4. Free
Web Information
Links
• Reviews of 5,600 free and
commercial-free web sites
• Primary, secondary, &
reference materials
• Free software and web tools
• iPad & Android Apps
13. Content
Content depth and breadth
Information literacy skills
Learning resources and materials
Communication process between
teachers, parents, and students
Content accuracy and bias
14. Instructional Design
Course design and organization
Meaningful and authentic learning
experiences
Multiple learning paths for students to master
the content
Higher-order thinking skills
Instructor-student and student-student
interactions; and supplemental tools and
15. Student Assessment
Alignment between the course goals and
activities and its assessment strategies
Insure that there are adequate and
appropriate methods to assess students
Assure that students are constantly
aware of their progress.
18. California eLearning
Census
Analyze and blog about current eLearning
research
http://brianbridges.org
Assembled db of CA virtual schools
Blogged about their problematic academic achievement
Concerned with lack of data about who is blending
Keeping Pace, 2011
Lack of quality data about online learning in California
19. Census Motivation
Collect accurate virtual and blended
learning populations
Understand the blended models in use
Discover the publishers in play
24. Rotation
Students rotate on a fixed schedule
between learning online in a one-to-
one, self-paced environment and sitting
in a classroom with a traditional face-to-
face teacher.
29. Question Set
Do your students participate in online
learning?
If not, are you discussing or planning to implement
online learning?
Does your school operate an on-
campus virtual school?
30. Question Set
What blended learning models are
being utilized?
How many schools are participating?
Students from which grade levels are
participating?
31. Census Questions
How many students participating in
full-time virtual learning?
How many students are participating
in blended learning?
How many students learned online
during summer, 2011?
32. Census Questions
From which companies are you
purchasing content?
Which supplemental software, Internet
resources or open education
resources are involved?
45. Blended Breakdown
Top 20 districts: 64K students blending
Bottom 20 districts: 86 students
80 districts < 100 students blending
68 districts/charters utilized online
learning during summer
46. The 90/10 Prediction
Only 10% of students will learn full-time
at a virtual school
Remaining 90% will learning online AT
school
CA eLearning Census confirms their
prediction
51. Feedback Questions:
Educator
Would you recommend this course to
others?
To what extent does this online course meet
your overall expectations?
To what extent does this course engage
and maintain student interest?
To what extent did the online course
generally enable students to meet course
objectives?
52. Feedback Questions:
Educator
To what extent does the online course need
to be supplemented with face-to-face
instruction and student support?
To what extent was ongoing and periodic
student performance assessment accessible
online for you?
Please list the major strengths or specific
55. What was the reason for
taking this course?
Course was taken for credit recovery.
Course was a prerequisite for advanced level
courses.
Course was required for graduation.
Course was not offered at school of
attendance.
Course at school was unavailable due to
scheduled conflict.
Other (explain)
56. Feedback: Students
Course procedures were clearly posted.
Necessary information and materials received
on time.
Instructions were clear for all materials &
activities.
Assignment and test grades were provided in a
timely manner.
Instructor feedback was timely and frequent.
57. Feedback: Students
Course was well organized.
Activities supported course goals.
Course provided opportunities for students
to learn from each other.
There were frequent tests and quizzes that
reflected course content.
Discussion groups were generally well
organized.
59. CLRN OCR Expansion
Spring 2012
History-social science
Science
Visual & Performing Arts (music & visual arts)
2012-13
World languages
CCSS high school math standards
New national science standards
Planning for grade 6-8
What should you expect from a great online course? How do you know if it’s any good, if your students will be highly engaged, or if teaching and learning goes beyond knowledge and comprehension? We’ll review iNACOL’s quality course standards, share how to select engaging courses and speak to course features you should be expecting. What questions you should ask? What course components should be required, even exemplary? How do you spot a great online course or elearning program? Three projects that helped rewrite iNACOL’s standards for quality online courses Info: if our review shows it’s not there, then the course can still work in a blended environment if you augment. Perhaps, the course takes care of basic K&C, but the “guide on the side” takes care of upper blooms.
Graphic should be clickable.
Three levels for each standard.Demonstrate, Practice, and AssessList MET, Partially MET, and NOT MET.If partially met, we list the components missing from each standard.
Provide examples/stories about each model.As you think about these ask, Did you choose the content or did it choose you?
Graphic should be clickable.
Graphic should be clickable.
Big Picture: (Administration, Management, Assessment, Course and Program Evaluation, Research, Policy, & Advocacy)Content: (Curriculum and Online Course Development, Best Practices, Accessibility, & Instructional Design) Capacity Building: (Professional Development)Gear: (Tools, Technologies, Learning Management Systems, & Application Development)Pedagogy: Engaging Students, Teaching & Learning Pedagogies, Blended Learning Models, Learning Communities, & Assessment)
