Addressing Student Learning Online – A Process of Development Edward Kosloski, ICT Consultant,...
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Transcript of Addressing Student Learning Online – A Process of Development Edward Kosloski, ICT Consultant,...
Addressing Student Learning Online – A Process of
Development
Edward Kosloski, ICT Consultant, Calgary Catholic School District
Elisabeth MacDonald, Religious Education Consultant, Calgary Catholic School District
Session Overview
• What are some of your questions or challenges? Why are you here?
• Outline– Beginning Steps– Collaborative Development– Piloting– Feedback– Some Next Steps
Beginning Steps
• Needs for alternative course delivery identified
• Research into what alternatives exist & availability
• Survey key players regarding support for the project
Collaborative Relationships
• Entering into collaborative relationships for online development (i.e. Edmonton & Red Deer Catholic, CCCB) vs. starting from scratch alone (i.e. Kara Parenting course)
• Innovative Practices Award in Recognition of Collaborative Practice & Differentiated Instruction (May 2007)
Collaborative Development
• The development team (RS teachers, Consultants & Supervisor, ICT support)
• Costs:– 40 teacher substitute days (5 teachers x 8
days) (doesn’t include time freely given by development teachers)
– web developer (8 days)– Transportation, food, software, copyrights
• Copyright
Piloting
• Models of delivery– within and outside the regular timetable– District vs. school based course
• Selection of students• Informing parents• Staff support:
– “free period” –”Aren’t you lucky!”– Potential issues for non-scheduled students i.e.
“free period”
Key Learnings
• District Support:– Development clearly outlined – scope &
sequence, including future development– Provide budget for this– Provide project lead person to be responsible
for:• managing• ongoing development (new technologies,
resources)• teacher support
Ongoing
Key Learnings
• School Administration:– Admin & staff support of philosophy &
implementation– Scheduling:
• Maximum online enrollment• In timetable or outside• In quarters/semester/year-long?
– Technical support – personnel & hardware/software
Key Learnings
• Teachers:– Have to enjoy this type of learning– Be aware of biases in selecting students– Making connections with students in a different
way– Set up the course for success:
• Personalize the experience• Learning contract (target completion dates)• Regular contact & follow-up• Timely assessment & feedback
Personalization
Assessment
The Student Voice
Feedback
• Pilot Surveys: staff, parents, teachers & students
• Ongoing surveys built into course:– Parents– Students– Teachers – direct to project lead
• Online vs traditional courses:– Different ways of learning for different
learners– Very time-consuming (with costs) upfront
development of online– For teachers: online has no preparation but
significant marking load– Development of a rich online course is worth
the extra effort
Summary
Some Next Steps
• More Online/Distributed courses
• Further Development in current courses– Video/audio components– Web 2.0 tools– More assignment/assessment choices
(reduce copying)– Linking targeted completion dates to calendar