This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
5. Credit
Recovery
Accelerated
Students Traditional
Public/Private
Medically Fragile
Need to work and/or
support family
Rural Students
Aspiring athletes
Home and performers
Schoolers Special Education
and ELL
credit: www.inacol.org
6.
7. Achievement and Self-Esteem
Beliefs & Responsibility/Risk Taking
Technology Skills and Access
Organization and Self-Regulation
Roblyer, M.D. and Marshall, J. (2002). Prediction success of virtual high school
students: Preliminary results from an educational success prediction
instrument.
9. • Probability of Passing (ESPRI Survey)
• Robyler's survey of attitudes combined with
student's GPA
• Claims reliability over 90% to predict
whether student will pass online course.
13. The Station-Rotation Model
Case Study: KIPP LA, Empower Academy
Individualized
Teacher-led
Online
Instruction
Instruction T
Collaborative
activities &
stations
Source: Education Elements
15. The Flex Model
Case study: Carpe Diem Collegiate High School and Middle School
Central Learning Lab
T
Intervention
5:1 T
T T Direct Instruction
15:1
T 12:1
T
Seminar Learning Lab Group Projects
273 students
6 teachers (T)
Source: Alex Hernandez, Charter
School Growth Fund
19. • Common Core/local
curriculum
• NCAA approval for core
courses.
• Technical know how
20. • Instructional design -- instruction and
technical
• Curriculum practices
• Course alignment
• The more content the district
develop, this feature needs to be
stronger.
23. Commercial Courses
• Align Course to local
curriculum
requirements.
• Not all courses from
provider of equal
quality.
• Determine any gaps
to be closed by OER
or local materials.
image source
24. Provides multiple
pathways
• Audio
• Video
• Text
Mix Modalities
Share other resources in Course Wiki
26. • Copy
and
paste
text
• Choose
Voice
• Set
Speed
27. • Video content
with equivalent
content and
different voice.
28. Rigor is not an academic flogging.
Image source:
http://www.tocal.com/homestead/vandv/vv25b.jpg
29. Rigor is not U.S. Navy SEAL training
Image source: http://abdominalworkoutsformen.org/wp-
content/uploads/2011/05/navy-seal-11.jpg
30.
31.
32.
33. The online teacher
knows the primar y
concepts and
structures of
ef fective online
instruction and is
able to create
learning experiences
to enable student
success.
34. The online teacher understands
and is able to use a range of
technologies, both existing and
emerging, that ef fectively suppor t
student learning and engagement
in the online environment .
35. Theonline teacher plans,
designs, and incorporates
strategies to encourage active
learning, application, interaction,
participation, and collaboration in
the online environment.
36. Theonline teacher
promotes student
success through clear
expectations, prompt
responses, and
regular feedback.
37. Theonline teacher
models, guides, and
encourages legal,
ethical, and safe
behavior related to
technology use.
38. The online teacher is cognizant of the
diversity of student academic needs and
incorporates accommodations into the
online environment.
39. The online teacher
demonstrates
competencies in creating
and implementing
assessments in online
learning environments in
ways that ensure validity
and reliability of the
instruments and
procedures.
40. The online teacher develops and
delivers assessments, projects,
and assignments that meet
standards-based learning goals
and assesses learning progress by
measuring student achievement of
the learning goals.
41. Theonline teacher
demonstrates
competency in using
data from
assessments and
other data sources to
modify content and to
guide student
learning.
42. The online teacher
interacts in a
professional, effective
manner with
colleagues, parents,
and other members
of the community to
support students’
success.
43. The online teacher arranges
media and content to help
students and teachers transfer
knowledge most effectively in the
online environment.
55.
Slide Credit: Nick Sproull, NCAA
Eligibility Center
56. Slide Credit: Nick Sproull, NCAA
“Typical” core courses:
Eligibility Center
o AP Calculus BC, Biology, Advanced Composition,
French V
“Typical” non core:
o Consumer Math, Personal Finance, Resume Writing,
Fundamentals of Algebra
Not so easy:
o Film Literature, Transition to College Math, English 9
CP2, Conceptual Physics etc.
57. Slide Credit: Nick Sproull, NCAA
Requires teacher/student access and
interaction
Must be required
Must be for the duration of the course
Teaching, evaluating and providing feedback
Defined time period for completion
Allows staff to compare/contrast with what was
actually completed
Student work must be made available
Suggests learning management system
58. • Core-course time limitation
• Students must complete required
coursework in eight semesters
• NCAA Non-traditional coursework
legislation
• Student instructor interaction
• Defined time period for completion
• Repeated coursework
Slide Credit: Nick Sproull, NCAA
Eligibility Center
59. • Some athletes are short of qualifying and need quick
fixes.
• Athletes may be enrolled in multiple courses from
multiple providers simultaneously.
• Athletes may overload courses in May/June,
November/December or late July
• Non-scholastic athletic programs
• Most fraud cases involve an adult behind the scene
• Don’t assume you are communicating with a parent or the
student.
• Be aware and communicate.
Slide Credit: Nick Sproull, NCAA
Blackboard Learn has added many web 2.0 technologies such as blogs, journals, wiki’s and mash ups that make it easy to add content from outer web resources such as YouTube. The interface is flexible and clean to streamline teaching and learning. Bb Mobile uses native apps for each platform, iPhone, iPod touch, iPad, Android and Blackberry to take advantage of each mobile device’s functionality, look and feel. We also provide a generic mobile web OS interface for any other mobile device. http://www.youtube.com/watch?v=nn2tDLhh96g