Posters from the Symposium Symposium. See also the memos by the Assessing, Designing and Scaling Workgroups.
Poster from Assessing Quality, Group 1. Photo: Madeline Aby License: cc-by
Assessing Quality – Quality of Products: What Does Quality Mean for Online Products Now and In the Future? Photo: Madeline Aby License: cc-by
Assessing Quality – What Does Quality Mean?: What Does Quality Mean for Learners Now and In the Future? Photo: Madeline Aby License: cc-by
Assessing Quality – Quality Habits/Skills: What Are Quality Habits/Skills Now and In the Future? Photo: Madeline Aby License: cc-by
Designing Quality – Domain-based learning: Enabling learners to immerse themselves in the cultural and technical practices of real-world knowledge domains. Photo: Madeline Aby License: cc-by
Designing Quality – Domain-based learning: Enabling learners to immerse themselves in the cultural and technical practices of real-world knowledge domains. Photo: Madeline Aby License: cc-by
Designing Quality – Learning within clearly defined trajectories that lead to mastery. Photo: Madeline Aby License: cc-by
Designing Quality – Learning within clearly defined trajectories that lead to mastery. Photo: Madeline Aby License: cc-by
Designing Quality – Distributed/ecological learning where learners have varied and divers opportunities to experience, apply knowledge and skills, and produce – not solely consume – content. Photo: Madeline Aby License: cc-by
Designing Quality – Learning with data and feedback that offers real-time, formative and summative feedback data on performance. Photo: Madeline Aby License: cc-by
Scaling Quality – Cost: Is cost a scale barrier – or an indication of value? OER vs. paid … Or does it even matter? Photo: Madeline Aby License: cc-by
Scaling Quality – Cost: Is cost a scale barrier – or an indication of value? OER vs. paid … Or does it even matter? Photo: Madeline Aby License: cc-by
Scaling Quality – Standards and Information: What type of information do students and parents, teachers, and districts need to evaluate quality? What is the best way to get that information: a quality standard, Consumer Reports, word of mouth? Do we need standards at all and how do they evolve in a post-CCSS world? Photo: Madeline Aby License: cc-by
Scaling Quality – Standards and Information: What type of information do students and parents, teachers, and districts need to evaluate quality? What is the best way to get that information: a quality standard, Consumer Reports, word of mouth? Do we need standards at all and how do they evolve in a post-CCSS world? Photo: Madeline Aby License: cc-by
Scaling Quality – Standards and Information: What type of information do students and parents, teachers, and districts need to evaluate quality? What is the best way to get that information: a quality standard, Consumer Reports, word of mouth? Do we need standards at all and how do they evolve in a post-CCSS world? Photo: Madeline Aby License: cc-by
Scaling Quality – Authorship: What is the teacher role in scaling high-quality courseware? Is s/he developing curriculum and designing the course, or using off-the-shelf courseware and using the efficiency to work one-on-one with students? Photo: Madeline Aby License: cc-by
Scaling Quality – Choice: Who chooses courseware: districts, teachers, students and parents? How does the selection process affect quality? What would a healthy selection process look like and what impact would it have on courseware development and use? License: cc-by
Scaling Quality – Choice: Who chooses courseware: districts, teachers, students and parents? How does the selection process affect quality? What would a healthy selection process look like and what impact would it have on courseware development and use? License: cc-by