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Slides from my presentation. Builds and videos not included. Updated October 2013.
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Don’t Create a Lousy Online or Blended Course
Brian Bridges California Learning Resource Network
bit.ly/lousycourse
Lousy Slides & Links
http://brianbridges.org
or
http://bit.ly/lousycourse
What this is not.
A tutorial
An LMS primer
What this is
Guidance
Quality criteria
Specific components needed
A few tool recommendations
California eLearning Census
Between the Tipping Point and Critical Mass
http://clrn.org/census/
2013 Responses
March 1 – May 1
516 Responses 29% of 1777
144 Direct-Funded Charters
372 Districts
263 K-12/9-12 Districts/charters
253 K-5/K-8 Districts/charters
Who is eLearning?
46%
516 districts & charters
eLearning by Grade Span
19%
73%
eLearning: Charters vs. Districts
Who wants to eLearn?
26%
Who wants, by grade span
K-5/K-8 K-12/9-12
Who Wants, by Type
27%
Full and Part-time Online Learning Populations
19.8K24.4K
100.9K
17% Increase23%
Increase
Blended and Virtual Medians
100
Medians Increase by 25%
Blended Model Breakdown2012
Blended Model Breakdown: 2013
2013: K-5/K-8 Blended Model Breakdown
2012: K-12/9-12 Blended Model Breakdown
2013: K-12/9-12 Blended Model Breakdown
37%
28%
Course Publisher Distribution2012
Course Publisher Distribution2013
2013: Self-Built Courses and OER
87%
What factors did you consider when selecting courseware?
77%
60%
60%
55%
42%
42%
6%
Between the Tipping Point and Critical Mass
What is CLRN?
California eLearning Census CLRN.org/census
eLearning Strategies Symposium December 6-7, 2013 Hilton, Costa Mesa http://elearns.org @elearns
Courses
Content Standards: 80%
iNACOL Course Standards: 80%15 Power Standards
Commercial Courses Only
Analysis of the First 371
175courses (47%) certified
40 courses (12%) only missing captions
Most common problemContent standards alignment
93 courses (27%)< 80% content standardsRange from 4% met to 78% met
What about U.C. A-G?
I’m so glad you asked.
CLRN & U.C. Partnership
CLRN Certified FAQs
The FAQs
So you want to create an online or blended course
After all, you’re a master of your curriculum and teaching craft.
Remember Year 1?
It’s that, times 10.
A great f2f course doesn’t make a great online/blended course
Take time to plan
MOOC Preparation
“Bioelectricity: A Quantitative Approach
Eight-week course
300+ hours to prepare
Filmed 97 video segments with screen sharing
22 GB of data files
MOOC Gone Bad
Coursera: Fundamentals of Online Education: Planning and Application.
Mass chaos & cancellation
Lessons from a MOOC Gone Bad
Successful group activities need:
Clear and detailed instructions.
A thorough description of the purpose of the assignment
Access to technical tools that effectively support group collaboration
Building a Course
Why?
Who are your customers?
What are their skills and limitations?
School & home technology access
Virtual or Blended Which blended model?
Keeping Pace Planning
Keeping Pace Planning
18 month planning process
Strategic Planning
Needs analysis
Stakeholder involvement
Program definition Identifying models, courses & teachers
Buy-in
Collect Data
Assess your technology infrastructure
Determine your students’ and teachers’ technology skills
Research the availability of quality, standards-aligned resources
Determine teacher professional development needed
Course Development
Course development PD
Research standards-based content
Designing infrastructure
Budgeting
Piloting
Piloting select content
Community outreach
Course quality check
Program evaluation
Get Thee a Learning Management System (LMS)
And make nice with your IT department
If you give a teacher an LMS,She’ll want access to begin playing with it.
If she begins playing with it,She’ll want to spend time understanding its different components
Once she understands the LMS’ features,She’ll want to begin hanging content and classes into it.
But first, she’ll need some Web. 2.0 tools.
Learning Management Systems
39%24%
Prerequisite Skills: Technology
Master your LMS
Web 2.0: Collect & be proficientDiscussion groupsSlide sharingLecture recording & tutorial creationPortfolio creation
Web 2 oh
SlideShare
DropBox / DropCanvas / BlendSpace
Screenr
OCR Page
Wils browse
Software/web 2
SlideShare
Presentation sharing site
Uploads a variety of formats
Add YouTube videos to presentations
Provides embed codes
SlideShare REview
SlideShare Site
DropBox
Cloud and Cross-Platform File Sharing
iPhone/iPad/Android Sharing
2 - 18 GB storage
Dropbox.com
DropBox Review
DropBox Sharing Folders
DROPitTOme
Remote DropBox Upload
Customers don’t need a DropBox account
http://dropitto.me
CLRN Review
dropittome
dropitto.me/bbridges51
Dropcanvas: Quickly Share Files
Web based
Account not required
5GB limit per canvas
DropCanvas Site
DropCanvas Demo
Playlists
Assembling resources for a Flipped Classroom
Blendspace (formerly Edcanvas):
Share, Flip, Teach
Upload a variety of resources
Share with students
Comment
Adding Classes
Web-based screen & audio capturing tool
Creates flash or QT videos up to 5 minutes
A variety of ways to publishVia TwitterEmbed codeDownloadable QuickTime fileThrough Screenr URLUpload to YouTube
Screenr: Web-based Screencast Creator
Screenr Screens
Screenr Publishing
Commercial Alternatives
iShowUMac: $30, not including Ed discount
Snagit$50, but often much cheaper
CamtasiaMac: $99Win: $299
Build or BuyOr both.
Content
A2. The course content and assignments are aligned with the state’s content standards… Is the course teaching, providing practice,
and assessing each standard?
Content
Text
Video (streaming and/or lectures)
Simulations / games
Supplemental commercial resources
Commercial online/blended courses
A Textbook is not a course
If it were, you could just throw the kid a book and tell them to read it.
Content
B3: The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. *
Develop, Practice, Assess
Your course should be better than the worst teacher at your school
Engaging
B3: The course instruction and activities engage students in active learning.*
Reading and watching are not active.
B3 Consideration
The course provides multiple opportunities for students to be actively engaged in the content that includes meaningful and authentic learning experiences such as collaborative learning groups, student‐led review sessions, games, analysis or reactions to videos, discussions, concept mapping, analyzing case studies, etc
It’s about Pedagogy
How will you engage students?
What authentic projects will you use for practice and assessment?
How will students collaborate and participate in discussions?
Lower Order Thinking Skills
B5. The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. *
B5 Consideration
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. Activities should include open‐ended questions, and encourage students to categorize and classify information.
Media Rich
B11. Students have access to resources that enrich the course content.
D4. Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.*
Rich Media Defined
Course makes maximum use of the robust capabilities of the online medium through narration, demonstrations, simulations, animations, streaming content, and video lectures.
Rich media is present enough to be noticed.
Flipping Tips
It doesn’t have to be about you. There are other great lecture sources, you know.
Carefully consider what lesson parts to flip.
Find a partner.
Address student technology access early.
Find a way to engage students Don’t just talk. Ask questions. Frame discussion
items.
Clip Sources
Khan
iTunes University
Record your own
Streaming video publishers
iTunes U Interface
iTunes U: Physics
This goes on for 38 minutes
iTunes U: Five Minute Spanish
Commercial Lecture Publishers
Educator.com
Brightstorm.com
Educator.com
Accessible
Just what part of “all students should have access” didn’t you get?
Accessible
D10. Course materials and activities are designed to provide appropriate access to all students. *
USDOJ/DOE Dear Colleague Letter & FAQ
Providing Closed Captions
Utilize YouTube captions (beta)
Create captions
Provide a transcript
Short demo of current YouTube caption machine.
You know what they say about good intentions.
Universal Subtitles: Encode Videos with Your Subtitles
Web-based platform for adding subtitles/translations.
Very easy to use
US1
Universal Subtitles
Play subtitled video from U.S. site
Copy embed code
Download subtitle file (text and timing codes)
Prerequisite Skills: Teaching
Leading Edge Certification
Leading Edge Certification
What is LEC?
Highly-qualified online educator
Based on iNACOL’s National Standards for Quality Online Teaching
Focused on how tools are implemented to improve teaching and learning
45-60 hours
Course + portfolio = certification
LEC Modules
Online Learning: History & Concepts
Pedagogy
Building Community
Online Accessibility
Assessment and Evaluation
Policies and Preparation
Professional Development
E7. Course instructors… have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.
E8. Course instructors…receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.
Formative Assessments Should Inform Instruction
B4. The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.*
Variety is a Good Thing
There are more tools than multiple choice tests
Assessments
C2. The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. *
C2 Consideration
C2. Assessment types are matched to the level of knowledge being tested. Both formative assessments (that inform and support learning) and summative assessments (that demonstrate mastery) are a part of the course structure
Variety
C3. Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. *
Student Progress
C4. Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. *
e-Learning Strategies Symposium
eLearning Strategies Symposium
CLRN/CUE partnership
December 6-7, 2013
Hilton Orange County/Costa Mesa
http://elearns.org
Twitter: elearns
Lousy Slides & Links
http://brianbridges.org
Or
http://bit.ly/lousycourse
Don’t Create a Lousy Online or Blended Course
Brian Bridges, CLRN