Into The Future Thompson

Into The Future: Collaboration, Cultures and New Technologies

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Stepping into Your Future

Connecting students across California to a comprehensive, innovative, hybrid, anytime, any place,

strength-based instructional program that teaches active reading, writing, Math and test taking practices in two courses. Helping students pass the CAHSEE, develop new literacy and Math understanding and supporting them on their future academic and career pathways.

a Model Collaboration

Stepping into Your Future: CAHSEE Preparation Program• Butte and Lake Tahoe Community Colleges• California Community Colleges Technology Center and• California Virtual Campus• UC, Santa Barbara• UC, Los Angeles, Center for Digital Innovation• Los Angeles Trade and Technical College• San Diego County Office of Education• Faculty from CSU, Fullerton; Santa Barbara City College;

Evergreen Valley College; LAUSD

Responsive/Recursive Development Model

• 5 month initial development timeline – April to Sept 2007

• Pilot phase using materials with students in adult schools and community colleges – Sept 2007 to June 2009

• Using a parallel track of development & implementation

The Technology

• Seamless entry for students with ‘Smart’ assessment

• Interactive lessons built with Flash integrated in a moodle open source LMS

• Video for situated explanation of concepts, tutorials and demonstrations

• Weekly live session in ‘Elluminate class room’

Engages Students

Highlight synchronizes with instructor voice over

Video demonstrates ‘what it looks and sounds like’

A Statewide Presence

•Steps is offered in partnership with over 124 education entities; libraries and CBOs

•Serving students and teachers in 39 of California’s 58 counties

Hybrid Delivery Model

• Lake Tahoe Community College offers free, non credit, on line classes for Math and English

• On site instructors enroll and support students locally

• Co-teaching Model: using on line content specialist and on site instructor

Demonstrating Effectiveness

• Increased student retention

• Increased pass rates for the CAHSEE (38% more passed ELA; 45% more passed Math with 85% of students self reporting as ELL)

• Increasing demand by teachers and increasing number of students enrolling – over a 200% increase in six months

Meeting the NeedObjective: Supply the College Pipeline

• Over 90% of students from the class of 2009 have met the CAHSEE requirement

STUDENTS PERSIST IN TAKING THE TEST

658 students from 2006

1,113 students from 2007

5,233 students from 2008

Value Added Investment

• ‘Test prep and beyond’ that supports basic skills instruction

• On line format scales to statewide distribution without compromise

• Cost efficient centralized services (CVC)

• Knowledge that a multi institutional, inter-segmental team approach to development - works!

Contacts and Websites

Stepping into Your Future

Douglas Cremer [email protected]

Pam Thompson [email protected]

LeBaron Woodyard [email protected]

www.cahseesteps.net

mailto:[email protected]



http://www.cahseesteps.net/

A continuous improvement model for assuring the quality of online and online components of blended courses through a faculty review process.

WCET 2009 conf: QM Collaboration, Culture of Technologies, & Std4 - Kay Shattuck

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Peer Course Peer Course ReviewReview

FeedbackFeedback

CourseCourse

Instructional Designers

InstitutionsFaculty Course Developers

National Standards & Research Literature

Rubric

Course Meets Quality Course Meets Quality ExpectationsExpectations

Course Course RevisionRevision

Quality Matters:Quality Matters: Peer Course Review Peer Course Review

ProcessProcessTMTM

TrainingFaculty Reviewers


The QM RubricTM

Eight General Standards:

1. Course Overview and Introduction2. Learning Objectives (Competencies)3. Assessment and Measurement4. Resources and Materials5. Learner Engagement6. Course Technology7. Learner Support8. Accessibility

Key components must align

Alignment: Critical course elements work together to ensure that students achieve the desired learning outcomes.


Today’s technology cultures…and divides


From Lone Rangers to…

The wild, wild West with…

Natives and immigrants!

WCET 2009 conf: QM Collaboration, Culture of Technologies, & Std4 - Kay

Shattuck

The overall effect of the new technology will be negative and counterproductive, if interest in the technology draws attention further from need for reform in the way we design our courses…

Michael G. Moore, 2007, AJDE editorial on Web 2.0: Does It Really Matter?



See handout view for citation

http://creativecommons.org/licenses/by-nc-nd/2.0/

Impact of video on learning…Lessons from the past

• “Irrelevant attention-gaining cues will probably have negative effect on learning…”

• “Repeated showing…will result in more learning, up to a point…then teacher-directed follow-up more important than viewing again.”

• “Liking instructional television [video] is not always correlated with learning from it.”

Wisher & Curnow, 2003, pp. 326-327


…online formats that now dominate distance education are frequently criticized for not benefiting from awareness of the existing long history, especially in regard to the importance the relationship between quality and course design (Naidu, 2007).


General Standard 6: Course Technology

Specific Review Standard

What does this mean?

6.1: The tools & media support the learning objectives, & are appropriately chosen to deliver the content of the course. (3)

6.1: Do the tools & media support the learning objectives? Are they integrated with course material and activities? Are technologies used just for sake of using them?


Garrison, Anderson, Archer model at http://communitiesofinquiry.com/model





6.2: The tools & media support student engagement and guide the student to become an active learner. (3)

6.2: Do the tools & media selected encourage the students to be actively engaged in the learning process?


Functions of Communication Technologies

1. Presentation• Provide new information• Structured & delivered to whole

classes

2. Interactive • Enables engagement (learner-learner;

learner-instructor)• Facilitated to allow for reflection WCET 2009 conf: QM Collaboration, Culture of Technologies, & Std4 - Kay Shattuck




6.4: Students have ready access to the technologies required in the course (2)

Are required technologies easily downloadable; provided from institution or easy purchase? Are there clear instructions for installation?

6.5: The course components are compatible with current standards for delivery modes. (1)

Do instructional materials, media, activities, and assessments make use of available technologies and meet current standards for widespread accessibility?

6.6: Instructions on how to access resources at a distance are sufficient and easy to understand. (1)

Are instructional materials, resources, tools, and media easily accessible, obtainable, & useable by students? If a third party content is used, do students know how & when to access and to get help?


More information:

www.QualityMatters.org

[email protected]

[email protected]


http://www.qualitymatters.org/



Into The Future Thompson

Education

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