ICT report

California Learning Resource Network

(CLRN)

http://clrn.org

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

What is CLRN?California eLearning Census

http://www.clrn.org/census/

eLearning Strategies Symposiumhttp://elearns.org@elearns

Why CLRN Reviews CoursesDisrupting Class (2008)Full courses of studyDigital Textbook Initiative (2009/10)Authorization (2010)

Review Process: How & WhatLiterature review & initial criteria

SREB, iNACOL, TxVSN, QM, and WA Digital Learning

CLRN Stakeholder meetingsCriteria rewrite: CaliforniaCollaboration with TexasCriteria rewrite: national

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

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

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.

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

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

CLRN Central ReviewValidation & Norming

Work the course

Review/update all 52 course standards

Standardize review commentsNotes inform reviewer retraining

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

CLRN-CertifiedUniversity of California Partnership

A-G Approved Courses

CLRN-Certified 80% content standards 80% online course standards

15 power standards

What’s Next?World Language ReviewsMath Common Core StandardsNext Generation Science StandardsAdding Grade 6-8 ReviewsCareer Technical Education StandardsProfessional Development

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

TextVideo (streaming and/or lectures)Simulations / gamesSupplemental commercial resources

Content

If it were, you could just throw the kid a book and tell them to read it.

A Textbook is not a course

A3: The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. *

Develop, Practice, Assess

Content

B3: The course instruction and activities engage students in active learning.*

Reading and watching are not active.

Engaging

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

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

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

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

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

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

C2. The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. *

Assessments

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

D10. Course materials and activities are designed to provide appropriate access to all students. *

Accessible

C3. Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. *

Variety

C4. Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. *

Student Progress

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

The Good NewsCLRN Reviews inform course improvement

CLRN.ORG

Content Standards: 80%iNACOL Course Standards: 80% 15 Power Standards

Commercial Courses Only

Courses

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

WILS Page

Wils browse

California eLearning Census: Trending Past the Tipping

Point

http://www.clrn.org/census/

Who is eLearning?California eLearning CensusMarch 1, 2012 – May 1, 20121634 K-12 districts & direct-funded charters

Current results from 481 districts (30%)

Who is eLearning?

45%281 districts & charters

Who wants to eLearn?

32%63%

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%

Online and Blended PopulationActual CountVirtual: 19,820Blended: 86,257Total: 106,077

Projected Count210,0003.4% of the student

population

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

Blended Model Breakdown

Flex

Rotation

Enriched-Virtual

Self-Blend

0% 10% 20% 30% 40% 50% 60% 70%

60%

17%

36%

29%

Self-Built Courses & OER

e-Learning Strategies Symposium

eLearning Strategies Symposium CLRN/CUE partnership December 6-7, 2013 Hilton Orange County/Costa Mesahttp://elearns.orgTwitter: elearns

2012/2013 InitiativesWorld Language SiteCCSS Math Course DescriptionsNext Generation Science StandardsCareer Technical Education (CTE) Model Curriculum Standards.

California Learning Resource Network

(CLRN)

http://clrn.org