slate 2012: successful online courses
DESCRIPTION
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.TRANSCRIPT
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SLATE 2012
Jeffrey L. Hunt, Ed.D.Twitter: @jeff_hunt
Successful Online Courses
© Jeffrey L. Hunt, 2012
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• Curriculum
• Technology
• Instruction
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http://www.sloanconsortium.org/
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Student
Teacher
StudentContent
•Essential Understandings•Course Goals•Student insights
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Need to work and/or support family
Credit Recovery
Aspiring athletes and performers
Medically Fragile
Home Schoolers
Accelerated Students Traditional
Public/Private
Special Education and ELL
Rural Students
credit: www.inacol.org
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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.
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Excellent Students, “A”, “B”
Average Students, “C”
Struggling StudentsCredit Recovery
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• 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.
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Tech-rich = blended
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Emerging models of blended learning
Rotation Flex Self-Blend Remote
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Emerging models of blended learning
Rotation Flex Self-Blend Remote
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The Station-Rotation Model
Case Study: KIPP LA, Empower Academy
Teacher-led Instruction
Collaborative activities &
stations
Individualized Online
Instruction
Source: Education Elements
T
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Emerging models of blended learning
Rotation Flex Self-Blend Remote
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The Flex Model
T
T
T
Learning Lab
Direct Instruction
Group Projects
15:1
Central Learning Lab
TIntervention
Seminar
5:1
12:1
Source: Alex Hernandez, Charter School Growth Fund
273 students6 teachers (T)
Case study: Carpe Diem Collegiate High School and Middle School
T
T
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Emerging models of blended learning
Rotation Flex Self-Blend Remote
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Mobile devices are igniting remote models
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• Borrow (steal) it• Buy it• Build it yourself
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• Common Core/local curriculum
• NCAA approval for core courses.
• Technical know how
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• Instructional design -- instruction and technical
• Curriculum practices
• Course alignment
• The more content the district develop, this feature needs to be stronger.
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Credit: Dr. Phil Lacey
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• 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
Commercial Courses
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Provides multiple pathways
• Audio• Video• Text
Mix Modalities
Share other resources in Course Wiki
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• Text
• Graphics
• Audio
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• Copy and paste text
• Choose Voice
• Set Speed
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• Video content with equivalent content and different voice.
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Rigor is not an academic flogging.
Image source: http://www.tocal.com/homestead/vandv/vv25b.jpg
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Image source: http://abdominalworkoutsformen.org/wp-content/uploads/2011/05/navy-seal-11.jpg
Rigor is not U.S. Navy SEAL training
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The online teacher knows the primary concepts and structures of effective online instruction and is able to create learning experiences to enable student success.
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The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.
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The online teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment.
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The online teacher promotes student success through clear expectations, prompt responses, and regular feedback.
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The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use.
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The online teacher is cognizant of the diversity of student academic needs and incorporates accommodations into the online environment.
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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.
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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.
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The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.
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The online teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ success.
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The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.
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Student
Teacher
StudentContent
•Essential Understandings•Course Goals•Student insights
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•Delivering an Engaging and Challenging Course.
Image Credit
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•Using the same course outlines, major assessments and courses examinations as face-to-face courses.
Image Credit
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•Proctoring major assessments and final exams.
Image Credit
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•Using live virtual sessions with software like Blackboard Collaborate or Abobe Connect.
Image Credit
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Requiring students have interactivity with the teacher and other students.
Image Credit
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•Requiring weekly, purposeful communication between the teacher and individual students.
Image Credit
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•Adding oral exams at milestone points in the course to check for understanding.
Image Credit
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•Challenging problems for accelerated (gifted) students.
Image Credit
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•Regular formative assessments, followed by periodic formal evaluations by outside reviewers.
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Slide Credit: Nick Sproull, NCAA Eligibility Center
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Slide Credit: Nick Sproull, NCAA Eligibility Center
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“Typical” core courses: 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.
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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
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• 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
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• 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 Eligibility Center
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Student
Teacher
StudentContent
•Essential Understandings•Course Goals•Student insights