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