Virtual School Meanderings

December 9, 2019

OLC Accelerate Conference: Recorded Sessions Now Available

Another item from the Online Learning Consortium.

You and your entire university can access 100+ recorded sessions to view at your convenience. Email not displaying correctly?
View it in your browser.
OLC Logo
OLC Logo
Hello Michael,

The 25th annual OLC Accelerate conference, held November 19-22, 2019 in Orlando, FL, generated a great deal of energy, enthusiasm, and new connections. More than 1,623 onsite and approximately 1000+ virtual attendees participated, representing 49 states plus Washington DC and Puerto Rico, and 13 countries.

If you missed the conference, you can still benefit from over 100 recorded presentations – including the Keynotes, featured sessions, select information sessions, and key vendor showcase sessions to view at your convenience – and have access to them for one full year! Learn more.

Sincerely,

Matt Norsworthy, MFA, Ed.D.
Director of Strategic Partnerships

Follow on Twitter   Friend on Facebook   Forward to Friend    Follow on LinkedIn   View us on YouTube
Copyright © 2019, All rights reserved.

Our mailing address is:

Online Learning Consortium
6 Liberty Square #2309
Boston, MA 02109

Online Learning Consortium Logo

November 20, 2019

K-12 Online Learning and OLC Accelerate 2019

So I saw one of my colleagues post a note asking where all of the K-12 distance, online, and/or blended learning sessions at the OLC Accelerate 2019 conference were, so I figured I’d take a look at the program and pass them along.

Wednesday November 20, 2019

Shutting Down The Factory Model: Personalized Learning As A Paradigm Shift

Date: Wednesday, November 20th
Time: 1:15 PM to 2:00 PM
Conference Session: Concurrent Session 1
Lead Presenter: Anissa Lokey-Vega (Kennesaw State University)
Co-presenter: Stephanee Stephens (Kennesaw State University) (Virtual Presenter)
Track: Leadership and Institutional Strategies
Location: Oceanic 3
Session Duration: 45min
Brief Abstract:This presentation will begin with a description of the state of personalized learning, definitions of personalized learning, and conceptual frameworks of schooling. Then tthe presenters will offer a collaborative activity for analyzing and sorting models of personalized learning including models that employ online learning in K-12 and higher education. Participants will develop a holistic perspective of personalized learning as a paradigm shift away from the factory model of schooling and be able to align models of personalized learning to their institutional missions.

Thursday November 21, 2019

Patterns, Concerns, And Opportunities In K-12 Teacher Professional Development For Online And Blended Learning – A Research Panel And Conversation

Date: Thursday, November 21st
Time: 1:15 PM to 2:00 PM
Conference Session: Concurrent Session 7
Lead Presenter: Amy Garrett Dikkers (University of North Carolina Wilmington)
Co-presenters: Jered Borup (George Mason University), Brianne Jackson (Virginia Commonwealth University), Aimee Whiteside (University of Tampa)
Track: Professional Development and Support
Location: Northern Hemisphere E1-E2
Session Duration: 45min
Brief Abstract:This panel brings together researchers exploring different aspects of K12 teacher preparation to teach in blended or online environments. The session engages the audience in essential questions around the past, present and future of teacher professional development. Participants leave the sessions with tools, strategies, and approaches to guide their work.

 

Look Out! Here They Come!

Date: Thursday, November 21st
Time: 1:15 PM to 2:00 PM
Conference Session: Concurrent Session 7
Lead Presenter: Debbie Lugar (Open Campus PA (Hempfield and Penn Manor School Districts Lancaster County PA))
Co-presenter: Joan Johnson (Hempfield School District)
Track: Teaching and Learning Effectiveness
Location: Oceanic 2
Session Duration: 45min
Brief Abstract:What’s happening with online learning at the high school level? We offer a glimpse into an innovative, comprehensive online education program developed in partnership between two Pennsylvania high schools. We’ll share the experiences of our online teachers and students and gather your input on better preparing future college-level online learners.

 

Using Technology In Meeting Standards For Online Foreign Language Teaching: Considerations Of Content And Institutional Support

Date: Thursday, November 21st
Time: 1:15 PM to 2:00 PM
Conference Session: Concurrent Session 7
Lead Presenter: Harriette L. Spiegel (The University of Tennessee – Martin)
Track: Tools and Technologies
Location: Northern Hemisphere Foyer
Position: 14
Session Duration: 45min
Brief Abstract:This presentation of an online course in Elementary Spanish encourages open discussion among the presenter and the audience members. A discussion of the pros and cons of teaching a foreign language online will include a description of the kinds of technological support from the institution to ensure a successful course.

So by the look of it, there are four sessions that focus on K-12 distance, online, and/or blended learning…  And three of them are happening at the same time in different rooms.

And people say the OLC cares about building its K-12 constituency…

August 12, 2019

EDTECH537 – Guest Blog Entry: How Does An Online Course Become (And Stay) Available For K-12 Students?

As I mentioned in the Week 7 entry for my EDTECH537 – Blogging In The Classroom course earlier this morning, today I wanted to post a sample of a guest blog entry.

Jason Siko has held appointments at Madonna University and Grand Valley State University.  Prior to entering the academy he was a high school biology and chemistry teacher in the metro Detroit area.  Jason’s research is primary focus on K-12 online and blended learning.

There’s an old saying that goes something like this, “There’s no such thing as a bad medical school. If you graduate bad doctors or ones that can’t pass the licensing exams, they’ll shut you down.” The same could likely be said about law schools. The point I’m trying to make is that there are mechanisms in place for the quality control in some areas of education. Heck, the same could be said about restaurants: even with variations in oversight and regulations from health inspectors, Yelp! ratings matter. If people get sick, or see rats coming out of the kitchen, you know that restaurant will not be around much longer.

However, when we look at K-12 online learning, we see a different story. Course pass rates for online courses pale in comparison to their face-to-face counterparts, yet the growth of online learning at the K-12 level continues. States and third-party providers continue to grow their programs and add new courses. How does the process of getting a course approved and keeping it in the catalog work? In this post I’ll provide an overview of how some states handle this process.

Generally speaking, states can require approval at the course level or the provider level, or both. These processes are fairly self-explanatory; at the course level, the course must meet whatever guidelines are dictated by the state before being accessible by students, while at the provider level, it is the provider who must meet requirements before being allowed to provide/administer online courses in the state. In some states (e.g., California), approval of courses is optional. Finally, some states have different approval options based on whether the course is created for use within a district or if students from multiple districts are allowed to enroll.

As you can see, there is little followup based on student performance once the course is “live.” Two states, Washington and Colorado, have made efforts to include elements of continued approval of courses based on performance and student attendance, but they are still in their infancy. What challenges do you see (i.e., political, logistical, economic, etc.) with creating a system of oversight that monitors (with consequences) online course success rates based on student performance?

Note: Some of the information in this article comes from the following source.

Barbour, M. K., Clark, T., Siko, J. P., DeBruler, K., & Bruno, J. (2019). Cases of quality: Case studies of the approval and evaluation of K-12 online and blended providers. Online Journal of Distance Learning Administration, 22(1). Retrieved from https://www.westga.edu/~distance/ojdla/spring221/barbour_clark_siko_debruler_bruno221.html

Jason Siko, Ph.D., is a researcher whose primary focus is K-12 online and blended learning.

May 5, 2019

Still Open: K-12 Blended & Online Learning With University System Of Georgia

Note this up-coming MOOC focused on K-12 distance, online, and blended learning.

Ready to start K-12 Blended & Online Learning? ...
My Courses | Course Catalog
Start Learning Today
We noticed you browsed K-12 Blended & Online Learning. There’s still time to enroll!
thumbnail K-12 Blended & Online Learning

University System of Georgia

Enroll Now
You will learn from: University System of Georgia
thumbnail The University System of Georgia is composed of 28 higher education institutions including 4 research universities, 2 regional universities, 12 state universities, 13 state colleges and the Skidaway Institute of Oceanography. The Georgia Public Library System, encompassing 61 library systems throughout Georgia, is also part of the University System.
Enroll Now
You could also try these courses & Specializations:
Related 1 iMOOC102: Mastering American e-Learning

The State University of New York

Related 1

and

-course Specialization

Related 3 Aboriginal Worldviews and Education

University of Toronto

Related 1 Get Interactive: Practical Teaching with Technology

Bloomsbury Learning Environment and University of London

See Catalog
iOS Android
Learner Help Center  |  Privacy Policy  |  Email Settings  |  Unsubscribe

© 2019 Coursera | 381 E. Evelyn Ave, Mountain View, CA 94041 USA

March 7, 2019

SITE 2019: K-12 Online And/Or Blended Learning Sessions

So as I look through the program for SITE 2019 in a few weeks, here is what I’ve come up with as sessions focused on K-12 distance, online, and/or blended learning.

Tuesday, March 19th

Wednesday, March 20th

Friday, March 22nd

Next Page »

Blog at WordPress.com.