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  • Workgroup Posters

    Posters from the Symposium Symposium. See also the memos by the Assessing, Designing and Scaling Workgroups.

  • Scaling Quality: Authorship

    Scaling Quality Topic 5Authorship: 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? We recognize that teachers do not have the time or ability to create every piece of high-quality courseware that they need…

  • Scaling Quality: Standards and Information

    Scaling Quality Topic 4Standards 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? The education…

  • Scaling Quality: Choice

    Scaling Quality Topic 3Choice: 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? Quality courseware is highly engaging to the learner, embedded in a domain, connected to a learning community.…

  • Scaling Quality: Cost

    Scaling Quality Topic 2 Cost: Is cost a scale barrier – or an indication of value? OER vs. paid … Or does it even matter? With regards to online learning/courses, we believe decisions and discussion must consider quality, scale, and costs in tandem with each other and as a collective. This holds true in both…

  • Scaling Quality: Adoption and Implementation

    Scaling Quality Topic 1 Adoption & Implementation: What are the biggest pain points of adopting new tools? How can we overcome them? What would school look like if testing and implementation were fun? For a quality online program to be scaled it should include the capability to: Integrate into existing data systems Follow a locally…

  • Designing Quality: Learning With Data and Feedback

    Designing Quality Topic 5 Learning with data and feedback that offers real-time, formative and summative feedback data on performance. VISION A high quality data driven program provides students data and feedback as an integral ongoing part of learning that captures student growth toward mastery. It is timely, relevant, actionable, and visually compelling. It is a…

  • Designing Quality: Distributed/Ecological Learning

    Designing Quality Topic 4 Distributed/ecological learning where learners have varied and divers opportunities to experience, apply knowledge and skills, and produce – not solely consume – content. Memo coming soon!

  • Designing Quality: Selecting Appropriate Media and Tools

    Designing Quality Topic 3 Selecting appropriate media & tools to promote quality learning environments Vision for Quality Multimedia Learning Resources Educational design should not start with the media. The question of identifying and promoting quality with media in education is not the right starting point. Describing design principles for genres of multimedia that are then…

  • Designing Quality: Trajectories Toward Mastery

    Designing Quality Topic 2 Learning within clearly defined trajectories that lead to mastery VISION Increasing learning by doing. In terms of the ICAP framework (Chi, 2009) this means increasing the proportion of constructive and interactive student engagement activity as compared to passive and active activities.  Doing these complex constructive activities often involves applying tacit knowledge…