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Meeting Objectives
summarize the grant proposal discuss the World History curriculum discuss best practices in history
instruction summarize draft plan of operation discuss key evaluation questions
Introduction to Project
Consortium will produce a process guide for hybrid courses and, using the guide, develop a hybrid course. 9 Local School SystemsCecil County Public SchoolsWorld HistoryConsortium Members/Stakeholders
Consortium
Cecil County, Lead Baltimore City Baltimore County Calvert Carroll Kent Prince Georges Washington Worcester
Introduction to Team
Grant Director – Kyle Rickansrud Project Manager – Katie Egan Project Evaluator – Kavita Mittapalli MSDE Social Studies Coordinator,
Dr. Marcie Taylor-Thoma MSDE Instructional Technology/Online
Learning, Wil Hawk
Budget Overview
Year 1: $428,887.00 10%: Evaluation Activities 25%: Professional Development
Content Writers/Subject Matter Experts Portfolios Hybrid Instruction Software – Articulate
65%: Other Development Costs Management
Plan of Operation
Toolbox for hybrid instruction
develop process guide
Toolbox of resources for World History
Design and develop hybrid World History course
Process Guide Hybrid Course
Example
Toolbox for hybrid instruction Generic image
bank Generic Flash
template Generic lesson
template
Toolbox of resources for World History World History image
bank Interactive map
Flash template World History
lesson template
Process Guide Hybrid Course
Content Team
Lead Content Writer – Shannon Pugh Lead Content Writer – Angela Stevenson Content Reviewer – Sue Spencer eCommunity Facilitator – Lisa Katz Content Writers (13 Teachers)
Development Team
Graphics Designer/HTML Low End Flash (Articulate) Developer Style Editor Technical Lead HTML Developers High End Flash Developer Accessibility Reviewer Copyright Manager
Summary of January 9th PD
Curriculum Information/Scope and Sequence
Introduction to eCommunity and Project Tools Desire2Learn (D2L) Basecamp
Selection and Evaluation of Resources Professional Development
Timeline - February
Content Writers (SMEs) Selection and Evaluation of Resources Metatagging and Publishing Resources Lesson Template
Development Team Course Design Elements (Banner, etc.) Image Bank (Icons) Style Sheet Sample Lesson
Timeline - March
Content Writers (SMEs) Searching Resources Best Practices Lesson 1
Development Team Flash Templates Finalizing Style Sheet Image Bank
Professional Development Plan Thursday, January 21st - webinar Monday, February 8th - webinar Tuesday, March 2nd - webinar Monday, March 15th - webinar Tuesday, April 13th - webinar Saturday, May 1st – in person Thursday, May 6th - webinar Thursday, June 24th or Friday, June 25th - -
in person
Materials
USB (Flash) Drive Headset for Webinars How students learn: History in the classroom. Teaching online: A practical guide. Historical thinking and other unnatural acts:
Charting the future of teaching the past. The human web: A bird's eye view of world history. Worlds of history: A comparative reader, volume
two: Since 1400. Why Geography Matters
Mixed Methods- diagrammatically speaking
Adapted from Creswell, 2003
Qualitative Quantitative
Qualitative Data Collection
Qualitative Data Analyses
Quantitative Data Collection
Quantitative Data Analyses
Data Results Compared
Evaluation Questions
To what extent is the project meeting the pre-determined goals or objectives for the year?
What is the current status of the project’s progress toward achieving the goals/objectives?
Are the objectives and goals being achieved according to the timelines specified in the program implementation or operations plan? If not, why?
How effective is the trainings and meetings of the stakeholders (content writers/consortium partners)? How can they be modified to meet the desired outcomes?
What are some of the challenges, if any, to project implementation to date? (e.g., resources, time, budget, planning, collaboration issues among stakeholders, technology, training, facilities).
Is there a need to change priorities (e.g., timelines, training needs) to add more focus on achieving the goals?
Should any tasks/activities be added or removed? Why? (formative evaluation) How should goals or objectives be established in the future? What do stakeholders and targeted audience/end users (teachers) consider
being the strengths of the process guide? What are the recommendations to improve the process and the product?
Evaluation approach
Evaluation
Implementation Designing and Developing
Planning
HYBRID COURSE DEVELOPMENT
Needs
Goals and objectives
Logic Model
Contextual Influences (Student, Teacher and School characteristics)
Inputs (Current Literature, Needs in LEAs, Trainee needs)
Planning/Activities (Setting goals and objectives)Professional Development activities
Intermediate Outputs (Draft course assignments, PD/TA)
Intermediate Outcomes (Revision, Final materials)
Final Outcome (Process guide)
Proc
ess
and
Form
ative
Eval
uatio
n
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