believes that teacher training benefits from in-person experiences and that online degrees should be limited to less interactive subjects.
The document discusses various ways for classrooms to connect to the world through electronic field trips and online collaborations. It provides examples of field trips that could virtually visit places like rainforests, museums, and performances. It also discusses how teachers can find and integrate these resources into their curriculum, as well as tips for planning and conducting online exchanges with other classrooms or experts.
The Global Virtual Internships (GVI) is a virtual internship program where students work directly with global NGOs. Students gain international experience without the hefty costs of temporary relocation related to study abroad programs. For non-traditional students and those with financial restraints, GVI offers the experience of being part of the global professional community. The GVI experience also offers the opportunity to give back to the global community while gaining specialized experience and school credit. http://www.aselby.com
Online education allows students to study, read, and write from home using electronic tools that rely on the internet for interaction between teachers and students. It involves the distribution of classes online, enabling learning outside of physical classrooms. During the COVID-19 pandemic, most schools have used online platforms like Google Classroom, Google Meet and Zoom to teach students remotely. In the late 1980s and early 1990s, the first online education programs and web browsers emerged, fueling the growth of online learning.
iNACOL Southeastern Cmte (November 2013) - What Do We Really Know? What Does ...Michael Barbour
Barbour, M. K. (2013, November). What do we really know? What does the research say about K-12 online learning? A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
E-Learning and Technology Integration for Little Hands and MindsStaci Trekles
This document discusses integrating e-learning and technology into elementary classrooms. It provides examples of how to use tools like Moodle to make literature come alive and differentiate instruction for young learners. The document outlines objectives of helping students improve comprehension and critical thinking skills while addressing Common Core standards. Examples provided include using video, chat, and online lessons to engage students and support early digital learning skills.
Addressing and Implementing Effective Methods for Online Teaching and TrainingAllison Selby
http://alliselby.edublogs.org/
Presenting different methodologies we use for addressing and implementing effective methods for online teaching and training. Our goal is really to create significant learning experiences for our students and we want to keep them engaged in learning the material. We want to create a high energy environment for learning in the course room and allow our students to consider how these concepts that we are presenting to them in the course can be applied to their professional and personal environments. The Web 2.0 tools encourages to students to share information and knowledge within the course. This builds community, team skills, peer interactions. As students become validated by their peers and share knowledge and information, it increases their self-concept. Web 2.0 content generated by our students and faculty include welcome videos, project and feedback assessment, demonstrations, and student presentations for both end of term projects and client presentations.
Presented at Sloan International Conference, Orlando, FL., 2013
1) The COVID-19 pandemic accelerated the transition to online learning, with many universities closing campuses and moving classes online.
2) The future of education is uncertain, with 3 possibilities for how the pandemic may continue to impact schools: campuses reopening in 2021, continued online classes through 2021, or a mix of in-person and online instruction depending on virus conditions.
3) Long-term, online learning is likely to become more integrated into education as students and universities recognize benefits like flexibility, lower costs, and accessibility regardless of location.
The Buckeye Online School for Success (BOSS) is an online public charter school in Ohio serving students in kindergarten through 12th grade. It was founded in 2003 and has grown from an initial class of 15 students to over 1,600 students currently enrolled. BOSS aims to provide flexible, at-home education options and aligns its curriculum with Ohio standards. It offers live online classes, self-paced courses, and support services similar to traditional schools. Student performance is slightly below state benchmarks, but BOSS works to meet the needs of diverse and at-risk learners.
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.
Online learning has its origins in the 1960s with early programs like PLATO and Sketchpad, and has grown significantly over the past few decades to become widely used in K-12 education, higher education, and corporate training. It offers benefits like convenience, flexibility, and lower costs compared to traditional in-person learning. Successful online students tend to be self-directed, motivated, comfortable with technology, and able to stay on task without face-to-face instruction.
The document discusses the impact of COVID-19 on teaching and learning in India. It notes that distance learning became the top educational technology trend due to school closures. It discusses best practices for online teaching including the use of apps like WhatsApp and Facebook for communication. E-learning resources provided at the national level are mentioned, as well as the development of e-content and use of social media for educational purposes. The conclusion states that virtual education will likely continue post-pandemic as an accepted parallel system.
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.
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.
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.
Boise State University adopted Digication in 2013 as the official e-portfolio tool for faculty and students. Our instance of Digication is simple to use, provides no limits on how many portfolios a user creates, is connected to our SSO system, and offers a robust assessment backend. We have added the General Education University Learning Outcomes (ULOs) with their connected rubrics as well as specific program ULOs such as First Year Writing, ABET (engineering), and CAEP (education), to name a few. The simple, yet rich Digication interface allows for curation of video, Google Docs, PDFs, images, written content (which includes mathematical equations). Our usage on campus is expanding rapidly and we offer support in the form of online documentation, technical assistance via our Help Desk, and pedagogical guidance via the IDEA Shop (a department under the Center for Teaching and Learning). Our aim is two-pronged: 1) to provide a stable and secure interface for students to curate learning artifacts that will promote reflection over time and 2) to assess student learning in courses, departments, and programs.
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.
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 a national workshop on virtual open schooling in India that was organized by the National Institute of Open Schooling and Commonwealth Educational Media Centre for Asia to explore establishing a virtual open schooling model in India that would utilize online and distance learning technologies to provide flexible, accessible education for students across the country. Key topics discussed include defining virtual open schooling, potential structural models, support services, instructional delivery methods, course development, assessment, funding, technologies, and further implementation issues.
K-12 and Community Colleges Collaborations on OERUna Daly
Open Educational Resources (OER) can make education more equitable and inclusive at any level of education, but what does effective collaboration between K-12 and Higher Education look like? Hear from a panel of K-12 and community college educators as they share the benefits and challenges of transforming learning with open practices and open content that is adaptable by teachers and students. The topic of why and how faculty can work together across school sectors to support students in their local community will be explored.
When: Wednesday, April 14, 12 pm PDT/3 pm EDT
Panelists:
Amelia Brister, Director of Library and Learning Resources at Louisiana Delta Community College
Emily Frank, Affordable Learning Administrator, LOUIS: The Louisiana Library Network
Teri Gallaway, Executive Director and Associate Commissioner, LOUIS: The Louisiana Library Network
Kristina Ishmael, Sr. Research Fellow, Teaching, Learning, & Tech, New America
Dan McDowell, Director, Learning & Innovation, Grossmont Union High School District
Moderator:
Matthew Bloom, English Faculty, former Faculty-in-Residence OER Coordinator, Scottsdale Community College/Maricopa Community Colleges
This document discusses blended learning models for K-12 districts. It provides examples of blended learning implementations from Volusia County Schools, Kamehameha Schools, and insights from Blackboard executives. Volusia County Schools piloted blended learning with 10 teachers and saw increased student engagement. Kamehameha Schools uses various blended learning models and focuses on culture-based curriculum. The document concludes by providing contact information for presenters and ways to learn more about blended learning.
Getting your masters doctorate in your p jscdcummings
The document summarizes information about online graduate programs in education offered by Lamar University. It discusses the growth of online learning nationally and presents statistics on the increasing numbers of students taking online courses. It then provides details on Lamar University's online Master's and Doctorate programs in Education, their concentrations, and course requirements. Testimonials from graduates of the programs are included, followed by instructions for applying and contact information.
NACOL Blended Learning: The Convergence of Online and Face-to-Face Educationlhmiles2
This document discusses blended learning, which combines online and face-to-face education. Blended learning is likely to become the predominant teaching model as it utilizes the best aspects of both online and in-person instruction. The document provides examples of how some schools and programs are already implementing blended learning approaches and explores benefits such as engaging students, meeting individual needs, and using online content and curricula to supplement classroom teaching.
The Government of India is aware of the strong and urgent need to make secondary education within easy reach, affordable and of good quality. There are certain measures that can be adopted to bring quality, equity and access for every child. Schools can be upgraded; their capacity to serve students expanded, creating new schools, and increasing GDP allocated to secondary schools are some of them. However, these require heavy investments in terms of infrastructure and finances. Adoption of ICT tools and an increased shift towards open distance and electronic education can improve quality and increase efficiency. Although there are various schemes in place, it is estimated that the demand for secondary education is going to increase sharply due to increased turnover of students from primary level (like the success obtained via Sarva Shiksha Abhiyan programme). Going virtual is one of the solutions. This concept paper looks into the aspect of increasing demand for access to education in the context of RMSA, meeting the educational needs by Open Schooling system, emerging trends in ICT use in education and proposes a framework for Virtual Open Schooling in India.
Putting the "Public" Back in Public Higher EdRobin DeRosa
The document discusses how adopting open education practices can benefit Keene State College. It argues that open education can help drive down college costs for students, improve student success metrics like course completion rates, increase student engagement, and connect students to their future fields. The document provides examples of how open textbooks and open educational resources have positively impacted other colleges in terms of student performance and perceptions of learning. It advocates for using open pedagogical approaches like collaborative and interactive learning materials to empower students and build connections between the college and the wider public. The document frames open education as a way to increase access, learner-driven experiences, and public collaboration, which can help strengthen public higher 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.
VCCS | New Horizons 2013 | Open TCC Textbook Zero ProjectAchieving the Dream
The document discusses the high cost of textbooks for college students and the potential for open educational resources (OER) to help address this issue. It summarizes that textbook costs have risen four times the rate of inflation, costing the average four-year university student over $1000 per year and up to 72% of tuition costs for community college students. As a result, many students avoid purchasing required textbooks. The document then introduces OER as teaching resources that are free to use and distribute under open licenses. It provides examples of open textbooks and initiatives by the Virginia Community College System to promote OER adoption to lower student costs.
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.
Models of Blended Learning Webinar_June2011Blackboard
This document discusses different models of blended learning and examples of their implementation. It begins by outlining the challenges districts face in meeting student demand for online learning. It then discusses two models of blended learning implemented at Deltona High School and Kamehameha Schools, focusing on their approaches, lessons learned, and next steps. These include integrating online curriculum, providing professional development for teachers, and expanding hybrid and online course offerings. The document concludes by providing contact information for people involved in these programs and resources for learning more about blended learning.
Why Online Learning Matters: A National and International Perspective on the ...iNACOL
This document discusses the growth and future of online and blended learning from a national and international perspective. It notes that online learning enrollments in the US are growing 30% annually, with over 2 million K-12 students now enrolled in online courses. The document also summarizes survey findings that show online learning is expanding globally, with almost 60% of surveyed countries reporting government funding for blended or online programs. Looking ahead, the document predicts that online learning will continue growing and transforming education around the world.
This document discusses K-12 online learning and the International Association for K-12 Online Learning (iNACOL). iNACOL is a nonprofit organization that provides leadership, advocacy, research and networking for K-12 online learning. The document outlines different types of online programs including full-time online schools, supplemental online programs, and blended learning. It also discusses how online learning can provide opportunities to students in various situations and the progression of online learning adoption at the district level.
Similar to Status of Online Education in the U.S. (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.
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 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.
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 document summarizes the findings of a national survey on professional development for K-12 online teachers. The survey explored the practices, models, content, and contextual factors influencing professional development across various online school and program models. Key findings include:
- Over 90% of teachers reported receiving training, though the amount and credit offered varied between models. Training was most often provided by the school itself.
- Training content focused on the field of online teaching, technology tools like asynchronous communication, and facilitation strategies like addressing multiple learning styles.
- Contextual factors like the school or program model influenced aspects of professional development like whether it was ongoing or one-time, individualized, and who provided it.
This document summarizes the findings of a national survey of 884 K-12 online teachers regarding their professional development needs and challenges. Key findings include:
1) Most respondents had significant teaching experience and education credentials. However, 27% were new to online teaching.
2) Most teachers had participated in ongoing professional development for online teaching, with 46% completing over 45 hours. The most preferred delivery methods were ongoing training and facilitated online learning.
3) Top professional development needs included using communication technologies, time management strategies, and addressing academic dishonesty and internet safety.
4) Needs varied depending on the online program model and teachers' experience. Issues like time management, student responsibility, and communication were
This document summarizes research on effective professional development for K-12 online teachers. It discusses findings from previous studies that professional development is dependent on context, online, ongoing, and focused on skills. A survey of over 500 online teachers found their top needs were in using communication technologies, time management, and addressing academic dishonesty. Case studies of two online programs found their teacher training programs improved student outcomes like test scores and satisfaction. However, measuring the effectiveness of professional development remains a challenge that requires identifying common data sets and evaluating impact on teaching practice and student results.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Status of Online Education in the U.S.: The view of online education as a disruptive force to more traditional forms of education is coming to fruition as blended and fully online methods of delivery move from early adoption to mainstream in U. S. education. This presentation examines the current landscape of online education in the U.S., insights into where we might be headed, and practical solutions as we face the inevitable dynamic and personalized future of education.
Increase productivity through innovation. The need to do more with less Fewer scholarships, more student debt Explain how in the US higher ed is not free. For some based on need or merit, but the vast majority of students finance their education through student loans. Increasing options for affordable education. Not only value in the market for a degree but also the ability combine credits from various learning institutions/formats for degrees and certificates.
Increase productivity through innovation http://www.whitehouse.gov/issues/education/reform Explain the public ed in the US is not the top down system found in Poland. Policy decisions are largely left to the states and local governments. However, federal assistance is often tied to federal policy initiatives. If states want money, they must engage in the programs promoted by the feds. So for example, NCLB
Add 200k to 1.8 million (these are full time virtual enrollments not included in the survey) Definition 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-5 Over 6 million students are now enrolled in full-time courses at colleges and universities – this does not include blended content that supports face-to-face courses – 10 – 20 % yearly increase Keep in mind that this 2 million number is out of a nationwide 49 million public school students – we are early – this is still developing. The 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 course Think 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 Higher Ed: Revenue growth is increasingly cannibalistic and comes from reduced enrollment in traditional classes rather than new student enrollment. Source: Primary Research Group 2012-13 Edition of The Survey of Distance Learning Programs in Higher Education
State authorizations University of Phoenix attained a peak enrollment of almost 600,000 students in 2010, a 30-percent enrollment drop in 2011 was attributed to operational changes amid criticism of high debt loads and low job prospects for university students. [4] These changes included allowing students to try classes before officially enrolling and recruiter training programs that are designed to improve student retention and completion rates For-profit enrollment increased from 0.2 percent to 9.1 percent of total enrollment in degree-granting schools from 1970 to 2009, and for-profit institutions account for the majority of enrollments in non-degree-granting postsecondary schools. The large national chains in the study are American Public Education, Apollo Group, Bridgepoint Education, Capella Education, Career Education, Corinthian Colleges, DeVry Inc., Education Management, Grand Canyon Education, ITT Educational Services, Lincoln Education, Strayer Education, and Universal Technical Institute. http://conversableeconomist.blogspot.com/2012/02/for-profit-higher-education.html As the authors point out, the time since 2000 is "a period when enrollment in the for-profit sector tripled while enrollment for the rest of higher education increased by just 22 percent. The solid dark line shows that the fraction of fall enrollments accounted for by the for-profits increased from 4.3 percent in 2000 to 10.7 percent in 2009." They point out that "almost 90 percent of the increase in for-profit enrollments during the last decade occurred because of the expansion of for-profit chains," where a "chain" is defined as an institution that operates across states or has more than five branches within a state." Along with the flexibility to expand enrollments, for-profit higher education has shown considerable flexibility in teaching groups not well-served by traditional higher education. "African Americans account for 13 percent of all students in higher education, but they are 22 percent of those in the for-profit sector. Hispanics are 11.5 percent of all students but are 15 percent of those in the for-profit sector. Women are 65 percent of those in the for-profit sector. For-profit students are older: about 65 percent are 25 years and older, whereas just 31 percent of those at four-year public colleges are, and 40 percent of those at two-year colleges are." In addition, for-profits are typically non-selective institutions, requiring only a high school diploma or a GED certificate.
Niche program Globally aggregated demand
Model best practice through Community EDTECH Website Moodle Course Site and News Forum Edtech Island in Second Life Facebook Twitter CoolTeacher Podcast YouTube
Open, distributed, networked, An event around a structured topic. No payment for participating in course. All work is shared and negotiated in the open.
Preservice competencies to transformative practices: Performance-Based Assessment for Pre-Service as a Bridge to Online Endorsement All teachers prepared to facilitate a hybrid instruction model and to have an understanding of best practices in instructional technology Performance-Based Assessment for Online Teachers
Tell them how you’re going to bore them Bore them Tell them how you bored them
"Students are getting a fairly distant education even in a face-to-face setting." 2) Misunderstanding about what online learning is 3) Misrepresentation about what online learning is – has to do with economics and culture. http://www.educationnews.org/online-schools/downside-of-online-education-too-rarely-discussed/