Addressing Student Learning Online – A Process of Development Edward Kosloski, ICT Consultant, Calgary Catholic School District Elisabeth MacDonald, Religious.

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