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