1. 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

2. Session Overview What are some of your questions or challenges? Why are you here? Outline –Beginning Steps –Collaborative Development –Piloting –Feedback –Some Next Steps

3. Beginning Steps Needs for alternative course delivery identified Research into what alternatives exist & availability Survey key players regarding support for the project

4. 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)

5. 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

6. 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”

7. 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

8. Ongoing

9. 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

10. 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

11. Personalization

12. Assessment

13. The Student Voice

14. Feedback Pilot Surveys: staff, parents, teachers & students Ongoing surveys built into course: –Parents –Students –Teachers – direct to project lead

15. 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

16. 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