"Essential Principles of High-Quality Online Teaching: Guidelines for Evaluating K-12 Online Teachers "

"This Clearinghouse is a collaborative effort led by the International Association for K-12 Online Learning (iNACOL) and the Michigan Virtual Learning Research InstituteTM (MVRLITM) to provide a repository of references to research articles and other publications from the field of K-12 online and blended learning. This project has been made possible by generous financial support from Next Generation Learning Challenges and in-kind support from iNACOL and the Michigan Virtual University."

This is an invaluable resource.

"Founded in 1968, The Education Cooperative (TEC) is a Massachusetts Educational Collaborative established under the authority of Massachusetts G.L. c.40, §4E. As a 501 (c) (3) organization, TEC strives to provide innovative educational programs and services which complement and strengthen the school programs of our member districts and expand opportunities for their students, educators and communities in the most cost effective manner."

"Knowledge knows no boundaries We're a global online learning community where educators collaborate, share resources and showcase accomplishments. Project Share is a collection of Web 2.0 tools and applications that provides high quality professional development in an interactive and engaging learning environment. Project Share leverages existing and new professional development resources for K-12 teachers across the state and builds professional learning communities where educators can collaborate and participate in online learning opportunities. The mission of Project Share is to provide an interactive and engaging learning environment that offers opportunities for: Communicating and disseminating information from state, region, and district levels. Creating or joining common interest networks to increase teacher-to-teacher collaboration, conversations with experts, and communication with students in a secure online environment. Accessing state-adopted and approved materials, including electronic textbooks and other materials developed through TEA partnerships. Accessing educational resources through McDonald Observatory StarDate, PBS Digital Learning Library, Texas PBS, and many others. Accessing Texas Education on iTunes U to explore the history and cultures of Texas, view educational tutorials, and download resources for personalized learning. Collaborating on the development, dissemination, and evaluation of online professional development sessions and courses. Highlighting individual accomplishments through the development of ePortfolios. Developing and sharing ideas and resources."

"Webinars ETLO provides a webinar series for its trained online specialists and participants as part of the ongoing support it provides. Archives are made available to the public and are searchable below."

"Clarifying Ownership of Teacher-Created Digital Content Empowers Educators to Personalize Education, Address Individual Student Needs The webinar explored how states and districts can empower and encourage educators to create and share high-quality digital instructional materials to improve students' learning experiences. Presenters discussed the central legal issue of ownership of instructional materials and offered recommendations for effectively managing the increased use of digital content, including with respect to the advantages provided by open educational resources (OER). "

"Designing for Deeper Learning: How to Develop Performance Tasks for the Common Core Instructors: Raymond L. Pecheone, Professor of Practice at the Graduate School of Education at Stanford University and Executive Director of the Stanford Center for Assessment, Learning and Equity (SCALE) Daisy Martin, Director of History/Social Studies Performance Assessment at SCALE Ruth Chung Wei, Director of Assessment Research and Development at SCALE You can take this course for free! Starting September 08, 2014 "

MOOCS - past, present and future offerings

"Research into designing effective professional learning has grown out of a larger body of work focused on what constitutes effective professional learning (i.e. learning that positively impacts student achievement). Researchers have identified common features of effective professional learning that are likely to produce the most benefits for learners"

"Open Educational Resources Printer-friendly versionPrinter-friendly version Additional Resources OER Rubrics (PDF) OER Training Videos About the OER Rubrics and State Support Open Educational Resources (OER) offer opportunities for increasing equity and access to high-quality K-12 education. Many state education agencies now have offices devoted to identifying and using OER and other digital resources in their states. Below, learn more about the Achieve OER Rubrics and Evaluation Tool, training materials on the rubrics and the Achieve OER Institute."

This title sounds like an impending trashing of the traditions of ADDIE, but I believe it simply places entrenched methodology in a more current and responsive context. While it seems that many are trashing old school ADDIE, I would argue that ADDIE is alive and well; in fact, is at the core of any effort to design and deliver a training solution. Agile design is catching a great deal of attention at all the conferences I've spoken at in 2013 but when you get right down to it, what we find in the iterative attributes of "agile" methods are incremental applications of ADDIE."

"Therefore, state and district policymakers should establish clear policies. Policymakers have options when creating copyright rules, including: If the policy is designed to have the teacher be the author of the educational resources she creates, take the position that the teacher is the author under the teacher exception and enter into a written agreement with the teacher If a state or district takes this approach, the state or district could also require that the teacher grant it a license to use, and to authorize others to use, the materials. Alternatively, if a state or district takes the position that educator-created materials are works made for hire, it can grant licenses to educators in their own works so that they can use, share, redistribute, and refine educator-created materials. In other words, the employer retains the copyright but provides the creator of the content and others with a license so that reuse, revision, and redistribution rights are defined upfront. States and districts can choose to license other state- and district-owned content, where the state or district owns the copyright in that work (such as teacher training materials), as open educational resources (OERs). For more on the discussion on who owns teacher-created digital content, including licensing options under Creative Commons and 7 recommendations from SETDA on how states can introduce policies on copyright, read the full brief."

72 Tips for Using Media to Engage and Teach"

"Below is my categorization of the most important elearning paradigms as of 2014. eLearning Paradigms 2014 Content Presenter (enables content to be presented to learners) Comprehension Tester (enables learners' knowledge to be tested--and feedback provided) Practice Provider (enables learners' decision-making to be tested--and feedback provided) Performance Supporter (enables performers to be prompted toward action) Reminder (enables learners or performers to be reminded to learn and/or take action) Social Augmentation Provider (enables learners to learn from and with each other) Gamification Provider (provides motivational incentives and behavioral prompts to action) Mobile Learning Provider (provides learning and/or performance support through mobile technology) Data Utilizer (enables data collection and data-based interventions) Video Provider (enables video to be utilized in various ways) Learning Organizer (provides organizational structure around learning opportunities) Personalizer (enables content or prompting to be individualized or tailored) Learning-Delivery Augmenter (enables easy delivery of content or prompting) Context-Based Triggerer (enables content or prompting to be delivered depending on context) Cost Saver (enables learning to be delivered at a lower cost)"

"First Principles of Instruction M. David Merrill For the past several years the author has been reviewing instructional design theories in an attempt to identify prescriptive principles that are common to the various theories. This paper is a preliminary report of the principles that have been identified by this search. Five first principles are elaborated: (a) Learning is promoted when learners are engaged in solving real-world problems. (b) Learning is promoted when existing knowledge is activated as a foundation for new knowledge. (c) Learning is promoted when new knowledge is demonstrated to the learner. (d) Learning is promoted when new knowledge is applied by the learner. (e) Learning is promoted when new knowledge is integrated into the learner ' s world"

"How do you know you have quality digital learning content? This question could be made incredibly complex, but luckily people in-the-know have given ten simple guidelines. The Association of Educational Publishers has stepped up to offer some professional standards of quality and consistency - a baseline for all instructional resources."

"The Publishers' Criteria for ELA / Literacy and the Publishers' Criteria for Mathematics support faithful implementation of the Common Core State Standards by providing criteria for aligned materials."

"April 29, 2014 Achieve Webinar: Integrating EQuIP Into Your State's Common Core State Standards Implementation Strategy Achieve hosted a webinar on integrating EQuIP into Common Core State Standards implementation plans. Alissa Peltzman, Vice President, State Policy and Implementation Support, Achieve and Sasheen Phillips, Achieve's new Director of EQuIP and OER, provided an overview of the available tools and resources developed through Achieve's EQuIP (Educators Evaluating the Quality of Instructional Products) initiative, designed to identify high-quality materials aligned to the CCSS. We then heard directly from leaders at the state and district level who have put the EQuIP resources into use to support their efforts to identify quality and aligned instructional materials to advance implementation of the CCSS, including Merri Ann Drake, Idaho Core Coach, Idaho State Department of Education; Elissa Farmer, Curriculum Specialist, Seattle Public Schools; Terri King-Hunt, Gifted Support Specialist, Atlanta Public Schools; Linda Schoenbrodt, Elementary Mathematics Program Specialist, Maryland Department of Education; and Amy Youngblood, Founder, Eduoptimus. Please see below for resources shared during the webinar. Integrating EQuIP Into Your State's CCSS Implementation Strategy (PowerPoint slide deck) Integrating EQuIP Into Your State's CCSS Implementation Strategy (audio recording)"

"EQuIP (Educators Evaluating the Quality of Instructional Products)is an initiative of the American Diploma Project (ADP) Network designed to identify high-quality materials aligned to the Common Core State Standards (CCSS). The objectives are two-fold: Increase the supply of high quality lessons and units aligned to the CCSS that are available to elementary, middle, and high school teachers as soon as possible; and Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools. EQuIP builds on a collaborative effort of education leaders from Massachusetts, New York and Rhode Island that Achieve facilitated. The outcome of that effort was the development of the "Tri-State Rubrics" and a quality review process designed to determine the quality and alignment of instructional lessons and units to the CCSS."

"Rubrics for Evaluating Open Education Resource (OER) Objects The following rubrics represent an evaluation system for objects found within Open Education Resource s . An object could include images , applets , lessons , units , assessments and more. For the pu rpose of this evaluation, any component that can exist as a stand - alone qualifies as an object. T he rubrics in this packet can be applied across content areas and object types . In general, the rubrics should be applied to the smallest meaningful unit."