Virtual School Meanderings

May 18, 2017

Validated Online Course Design Standards

A few weeks ago I saw this news item scroll across my electronic desk – Edmentum Plato Courses Receive iNACOL Standards Approval. When you go to the news item, you get access to this summary:

Edmentum’s Plato Courseware’s iNACOL Standard Review – http://www.edmentum.com/sites/edmentum.com/files/resource/media/iNACOL%20Summary.pdf

A former doctoral student of mine actually completed his dissertation research focused on whether the iNACOL National Standards for Quality Online Courses could be validated based on research. Here are the results.

Adelstein, D., & Barbour, M. K. (2016). Building better courses: Examining the content validity of the iNACOL national standards for quality online courses. Journal of Online Learning Research, 2(1), 41-73. Retrieved from http://www.learntechlib.org/p/171515

  • The first round focused on whether there was literature and, more importantly, the research literature support for the standards.  David was able to find something for just about every standard, but there was actually little in the way of K-12 distance, online, and blended learning research literature to support most standards as they were written.

Adelstein, D., & Barbour, M. K. (2017). Improving the K-12 online course design review process: Experts weigh in on iNACOL National Standards for Quality Online Courses. International Review of Research in Open and Distance Learning, 18(3). Retrieved from http://www.ijede.ca/index.php/jde/article/view/976

  • The second round had two teams of experts review the standards to determine whether, based on their expert opinions, the standards were appropriate measures of the quality of online course design.  While there was some general support for most standards, many of them were revised or dropped based on this expert feedback.

Adelstein, D., & Barbour, M. K. (2016). Redesigning design: Field testing a revised design rubric based of iNACOL quality course standards. International Journal of E-Learning & Distance Education, 31(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2800

  • The third round had several teams of two reviewers that were responsible for applying the rubric associated with the standards to a variety of online courses to determine if inter-rater reliability could be achieved.  The results of this application were that the rubric could not be reliably applied.

Adelstein, D., & Barbour, M. K. (2016). Redesigning design: Streamlining K-12 online course creation. MACUL Journal, 37(1), 20-21. Retrieved from http://www.macul.org/wp-content/uploads/2016/11/MACULJournal_Fall2016.pdf

  • This final article was targeted to practitioners.  It was basically an attempt for David to translate what he learned from the three rounds of research that would be of interest and of use to a practitioner audience.

April 5, 2017

[CJLT / RCAT] New Issue Published

Notice from another distance, online and/or blended learning journal issue with no K-12 articles.

Dear Readers,

The Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie has just published Volume 43, Number
1. This issue is available on our web site at http://www.cjlt.ca/. We invite
you to review the Table of Contents here and then visit our web site to
review articles and items of interest.

Thank you for your continued interest in our work,

CJLT Editors
University of Alberta & York University
cjlt@ualberta.ca

———————————————————-

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie
Vol 43, No 1 (2017)
http://www.cjlt.ca/index.php/cjlt/issue/view/1869

Articles
————–

Gadgets in the Gymnasium: Physical Educators’ Use of Digital Technologies |
Les gadgets au gymnase : l’utilisation des technologies numériques par les
enseignants en éducation physique
Daniel Robinson, Lynn Randall

Adolescence et technologie : besoins de savoir, de supervision et de
reconnaissance | Adolescence and Technology: Need for Knowledge, Supervision
and Acknowledgement
Marie-Hélène Poulin, Camille Lefebvre

Understanding School Board Leaders Use of Online Resources to Inform
Decision-Making | Examen de l’usage des ressources en ligne par les
dirigeants des conseils scolaires pour guider les prises de décisions
Robin Holding Kay, Loralea Carruthers

Making Sense of the Professional Learning of Grade Six Teachers of
Mathematics Implementing the Flipped Classroom Approach | Le
perfectionnement professionnel des enseignants de mathématique en 6e année
mettant en œuvre l’approche de la classe inversée
Karen Goodnough, Elizabeth Murphy

Book Review
————–

Book Review of Ten Strategies for Building Community with Technology
Diane Janes
_____________________________________________________________
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie
http://www.cjlt.ca/

February 3, 2017

[CJLT / RCAT] New Issue Published and Open Competition and Guidelines for Special Issues

Another item from Tuesday’s inbox…

Dear Readers,

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie has just published a new issue:
Volume 42, Number 5, a special issue titled “Issues and Challenges of
Training Teachers to use Technologies in the 21st Century | Enjeux et défis
de la formation des enseignants à l’usage des technologies au 21e
siècle.” This issue is available on our web site at http://www.cjlt.ca/. We
invite you to review the Table of Contents here and then visit our web site
to review articles and items of interest.

Thank you for your continued interest in our work,

CJLT Editors
University of Alberta & York University
cjlt@ualberta.ca

———————————————————-

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie
Vol 42, No 5 (2016)
http://www.cjlt.ca/index.php/cjlt/issue/view/1868

Editorial
————-

CJLT Special Issue Editorial | Éditorial du numéro spécial de la RCAT
Thierry Karsenti

Articles
————–

TPACK in Elementary and High School Teachers’ Self-reported Classroom
Practices with the Interactive Whiteboard (IWB) | Connaissances abordées
dans les pratiques déclarées d’enseignants du primaire et du secondaire
qui exploitent le tableau numérique interactif (TNI) en classe
Sonia Lefebvre, Ghislain Samson, Alexandre Gareau, Nancy Brouillette

Liens entre le modèle CBAM et l’approche d’enseignement dans le
contexte de l’adoption d’une classe d’apprentissage actif par des
enseignants au postsecondaire | Relationships between the CBAM Model and the
Approach to Teaching Inventory in the Adoption of the Active Learning
Classrooms by Postsecondary Teachers
Samuel Fournier St-Laurent, Bruno Poellhuber, Madona Moukhachen

A Quantitative and Qualitative Inquiry into Future Teachers’ Use of
Information and Communications Technology to Develop Students’ Information
Literacy Skills | Enquête quantitative et qualitative auprès de futurs
enseignants portant sur l’utilisation des technologies de l’information
et de la communication pour développer les compétences informationnelles
des élèves
Stéphanie Simard, Thierry Karsenti

Stratégies de prise de notes à l’aide d’une tablette électronique chez
des étudiants du secondaire | Digital Tablet Note-Taking Strategies among
High School Students
Patrick Giroux, Diane Gauthier, Nadia Cody, Sandra Coulombe, Andréanne
Gagné, Suzie Gaudreault

Un projet de mise en place de la visioconférence en support à la formation
des enseignants inuits : enjeux et bénéfices d’une
recherche-développement en milieu nordique | Implementation of
Videoconferencing to Support Inuit Teacher Training: Advantages and
Challenges
Glorya Pellerin, Gisèle Maheux, Yvonne da Silveira, Stéphane Allaire,
Véronique Paul

A Connected Generation? Digital Inequalities in Elementary and High School
Students According to Age and Socioeconomic Level | Une génération
connectée? Inégalités numériques chez les élèves du primaire et du
secondaire selon l’âge et le milieu socioéconomique
Simon Collin, Thierry Karsenti, Alexis Ndimubandi, Hamid Saffari

The Interactive Whiteboard: Uses, Benefits, and Challenges. A survey of
11,683 Students and 1,131 Teachers | Le tableau blanc interactif : usages,
avantages et défis. Une enquête auprès de 11 683 élèves et 1131
enseignants
Thierry Karsenti

———————————————————-

Open Competition and Guidelines for Special Issues

The CJLT publishes a maximum of one special issue per year. All proposals
submitted for Special Issues undergo an open call followed by a formal peer
review by the CJLT editorial team.

If you are considering submitting a proposal for a special issue in the
CJLT, please refer to the proposal guidelines and send the proposal to the
CJLT managing editors (cjlt@ualberta.ca).

Special Issue Proposal Guidelines

A Special Issue proposal should contain the following information:

– The title of the proposed special issue.
– The names, institutional affiliations, emails, and positions of the
proposed Guest Editor(s) together with brief biographical details.
– A brief description of the rationale, fit with aims and scope of the CJLT,
its innovative nature and significance in relation to existing published
work in educational technology, contribution to learning theory, and a
statement on why this special issue will appeal to our readership (not to
exceed 1500 words).
– Names and position of each proposed contributor and a 300-word abstract of
their planned paper, together with an indication of their commitment to
contribute to the special issue.
– A statement that all manuscripts submitted are not currently under review
elsewhere, the material is original, and has not been published in prior
conference proceedings, journals, or other scholarly fora.
– Provision of at least three names and corresponding emails, per
manuscript, of arm’s length academics (not personally affiliated with any
of the authors and/or the guest editors) with a brief statement of the
reviewers’ research expertise in the area.
– Proposed timelines for the special issue manuscript submissions to the
managing editor that are ready for peer review (e.g., the guest editors have
reviewed each manuscript for APA format, references have been cross-checked,
writing is free from editorial errors, etc.).

NOTE: The CJLT editors and managing editors oversee the peer review process
for special issues and make the editorial decision to accept, accept with
revisions, revise and resubmit for review, or reject. This process typically
takes 12-18 months from the proposal submission deadline to the publication
of the special issue.

All manuscripts for the special issue will be subject to standard peer
review and must adhere to the CJLT issue guidelines and timelines (e.g.,
published in a spring, summer or winter issue; 5 manuscripts per issue).
Manuscript word count should fall between 5000-6500 words (not to exceed
7000 words) including references, figures, diagrams and tables.  Guest
Editor(s) are required to adhere to a publishing agreement with the CJLT
once a special issue proposal has been accepted by the Editorial Team.

Special issues are managed via the Open Journal System (OJS) used by the
CJLT, and overseen by the managing editors. Normal CJLT refereeing
procedures (at least two referees per paper) apply.

If you have any further questions, feel free to get in touch with the
managing editors at cjlt@ualberta.ca.

Proposals for special issues to be published in 2018 are due April 1, 2017.
Notification of acceptance will be provided by April 30, 2017.
_____________________________________________________________
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie
http://www.cjlt.ca/

November 28, 2016

Article Notice – Redesigning Design: Field Testing a Revised Design Rubric Based of iNACOL Quality Course Standards

Notice of this article came through my inbox today…

David Adelstein, Michael K Barbour

International Journal of E-Learning & Distance Education (formerly the Journal of Distance Education) – Vol 31, No 2 (2016)

Abstract

Designers have a limited selection of K-12 online course creation standards to choose from that are not blocked behind proprietary or pay walls. For numerous institutions and states, the use of the iNACOL National Standards for Quality Online Courses is becoming a widely used resource. This article presents the final phase in a three-part study to test the validity and reliability of the iNACOL standards specifically to online course design. Phase three was a field test of the revised rubric based on the iNACOL standards against current K-12 online courses. While the results show a strong exact match percentage, there is more work to be done with the revised rubric.

RésuméLes concepteurs ont une sélection limitée des normes K-12 de création de cours en ligne à choisir qui ne sont pas bloqués derrière des propriétés exclusives ou des péages informatiques. Pour de nombreuses institutions et états, l’utilisation des Normes nationales pour les cours en ligne de qualité iNACOL devient une ressource largement utilisée. Cet article présente la phase finale d’une étude en trois parties pour tester la validité et la fiabilité des normes iNACOL spécifiquement liées à la conception de cours en ligne. La phase trois était une mise à l’essai sur le terrain de la rubrique révisée établie en fonction des normes iNACOL par rapport aux cours en ligne K-12 actuels. Bien que les résultats montrent un fort pourcentage de correspondance exacte, il y a plus de travail à faire avec la rubrique révisée.

Keywords

K-12 online learning, K-12 distance education, virtual school, cyber school, online course design

Full Text:

HTML EPUB PDF

Full disclosure: I was a co-author on this article.

August 11, 2016

[CJLT / RCAT] Two New Issues Published

From Monday’s inbox…

Dear Readers,

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie has just published two issues: Volume
42, Number 3, and Volume 42, Number 4, a special issue titled “Scénarios
pédagogiques et interactions en ligne.” Both of these issues are available
on our web site at http://www.cjlt.ca/. We invite you to review the Table of
Contents here and then visit our web site to review articles and items of
interest.

Thank you for your continued interest in our work,

CJLT Editors
University of Alberta & York University
cjlt@ualberta.ca

———————————————————-

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie
Vol 42, No 3 (2016)
http://www.cjlt.ca/index.php/cjlt/issue/view/1866

Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher
Education Program | Justice sociale ou statu quo ? L’apprentissage mixte
dans un programme de formation d’enseignants dans l’Ouest canadien
Kathy Snow

Playing and Learning: An iPad Game Development & Implementation Case Study |
Jouer et apprendre : une étude de cas du développement et de la mise en
œuvre d’un jeu sur iPad
Jennifer Jenson, Suzanne de Castell, Rachel Muehrer, Erin
McLaughlin-Jenkins

Teaching Competencies for the Online Environment | Enseigner les
compétences pour l’environnement en ligne
Heather Marie Farmer, Jennifer Ramsdale

Perceptions of the Impact of Online Learning as a Distance-based Learning
Model on the Professional Practices of Working Nurses in Northern Ontario |
Perceptions de l’impact de l’apprentissage en ligne comme modèle
d’apprentissage à distance sur les pratiques professionnelles du
personnel infirmier du nord de l’Ontario
Lorraine Mary Carter, Mary Hanna, Wayne Warry

Pratiques, objets et finalités de collaboration en lien avec
l’intégration des tablettes numériques dans une école secondaire |
Practices, Objects and Collaboration Purposes Related to the Integration of
Digital Tablets in a High School
Nadia Cody, Sandra Coulombe, Patrick Giroux, Diane Gauthier, Suzie
Gaudreault

———————————————————-

Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie
Vol 42, No 4 (2016): Special Issue
http://www.cjlt.ca/index.php/cjlt/issue/view/1867

Editorial
——–

Éditorial du numéro spécial de la RCAT | CJLT Special Issue Editorial
Scénarios pédagogiques et interactions en ligne
François Mangenot, Elke Nissen

Articles
——–

Interactions plurielles d’étudiants en autoformation guidée et
autonomisation | Interactions and Autonomization of Students in a Guided
Self-Learning Environment
Marco Cappellini, Martine Eisenbeis, Annick Rivens Mompean

Le Net participatif, levier d’acquisition des littératies traditionnelles
et des littératies numériques | The Use of the Participative Web as a
Lever for the Acquisition of Literacy and Digital Literacies
Edna Castello

Collective Digital Storytelling: An Activity-theoretical Analysis of Second
Language Learning and Teaching | Les histoires numériques collectives : une
analyse systémique de l’activité d’apprentissage-enseignement d’une
langue seconde
Carmenne Kalyaniwala-Thapliyal

Être indigène numérique, utilisateur de Facebook et futur enseignant de
FLE ou comment la scénarisation pédagogique chez les apprentis enseignants
inhibe l’exploitation des fonctionnalités des outils | Being a Digital
Native, a Facebook User and a Future Teacher of French: When the Design of
Pedagogical Scenarios Curbs the Use of Tools’ Features
Anne-Laure Foucher, Hyeon Yun

Action et langage dans un monde virtuel utilisé à des fins de pratique de
la langue | Action and Language in a Virtual World Used for Language
Practice
Wenjun Tang

———————————————————-
Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie
http://www.cjlt.ca/
_____________________________________________________________
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie
http://www.cjlt.ca/

Next Page »

Blog at WordPress.com.