charm@ksc.au. edu e-learning and courseware development in k-12 prof. dr. srisakdi charmonman ceo...

Charm@ksc.au.edu

E-Learning and

Courseware Developmen

tin K-12

www.charm.au.edu

Prof. Dr. Srisakdi Charmonman

CEO of The College of Internet Distance

Education, Assumption University Invited Lecture in the Seminar, “The Use of

Technology in Education: New Ways of Teaching and Learning Through

the Implementation of Online Trends”, Assumption College Academic Seminar 2010 Conference Room, Saint Louis-Marie Memorial

Building, Assumption College, May 13, 2010

Dr. Poonphon Suesaowaluk

Associate Program Director

for MS (ICT)College of Internet Distance Education,

Assumption University

Co-Author.

E-Learning and Courseware Development

in K-121. Introduction.2. Courseware

Development in K-12.3.Learning Management

System Implementation.4.K-12 LMS Providers.5.Online Learning Course

Providers.6.Concluding Remarks. 3

1. Introduction.

Prof. Dr. Srisakdi Charmonman drafted the first eLearning decree in Thailand which was published in the Royal Gazette in the years 2005, allowing all Thai universities to offer degree program in eLearning mode.

The decree states that the eLearning web must include:1) Homepage.2) Content Presentation.3) Learning Resources.4) External Resources.5) eLaboratory.6) AV Center. 5

Introduction (Cont.)

7) Assessment.8) Web Board.9) Chat Room.

10) eMail.11) Frequently Asked Questions.12) Personal Profiles.

It can be said that “LMS” is the “Central Nervous System of eLearning”, which supports all virtual learning activities.

Many terms have been used for LMS.

CMS = Content Management System

LCMS = Learning ContentManagement System

DMS = Document Management System

CLCIMS = Computer Learning Content Information Management System

LAMS = Learning Activity Management System

From “eLearningtech.blogspot.com”,“LMS” is one of top ten eLearning trends for 2010found that:- Opensource Solution and Hosted Opensource will be increased at the bottom end of the market.- SaaS will dominate.- SharePoint with Learning management will be a big topic.

Assumption University has its own LMS developed from “Moodle” and called it “SCITplus” to indicate that it was developed at SCIT “Srisakdi Charmonman IT Center”(www.scit.au.edu).

College of Internet Distance Education (Cont.) For more information about

SCITplus, please visit www.charm.au.edu.Go to the left hand side menu, click “List of Publications”, and scroll down to entry #1308.

The Entry #1308, (Cont.)

Srisakdi Charmonman, S., Anaraki, F.,

and Bunchua, S. “SCITplus : The LCMS developed at the College of Internet Distance Education of Assumption University”. Proceeding of the Fourth International Conference on eLearning for Knowledge-Based Society, 2007. pp. 7.1-7.9. (www.elearningap.com/eLAP2007/proceeding2007.htm) 12

SCITplus (Cont.)

The outstanding property of SCITplus isVideo Presentation SW or “PowerFx”.

There are 4 versions of SCITplus:“SCITplus Version 4” uses “Streaming Technology” to make downloading faster.

PowerFx

2.1 Courseware Format.2.2 Courseware Development

Process.2.3 Courseware Expert Roles.2.4 Course Coordinator Roles.2.5 Courseware Preparation.2.6 Courseware Reviewing

Process. 15

2. Courseware Development in K-12

According to the Rules and Regulations, a 3-credit course includes 15 lessons with 3 hours each,totaling 45 hours.

2.1 Courseware Format.

Each course can be divided

into two major sections: 2.1.1 Content of the course. 2.1.2 Student activities.

Courseware Format (Cont.)

1 hour or 1/3 of a lesson. This section is for the

student to use the on-line multimedia sound/video presentation created for each lesson in the courseware.

The multimedia sound or video clip will be an hour long.

2.1.1 Content of the Course.

Each clip will consist of a lecture from the subject expert.

The student will be able to find and download additional reading materials provided in the Course Syllabus.

Content of the Course (Cont.)

All the content for the course will be developed by the content expert.

The details of the tasks and responsibilities of content expert are discussed in a later section.

The content section may be also referred to the “Virtual Classroom” of the LMS system.

Content of the Course (Cont.)

Student Activities throughthe courseware for 2 hours

(2/3 of a lesson) Each student will be

assigned activities by the facilitating instructor of the particular subject.

Samples of activities that can be assigned through the courseware are listed below.

2.1.2 Student Activities.

1) Case Study. Students will study and

analyze the assigned Case Study.

This activity could be either an individual or a group activity.

This activity will be assignedby the content expert.

Student Activities (Cont.)

2) Exercises. Students must complete

all the exercises given at the end of each lesson.

3) Assignments. Students must complete

both individual and group assignments.

4) Chat. Students will be required

to be online and interact with the instructor or their classmates as per the class schedule.

5) eMail. Students will use e-mail to

remain in contact with their instructor.

The instructor must respondto any question/concerned

within 24 hours. 25

6) Shared Folder. Students will upload

useful files so that the other students can access or download them for further study.

7) Group Meetings. Students will also

participate in the assigned group meetings.

8) Message Board. Content expert, Instructor,

and/or Students can post questions related to the topic posted on the message board.

Students will then research the topic and post their questions/answers.

9) Quiz. Students will complete

the online quizzes. 10) Report. Students will submit their

report through email attachment to the instructor or by uploading the report through the system.

11) Poll Vote. Students will also give

comments and vote for the topicsthat they are interested.

12) Exam. Student will be able to

submit their Take-home Exam to the instructor through email or through the system.

13) Others The content expert could

assign any of the appropriate activities through the courseware.

To assign students with the online course activities, the study tools given in the system menu may be employed.

The study tools menu consists of the activities discussed earlier.

The tools are located on the menu bar.

Others (Cont.)

There are 6 steps :Step 1 : Agreement

for the Production of Courseware.

Step 2 : Request for CV and Submission

of Course Syllabus.Step 3 : Submission of Lesson Plans

(15 lessons).33

2.2 Courseware Development Process.

Step 4 : Submission of : PowerPoint (15 lessons). Summarization of each

chapter. Questions, answers and

assessment guidelines for exercises, quizzes, and/or reports according to the course assessment.

Courseware Process (Cont.)

Glossary & Index. Sets of the final

examinations (7, 9, or 12).

Step 4 (Cont.)

Step 5 : Recording Process : Make an appointment for

VDO recording. (Lessons 1 and15) (1 day)

Make an appointment for VDO recording. (Lesson 2 to 14) (2-4 days)

Step 6 : Planning and Reviewing Process :

Production planning with the production team. (Lessons 1-2) (During recording process)

1st production review (Lessons1-2) with the production team and correction. (8 days after the meeting of production planning)

Step 6 (Cont.)

Submission of lessons 1-15. (Approximately 30 days after the completionof recording process)

Comments from the content expert and revision by the production team. (Revising until the courseware is ready to be delivered)

Step 6 (Cont.)

In developing and delivering the courseware, four major parties will be involved : (a) Content Expert.(b) Course Coordinator.(c) Facilitating Instructor.(d) Students.

2.3 Content Expert Roles.

Content expert is the one who develops the courseware and also the one who will deliver the lesson.

Content Expert Roles (Cont.)

Content expert will be assigned the following responsibilities : 1) Create contents of the course.

(15 lessons which is a 3-credit lesson)2) Record the videos and audios

for the online lessons.

3) Create the Course Syllabus including:

(1) Course Description.

(2) Course Objective.

(3) Required Texts/Materials.

(4) Additional Readings.

(5) Course Assessment.

(6) Topics & Subtopics.

4) Create Lesson Plan 5) Create PowerPoint Slide

for all the 15 lessons. (20 – 40 slides for each

lesson) Each slide should

include the main ideas(Approximately 8 lines

for each slide). 44

6) Sheets/Handouts (if any)

or students to download.7) Assign online activities according

to the Course Assessment.

Online Media such as Chat, Email,

Conference, Discussion Board,

and Poll Votes will also be used.

8) Assign content activities according

to the Course Assessment.

The activities such as Exercise,

Assignment, Report, Quizzes will be created

and scheduled. 9) Create assessment guidelines

for all activities for the facilitating

instructor (one who will run the course.)

10) Summarize the contents of each lesson. 11) Develop 7-12 set of the final examination which will be used one set

for each semester.12) Create Glossary with the help

of his/her course coordinator.

13) Create Index with the support

from his/her course coordinator

and the production team.14) The courseware creation

may take approximately 2-3 months

to complete all of the process.

15) Modification and improvement

in the courseware will be made

in collaborating with the content expert,

course coordinator, and the production

team until the courseware

is finally ready for delivery.

A Course Coordinator will be selected by the Content Expert and will be responsible for the assigned course.

2.4 Course Coordinator Roles.

The assignments for the Course Coordinatorare as follows: 1) Collect the following materials

from the content expert and place

all of them on a CD format for CIDE:

(1) Content Expert’s CV.

(2) Course Syllabus and lesson plans

(15 lessons).(3) PowerPoint

presentations (15 lessons).

Course Coordinator Roles (Cont.)

(4) Chapter summary (15 lessons).(5) Course activities and assessment guidelines.

The activities may include:

- Exercises.- Quizzes.- Reports.

(6) Seven sets of final exams

and assessment guidelines.

2) Create Glossary for the assigned course.

The requirement for glossary

would be approximately

150-300 words. (10-20 words for each

lesson) 53

3) Create Index of the assigned course

by working cooperatively

with the production team.

The requirement for the index

would be roughly 150-300 words.

(10-20 words for each lesson)

4) Review courseware production

with content expert and make comments to the production

Course Coordinator may spend approximately 2 weeks to complete the whole process.

Facilitating Instructor will be responsible for facilitating the efficient delivery of the courseware developed by the content expert.

Facilitating Instructor and Student Roles.

While students will have opportunities to learn on their own paces through the Learning Management System (LMS), the facilitating instructor will provide students supportsby giving feedback on assignments, quiz or examination.

Facilitating Instructor (Cont.)

In addition, facilitating instructor will promptly response to any questions related to the course.

Students will be able to send email to their facilitating instructor anytime at their convenience, or to chat with the facilitating instructor any time at the chat room by appointment.

The major assignments of the facilitating instructor may be described as follows: 1) The ratio of facilitating instructor.2) Regular Basis.3) Grading System. 60

One Facilitating Instructorto take charge of 1-40 students.

1) The ratio of facilitating instructor.

(1) Post the announcements and arrange the activities and as assigned by the Content Expert.

(2) Monitor and encourage students’ participation in both visualized lesson (approximately 1/3 of the three-hour lesson period) and online activities. (approximately 2/3 of the three-hour lesson period)

2) Regular Basis.

(3) Record students’ attendance and their grades.

(4) Set date and time on group meetings for students and also between students/groups and facilitating instructor.

Regular Basis (Cont.)

(5) Create or assign student groups as assigned by the content expert or as appropriated to the activities.

(6) Provide immediate feedback to students through email or chat within 24 hours.

Regular Basis (Cont.)

(1) Score and grade online activities assigned by content expert. Online activities may include chat, web board, and/or polls.

(2) Score and grade each content activities assigned by content expert. Content activities may include exercise, assignment, report, and/or quizzes.

3) Grading System.

(3) Follow the deadline for assignment submission as assigned by the content expert or as appropriated.

(4) Schedule date and time for final exam and supervising the student grade.

(5) Assign final grade for students according to the course assessment created by the content expert.

Grading System (Cont.)

Students attending eLearning program will be able to learn anytime and anywhere at their convenience.

Students will take online courses available through SCITplus, Learning Management System.

Student Roles (Cont.)

The system will enable students, as said earlier, able to learn on their on paces, which are appropriated to their knowledge and skills.

However, students sometimes might feel isolated and need support from their peers, the facilitating instructors, and/or the call center.

Students will be assigned the following responsibilities: 1) Students will learn content

from virtual classroom (Visualized Lesson) provided through SCITplus system. 69

2) Students will participate and must complete online activities and the assignments assigned by Content Expert. The activities will be arranged, monitored, and gradedby the facilitating instructor.

3) Students must remain in contact facilitating instructor during the 15 weeks of lesson period.

4) For additional information especially in terms of the technical support, students may contact M.Sc. Management Call Center available 7 days a week from 8:00-24:00 hrs.

5) Students will take final exam at the testing center available in 15 locations throughout the country under the supervision of a proctor. Students may check the updated information concerning the testing center available at the website www.eLearningau.edu

2.5 Courseware Preparation.

Guidelines in Development of Courseware Materials. Based on the team

experience throughout the courseware developmental process, we have come across with some tips and tricks on preparing the materials for eLearning courseware to be included in this section.

Courseware Preparation (Cont.)

We believe that the content expert will find these suggestions very helpful in speeding up the production of eLearning courseware.

It will also help in minimizing the errors and expedite the editing process.

Since PowerPoint presentation is the major component of every lesson, please observe the following guidelines to preventing inaccuracies

during the production process.

These tips also help increase operating efficiency by reducing the burden on the content experts during the editing stage.

PowerPoint Presentation.1) The PowerPoint for

each lesson should be approximately 20-40 slides.

2) Fonts (a) Use easy-to-read fonts, such as

- Times New Roman - Arial- Tahomaetc.

(b) Proper size font -- at least

18-point size and different font sizes

may be used for headings

as deemed appropriate.

(c) The texts in your PPT should include only

main ideas as outlined by bullets. Please make sure that

the texts is appropriate in

length, may be 7-10 lines per

PPT slide. 79

(d) Please proof-reading for

- Grammatical.- Errors.- Capitalization.- Punctuation.- Spelling.

Graphics, Audio, and Video clips

used in the Presentation 1) The graphics, audio,

and/or video clips should be employed and attached (with separate files) in order to enhance the content concept and ideas..

(1) For example, in a PowerPoint slide, you may recommend a graphic or photo of a board room meeting to emphasize on the concept of organizational behavior.

Please note your suggestion

in the PPT so that the production team can create proper link to the graphics/pictures.

(2) Please note that the production team will use your PPT slides to synchronize with your voice/explanations. The more accurate and well-prepared your PowerPoints are,

the less burdensome the recording

and editing process will be.

(3) The pause between each main ideas of the PowerPoint slide (As outlined by bullets) may be very helpful to the production team to synchronize voice recordings with the PPTs.

2) Simulated interactive modes during the lectures are strongly encouraged. Content experts may have an activities/a pop-quiz in the middle of the presentation, in order to check for students’ understanding of the section/topic.

3) Audio will be recorded in parallel with PPT. The video clip of the content experts introducing students to the course will also be recorded.

4) Please make full use of the lesson plans. You may specify the suggested graphics, photos, or video clips in the plans so that the production team can refer to them as and when needed.

2.6 Courseware Reviewing Process.

Upon completion of the recording process, content expert together with courseware production coordinator should discuss the details of the preferred theme, colors and graphics of the production.

Reviewing Process (Cont.)

After a week or so, the production team should present 2 lessons, Lesson 1 which is a video format, and Lesson 2, in the audio/sound format to the content expert.

After the review and comments from the Content Expert, the production team will revise the lesson/s according to the guidelines given by the content expert.

Upon the successful completion of the courseware, the following materials should be made available for the production team.

The package should include the following: 1) Course syllabus.

(Required format available) 2) Lesson plans.3) PowerPoint Slides containing 30-40 slides

for each lesson.90

4) Glossary.5) Assignment. 6) Quizzes, tests, report,

and/or midterm exam.7) Document links or URL

links.8) Content expert’s

picture/photograph.9) Content expert’s CV. 91

The reviewing process should include the following :Steps 1 : The production team will send a CD

or provide the URL link

to the content expert. 92

Steps 2 : The content expert

will make suggestions/comments

for the production team.

Steps 3 : The Content Expert

and the production team

will get together to revise the lesion

for the courseware.

In addition to these steps, the following table of comments, as well as the courseware evaluation survey form should be used to frame content expert comments/suggestions, and to evaluate the steps/actions taken.

Example: Lesson 2 Comments.

(from the content expert)

Courseware Evaluation Survey Form.

3.1 Eight Tip for LMS Implementation.

3.2 Five Things Not to Do for Selecting LMS.

3. Learning Management System Implementation

Planning for LMS implementationis an important process for both private and public schools.

3.1 Eight Tip for LMS Implementation.

From “www.upsidelearning.com”,

There are 8 tips for LMS Implementation 1) Create a Team and an Owner

of the Implementation2) Get Top Management Buy-In

Eight Tip for LMS Implementation (Cont.)

3) Get Stakeholder Buy-In4) Arrange for IT Support 5) Deploy Adequate Resources6) From Focus Groups7) Arrange for Internal

Marketing8) Allot Help-Desks and

Tranning Platforms100

Eight Tip for LMS Implementation (Cont.)

K-12 schools should beware of five thingsnot to do:1) It is not necessary to purchase an LMS.

3.2 Five Things Not to Do for Selecting LMS.

2) Do not buy after just a Sales Demonstration: More people, more questions from many sections such as: - Administrators - Users - IT team

- etc. 102

Five Things Not to Do for Selecting LMS (Cont.)

3) Do not delegate “Dig Deeper”: evaluate not only narrow perspective.4) Do not sign the order before a full trial access: full trial by many sections. 5) Do not leave the “Thinking” part to the LMS Vendor: clearly go through the scope and describe the requirements 103

Five Things Not to Do for Selecting LMS (Cont.)

4.1 Commercial LMS Providers

4.2 Opensource LMS Providers

4. K-12 LMS Providers.

LMS must be considered in eLearning project at any level, including K-12 schools.

K-12 private schools may use commercial LMSwhich the school can customized their own LMS’s style. 105

K-12 LMS Providers (Cont.)

K-12 public schools may use Opensource LMSwhich help the school saving eLearning budget.

Traditional LMS do not allow students to create their own content or pull content. Teachers only post the assignments, discussions, medias, and related information.

K-12 LMS Providers (Cont.)

In 2010, many LMS standard platforms include the features and functionalitymore user friendly interface with students such as:- New Media- Interaction/Sociality- Creativity/Sharing Contentetc. 107

Types of Learning Management System

(Cont.)

4.1.1 Blackboard4.1.2 Desire2Learn4.1.3 InteractYX

4.1 Commercial LMS Providers.

There are many well-known commercial LMS such as: - 24 x 7 Learning - Angel Learning - Apex Learning - Atutor - BlackBoard - Desire2Learn - Haiku LMS

Etc. 109

Commercial LMS Providers (Cont.)

Blackboard is the most popular commercial LMS provider.

As of March 2010 (1st quarter), the total revenue was $101.1 million which increased of 17% from the 1st quarter in 2009.

4.1.1 Blackboard

In the 1st quarter, Blackboard entered to K-12 market such as: - Brunswick School- ESSDACK - Gilbert Christian Schools - Montgomery County Public Schools

Blackboard (Cont.)

- Passaic County Vocational Technical High School - Public School of Robeson County - Shawano School District - Tomasville County Schools - Weld County School District

etc. 112

Blackboard K-12 market (Cont.)

Blackboard enhanced LMS business by using “Merger and Acquisition Strategy”, which keep Blackboard at the forefront with a big share in commercial LMS market.

Blackboard (Cont.)

Blackboard acquired many competitors. In 2009, ANGEL was acquired by Blackboardwith $95 million in cash and stock.

Blackboard (Cont.)

January 2009, Blackboard launched“Blackboard Learn version 9.1” for K-12.

Blackboard (Cont.)

“Blackboard Learn version 9.1” supports:- Developing and supporting a virtual school- Moving curriculum development online - Enhancing classroom instruction - Offering advanced courses online 116

Blackboard (Cont.)

- Extending classrooms with online learning - Providing professional development - Improving communication

“Blackboard Learn version 9.1” (Cont.)

From “thesnapper.com”,the fall of 2010, all previous Blackboard courseswill be replaced by new Desire2Learn system.

The faculty have been given accounts to learn D2L.

4.1.2 Desire2Learn

Many Solutions from Desire2Learn

Implementation of LMS K-12 in many States/Provinces-wide such as:- Georgia Virtual School- Baltimore County Public Schools- Mississippi Virtual School

Desire2Learn (Cont.)

- Maplewood Richmond Heights School District- Lambton Kent DSB- Northhampton County Public School- Southhampton County Public Schooletc.

K-12 Schools implementation (Cont.)

About 600 schools from 32 States in the “Virtual High School Global Consortium” moved to Desire2Learn, providing eLearning for K-12 studentsand almost 13,000 K-12 students enrolled in classes.

Desire2Learn (Cont.)

“Sparks By Desire2Learn” is LMS to meet specific need of K-12 schools.

Desire2Learn LMS for K-12

“Sparks” solution covers:• eLearning programs

• Online professional development

• Digital resources for the classroom

Sparks By Desire2Learn (Cont.)

• Blended or hybrid online courses

• Credit recovery• Academic continuity

services• Communication between

homes, schools and communities

Sparks By Desire2Learn (Cont.)

InteractYX Limted was established in 1995.

“TOPYX” is a Social LMS eLearning software with embedded “social network” as a part of the platform.

4.1.3 InteractYX Limited

www.InteractYX.com

“Social Learning” is the “Backbone” of eLearning solution from InteractYX.

InteractYX provides Social LMS for both Business section and Academic section, including K-12 school. 129

InteractYX (Cont.)

Social network tools integrated with TOPYX such as: - Facebook- Twitter- Linkedin- SkypEEtc.

TOPYX (Cont.)

Sample of Social Tools

Three innovations on TOPYX:

TOPYX (Cont.)

Academic Solutions from InteractYX

Adult Education Software Solutions

Distance Learning Software Solutions

Executive Education Software Solutions

Higher Education Software Solutions

Graduate Medical Academic Leaning Solution

4.2.1 Moodle4.2.2 Sakai Project

4.2 Opensource Learning Management System

There are many “Opensource LMS” such as:

- Moodle- ILIAS 4 e-Learning- Pojosoft- Docebo

Opensource Learning Management System

(Cont.)

- Open Elms - efront- Sakai - Claroline- .LRN - OLAT- Dokeos - Atutor- etc.

Opensource Learning Management System

(Cont.)

Moodle is the largest open source LMS.

4.2.1 Moodle

January 2010, Moodle had a user-base more than 46,000 registered site.

More than 32 million users in 3,161,291 coursesin 209 countriesin 75 languages.

Moodle (Cont.)

Moodle has been installed at many levels.From “moodle.org”,- University 34.8%- Secondary School 22.4%- Primary School 4.6%

Moodle (Cont.)

Moodle LMS

Moodle has been developed by open source programmers.

Moodle’s infrastructure supports:- Activities- Resource Types- Question Types

Moodle (Cont.)

- Data Field Types- Graphical Themes- Authentication Methods- Enrollment Methods- Content Filters

Moodle’s infrastructure supports (Cont.)

January 2010, From “www.webwire.com”,Sakai collaboration with Reazon Systems, Inc.,released “iRubric for Sakai” to serve K-12 schools and Higher education.

4.2.2 SAKAI Project

iRubric for Sakai Classroom

User can access iRubric from Sakai gradbook.

Rubric generation and assessment tools are provided for educators.

Pre and Post-assessment Viewing are provided for Students.

SAKAI Project (Cont.)

Real-time report and monitoring of student performance and learning outcomesare provided for administrators.

SAKAI Project (Cont.)

5.1 Advanced Academic, Inc.5.2 Connections Academy

Free School5.3 K12, Inc.5.4 KC Distance Learning

5. Online Learning Course Providers

There are many learning course providersfor the K-12 level.

Several of them will be mentioned in this Section.

Online Learning Course Providers (Cont.)

A private online school in Oklahoma State in the USaccredited by - Commission on International and Trans-Regioned Accreditation (CITA)- North Central Association (NCA)- Northwest Association of Accredited Schools 149

5.1 Advanced Academic, Inc.

The high school diploma from Advanced Academic will be issued by Advanced Academic Online School.

The diploma may or may not be honoredby a university or college.

Advanced Academic, Inc. (Cont.)

Advanced Academic full-time learning program includes:- 6 credits (12 courses) per year * Core * Elections * Languages

- Full support from highly qualified, state-certified teachers- Access to certified connected

- Unlimited access to courses for 120 days per semester- 27/4 technical help- A real high school diploma

Full-Time Learning Program (Cont.)

Application fee: 50 US$- Tuition: 1,850 US$ per year or 155 US$ per month Total:(1,905 US$ per year)

Free Public School for grade K-12. Headquarter in Maryland, USA. Connections Academy is accredited

by AdvanceEdwhich is the unified organization of - North Central Association Commission on Accreditation and School Improvement (NCA CASI)

5.2 Connections Academy Free School

- Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI)

Unified organization (Cont.)

Serve grades K-12 in most schools in the US.

The program is free. Connections Academy Schools

are operated under contract to non-profit organizations- charter school- school district- governmental entities 156

Connections Academy Free School (Cont.)

All Connections Academy Schools are public schoolprograms such as:- Arizona Connections Academy- Central California Connections Academy- Colorado Connections Academy- Florida Virtual School Full Time- Idaho Connections Academy

Connections Academy Free School (Cont.)

- Indiana Connections Academy- Kansas Connections Academy- Minnesota Connections Academy- Nevada Connections Academy- Ohio Connections Academy

Public School Programs (Cont.)

- Oregon Connections Academy- Pennsylvania Connections Academy- South Carolina Connections Academy- Texas Connections Academy- Wisconsin Connections Academy - National Connections Academy Serving students throughout the US

Public School Programs (Cont.)

A virtual homeschooling business supplying online education at K-12 level.

K-12 has strong, effective partnerships with- Public Schools- Private Schools

5.3 K12, Inc.

K-12 is accredited by AdvanceED(same as for Connections Academy).

AdvanceED is the world largest educational community- 27,000 public and private schools at district in the US- 65 Countries - 15 million students

K12, Inc. (Cont.)

K-12 courses are- K-8 Courses- High School Courses- Summer School Courses

K12, Inc. (Cont.)

K-8 Program- 75 Online courses in 7 subjects * English * History * Math * Science * Music * Art * World Languages

K12, Inc. (Cont.)

K-12 Program is delivered through K-12 Partner schools- Online Public School- Online Private School

K12, Inc. (Cont.)

A private company in Portland, Oregon, USA,providing distance learning programs:- Middle Schools- High Schools

5.4 KC Distance Learning

KC is accredited by Northwest Association of Accredited School.

Started in 1974. Served over 200,000

students. Keystone School is

accredited.166

KC Distance Learning (Cont.)

Offers “iQ Academics” which is statewide online school in partnership with - Public School districts- Charter School Organizations

iQ Academics are- Public Schools- Tuition-free fro in-state residents

KC also operates Keystone National High School in Bloomsburg, Pennsylvania, USA.

Courseware Development may be consideredthe heart of an eLearning system.

6. Concluding Remarks

Presented in this paper are:

Concluding Remarks (Cont.)

Courseware Development in K-12

Learning Management System Implementation

K-12 LMS Providers

Online Learning Course Providers

Assumption College should assign a team to explore the possibility of implementing eLearning for the benefits of all concerned.

Concluding Remarks (Cont.)

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