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Transcript of ICT report
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California Learning Resource Network
(CLRN)
http://clrn.org
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What is CLRN?
California Learning Resource Network http://clrn.org State-funded Education Technology Service Established as part of larger ed. Technology legislation in 1999
Initial charter: Review supplemental electronic learning resources to CA content standards
Expansion to online courses, OER and data assessment tools
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What is CLRN?California eLearning Census
http://www.clrn.org/census/
eLearning Strategies Symposiumhttp://elearns.org@elearns
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Why CLRN Reviews CoursesDisrupting Class (2008)Full courses of studyDigital Textbook Initiative (2009/10)Authorization (2010)
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Review Process: How & WhatLiterature review & initial criteria
SREB, iNACOL, TxVSN, QM, and WA Digital Learning
CLRN Stakeholder meetingsCriteria rewrite: CaliforniaCollaboration with TexasCriteria rewrite: national
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How CLRN ReviewsUtilized existing CLRN review sites
Five physical locations around CA Subject specific Established reviewer cohorts (15-25 educators)
Three-person review teamsEdited & normed at CLRN Centralhttp://brianbridges.org
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CLRN Review ProcessDatabase drivenPublishers complete submission online
Attach standards correlation document Noting where each standard may be found
Both teacher and student accounts/passwords are required
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CLRN Course Review ProcessEight-step process1. Team assignment2. Content (CCSS) Standards review
Develop, Practice, Assessment
3. Minimum Requirements Reading levels, spelling/grammar, content accuracy, etc.
4. Social Content Review 12 areas, including male/female roles, ethnic/cultural groups, &
advertising.
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CLRN Review Process5. Online Standards
Met, Partially Met, or Not Met Comments for all Partially Met standards Reviewers utilize CLRN comment sheet
6. Features Course Teacher Instructional Design Universal Access Assessment Technology Support Materials
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CLRN Review Process7. Profile
Publisher Info Course length and type Accreditation (UC, NCAA, AP, CLRN-Certified) Languages, etc
8. Abstract Full course summary Course objectives and outcomes Relevant Research
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CLRN Central ReviewValidation & Norming
Work the course
Review/update all 52 course standards
Standardize review commentsNotes inform reviewer retraining
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CLRN Central ReviewEditing & Proofreading
Review, modify, and standardize content standards rating & comments
Publisher Feedback Seven-day window New evidence required for Re-Review One Re-Review permitted per course.
Publishing Reviews valid for three years
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CLRN-CertifiedUniversity of California Partnership
A-G Approved Courses
CLRN-Certified 80% content standards 80% online course standards
15 power standards
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What’s Next?World Language ReviewsMath Common Core StandardsNext Generation Science StandardsAdding Grade 6-8 ReviewsCareer Technical Education StandardsProfessional Development
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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
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TextVideo (streaming and/or lectures)Simulations / gamesSupplemental commercial resources
Content
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If it were, you could just throw the kid a book and tell them to read it.
A Textbook is not a course
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A3: The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. *
Develop, Practice, Assess
Content
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B3: The course instruction and activities engage students in active learning.*
Reading and watching are not active.
Engaging
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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
B3 Consideration
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How will you engage students?What authentic projects will you use for practice and assessment?
How will students collaborate and participate in discussions?
It’s about Pedagogy
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B4. The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.*
Formative Assessments Should Inform Instruction
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B5. The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. *
Lower Order Thinking Skills
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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.
B5 Consideration
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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.*
Media Rich
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C2. The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. *
Assessments
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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
C2 Consideration
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D10. Course materials and activities are designed to provide appropriate access to all students. *
Accessible
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C3. Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. *
Variety
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C4. Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. *
Student Progress
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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.
Professional Development
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The Good NewsCLRN Reviews inform course improvement
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CLRN.ORG
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Content Standards: 80%iNACOL Course Standards: 80% 15 Power Standards
Commercial Courses Only
Courses
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First 114 course reviews31% CLRN-Certified (36 total)
32 courses only missing D10 (28%)
Most common problem Content standards alignment
47 courses (41%)< 80% content standards Range from 29% met to 78% met
Analysis
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WILS Page
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Wils browse
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California eLearning Census: Trending Past the Tipping
Point
http://www.clrn.org/census/
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Who is eLearning?California eLearning CensusMarch 1, 2012 – May 1, 20121634 K-12 districts & direct-funded charters
Current results from 481 districts (30%)
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Who is eLearning?
45%281 districts & charters
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Who wants to eLearn?
32%63%
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eLearning by Grade
Grades 9-12
Grades 6-8
Grades K-5
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
83%
48%
27%
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Online and Blended PopulationActual CountVirtual: 19,820Blended: 86,257Total: 106,077
Projected Count210,0003.4% of the student
population
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Blended Model Breakdown
Flex
Rotation
Hybrid-Virtual
Self-Blend
0% 10% 20% 30% 40% 50% 60% 70%
60%
17%
36%
29%31% of districts & charters use more than one model
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Blended Model Breakdown
Flex
Rotation
Enriched-Virtual
Self-Blend
0% 10% 20% 30% 40% 50% 60% 70%
60%
17%
36%
29%
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Self-Built Courses & OER
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e-Learning Strategies Symposium
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eLearning Strategies Symposium CLRN/CUE partnership December 6-7, 2013 Hilton Orange County/Costa Mesahttp://elearns.orgTwitter: elearns
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2012/2013 InitiativesWorld Language SiteCCSS Math Course DescriptionsNext Generation Science StandardsCareer Technical Education (CTE) Model Curriculum Standards.
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California Learning Resource Network
(CLRN)
http://clrn.org