6. California Legislation
AB 1398, relating to the use of textbook
funds
Redefines “technology-based materials”
to include electronic equipment required
to use them
7. California Legislation
SB 247 relating to high school textbook
purchases
Textbook funds may be used to
purchase electronic versions
Districts must ensure all students have
access at home & school
9. Three Digital Textbook Paths
Self-contained digital
Flat: Epub, Kindle, PDF
Digital with interactive components
Online, subscription-based
Some digital or interactive components
Online Courses
10. What is CLRN?
Online Course Reviews
Six subject areas
Standards Alignment
Common Core State Standards
California’s other standards
Next Generation Science Standards
iNACOL Standards for Quality Online
Courses
19. CLRN Review Sites
Six, subject-specific sites
County office based
Managed by COE content expert
20-25 active teachers
Meet monthly during school year
20. Reviewer Training & Norming
CLRN Review Process
Social Content Criteria
Online Course Standards
28. Step 5: Course Standards
Reviewers vet 24 of the 52 OCR standards
29. Content
Content depth and breadth
Information literacy skills
Learning resources and materials
Communication process between
teachers, parents, and students
Content accuracy and bias
30. 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
31. OCR Standards/Considerations
B5. The course
provides
opportunities for
students to engage in
higher-order
thinking, critical
reasoning activities
and thinking in
increasingly complex
ways. ★
Assignments, activities, and
assessments provide
opportunities for student to
elevate their thinking beyond
knowledge and comprehension
into the realm of analyzing
situations, synthesizing
information, or evaluating an
argument. …Opportunities for
group
work, decision‐making, and
finding patterns should also be
32. 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
35. CLRN Central Review
Validation & Norming
Work the course
Review/update all 52 course
standards
Standardize review comments
Notes inform reviewer retraining
36. CLRN Central Review
Editing & Proofreading
Review, modify, and standardize content standards rating
& comments
Publisher Feedback
Seven-day window
New evidence required for Re-Review
One Re-Review permitted per course.
Publishing
Reviews valid for three years
37. Texas H.B 4294
eTextbook publishers may submit
updated content for review
Districts/schools may select a
subscription-based electronic textbook
38. Re-Review Policy
For Updated Courses
Updated, not new (New=>30% new content)
New content and/or course standards.
Strengthen alignment to the content standards
and/or the course standards.
Publishers provide specific evidence.
Once per year
51. What steps does your school/district take
to validate that the rigor and quality of
online or blended learning courses meets
or exceeds that of “traditional” courses
taught in a brick and mortar classroom?
52. Answers and Questions
We examine the course outlines with
teachers and administration.
Matching up the state standards
with course, requiring minimums for
passing scores
None required
53. More Answers and Questions
Data supplied by curriculum
provider.
Student input on rigor compared to
last course or class taken.
Ensure alignment to state standards –
we need to be doing more
54. What factors did you consider
when selecting courseware?
Price
77%
Compared to content standards
60%
U.C. A-G list
60%
Examined course outlines
55%
Data supplied by provider
42%
Vendor demonstration
42%
Colleague recommendation
Selected CLRN Certified courses.
None
0
10
20
30
40
50
58. Analysis of the 460 published
63% certified
Up from 46%
20% teach < 80% content standards
Range from 4% met to 78% met
12% only missing captions or
transcripts
64. Ed Code
Ed Code 49011 states that school
districts and schools shall not
establish a two-tier educational
system …through payment of a fee or
purchase of additional supplies that the
school district or school does not
provide; and
65. What is not a great online
course
Class 1: Watch lecture. Complete worksheets. Take a
multiple choice test. Repeat
Class 2: Read. Take a multiple choice test. Repeat
Class 3: Read. Print and take quiz. Grade your quiz.
Take multiple choice test. Repeat
Class 4: Read a physical book. Take quiz from a
physical book. Take part in online discussion. Repeat
Moving a textbook online is not a foundation for a great
course.
66. What is not a great online lesson.
“Writing an introduction” slide show
Vocabulary exercises. Students then:
READ 12 textbook pages about verbs
READ 13 pages of textbook reading
about verb agreement
67. Not a great online
lesson, continued
READ 10 pages of textbook reading
about verb tense
READ 6 textbook pages about “verbs
made easy”
READ a one-page textbook page
about writing a first draft, and
READ two textbook pages about
simple narratives.
70. Make use of the medium
Rich media
Lecture clips, video demonstrations and
clips, variety of multi-media, simulations, …
Ease of use
LMS helps inform instruction. Students/teachers
always know where they are.
Inputs matter. How can you tell if an online course is any good, whether it engages students in active learning, or challenges them with authentic, higher-level work? We’ll detail the California Learning Resource Network (CLRN) course review process, from publisher entry to publication, outlining criteria, including iNACOL’s course standards, for receiving our certification as part of our University of California partnership. We’ll also share data from the California eLearning Census.
What’s missing is that
As the census drew to a close, we sent a supplemental survey to those districts that were purchasing courses, asking them about their selection process. When asked what factors they considered when selecting courseware, the top four choices were price, comparing courses to content standards, the U.C. A-G approved list, and examined course outlines. Sadly, few districts realize that by selecting from the UC A-G Approved courses, they’re also depending on CLRN’s certified course reviews.None10%Selected only CLRN Certified courses.3 6%Colleague recommendation17 32%Vendor demonstration2242%Data supplied by curriculum provider22 42%Examined course outlines2955%U.C. A-G list3260%Compared the course to the content standards32Price41 77%
Short video clip of a boring teacher?If you walked into a f2f class and saw this type of teaching/learning, would you be impressed? Would you recommend this class to other students? Would you send a struggling student there? The lesson begins with “Writing an introduction” slide show, which would be stronger if narrated, followed by some vocabulary exercises. Students then read:12 textbook pages about verbs13 pages of textbook reading about verb agreement10 pages of textbook reading about verb tensesix textbook pages about “verbs made easy”a one-page textbook page about writing a first draft, andtwo textbook pages about simple narratives.
Inputs matter. How can you tell if an online course is any good, whether it engages students in active learning, or challenges them with authentic, higher-level work? We’ll detail the California Learning Resource Network (CLRN) course review process, from publisher entry to publication, outlining criteria, including iNACOL’s course standards, for receiving our certification as part of our University of California partnership. We’ll also share data from the California eLearning Census.