VSS 2012 - iNACOL Panel of Virtual Schools and Teacher Education Program Collaborations: Preparing Teachers for K-12 Online Teaching

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Kennedy, K., Archambault, L., Barbour, M. K., Parent, R., Zygouris-Coe, V., Dawson, K., Goon, D. A., & DeBates, D. (2012, October). iNACOL panel of virtual schools and teacher education program collaborations: Preparing teachers for K-12 online teaching. A panel presentation at the annual Virtual School Symposium, New Orleans, LA. This panel is the result of an iNACOL brief that features experts from online schools and teacher education programs who are collaborating to provide teachers an opportunity to learn what it is like to become a K-12 online teacher, including the necessary skill sets that must be fostered for success in the online environment.

Education

Graduate Certificate in Online Teaching
 Core Courses  Electives (select two)
o Designing Web Tools for
o Facilitation of On-Line
the Classroom (K-12)
and Face-To-Face o Internet in the Classroom
Learning (K-12)
o Foundations of Distance o Web-Based Courseware
Education Development (Adult)
o Practicum in o Multimedia for Instruction
(Adult)
Instructional Technology
o Advanced Multimedia for
 Illinois Virtual School Instruction (Adult)
 Florida Virtual School o Learning Management
 other programs Systems (K-12/Adult)

 Arizona State University
 Boise State University
 Georgia Southern University
 Georgia State University
 University of California-Irvine
 University of Florida
 Valdosta State University

certificate details
o 3-4 courses in online course design and
delivery, along with online learning tools
o may or may not include practicum

EARLY IN PLANNING STAGES
 option to complete 6-8 weeks of online student teaching
with FLVS, then complete 8 weeks of traditional student
teaching
o students would first complete an online pedagogy orientation,
followed by FLVS orientation
o limit number of students initially
o goal would be to move to a UCF model over the next ~ 5 years

 considering working under MDE experimental design
model to allow students to complete educational technology
endorsement
o combination of orientations, online student teaching &
seminar, existing free webinars, followed by intensive 2-week
or 4-week hybrid course

http://itlab2.coe.wayne.edu/it6230/casestudies/

http://itlab2.coe.wayne.edu/it6230/michigan/

VSS 2012 - iNACOL Panel of Virtual Schools and Teacher Education Program Collaborations: Preparing Teachers for K-12 Online Teaching

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A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.

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1. Michael Barbour

2. Graduate Certificate in Online Teaching  Core Courses  Electives (select two) o Designing Web Tools for o Facilitation of On-Line the Classroom (K-12) and Face-To-Face o Internet in the Classroom Learning (K-12) o Foundations of Distance o Web-Based Courseware Education Development (Adult) o Practicum in o Multimedia for Instruction (Adult) Instructional Technology o Advanced Multimedia for  Illinois Virtual School Instruction (Adult)  Florida Virtual School o Learning Management  other programs Systems (K-12/Adult)

3.  Arizona State University  Boise State University  Georgia Southern University  Georgia State University  University of California-Irvine  University of Florida  Valdosta State University certificate details o 3-4 courses in online course design and delivery, along with online learning tools o may or may not include practicum

4. EARLY IN PLANNING STAGES  option to complete 6-8 weeks of online student teaching with FLVS, then complete 8 weeks of traditional student teaching o students would first complete an online pedagogy orientation, followed by FLVS orientation o limit number of students initially o goal would be to move to a UCF model over the next ~ 5 years  considering working under MDE experimental design model to allow students to complete educational technology endorsement o combination of orientations, online student teaching & seminar, existing free webinars, followed by intensive 2-week or 4-week hybrid course

5. http://itlab2.coe.wayne.edu/it6230/casestudies/

6. http://itlab2.coe.wayne.edu/it6230/michigan/

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