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Reply by Stephen Larre on June 27, 2010 at 1:20pm
When school starts up in our district September 2010, all computer labs, teacher computers, and office computers will be running Ubuntu Linux on a thin-client model. Apart from a few computers required for specific applications, we will be mostly Windows-free.

We've been planning this change for the past year, and a committee of educators has identified the proprietary software that schools currently use and researched open source linux or web-based alternatives. For the most part, we feel that we have been successful in this endeavor. Our standard image will include the Edubuntu package (which includes OpenOffice), along with apps like Scribus, GIMP, Google Earth, Scratch, and SMART Notebook.

The major software stumbling block that we have come across is Special Education software (Kurzweil 3000, Boardmaker, etc), for which we have not been able to find a linux or web-app alternative. What we are doing is providing students who need such software with laptops running Windows. Our hope is that as more schools explore open source, then linux or web versions of this software will be developed. In the meantime, the switch to thin-client hardware has meant that we have available a number of "extra" laptops to provide to students who need assistive software.

This summer we flip the switch from a 100% Windows environment to a mostly-Linux environment... wish us luck!

(edit: we're Canadian, so the NETP doesn't apply to us)

\n
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there is a PDF of his presentation under the picture... really insightful... most talks about productivity.. has some good stats

\n

 

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These are instructor resources for the entire school system

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Online classes help prepare students for success in post-secondary environments through greater self-discipline & independence, more confidence as communicators

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Students in ONline classes were more likely to enroll in university studies.

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ONline learning in itself helps students develop skills that facilitate further learning.

\n

 

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How online programs retain students

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prepare students: provide checklists, self-tests, and, in many cases, no-credit orientation programs to give students a taste of what online learning will be like.

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Prepare teachers: Each program has its own rigorous and extensive training, tailored to its own classroom platform and methods, including actually teaching part of an online course with the guidance of a mentor.

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Use interactive, flexible course designs. Virtual pro- grams tend to emphasize hands-on, project-based assignments that require students to work together.

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Monitor and support teachers. combination of high support for teachers in their work with students, and constant monitoring to ensure that teachers comply with program expectations and standards.

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design and test courses ahead of time, so that teachers can focus on teaching, rather than instructional design. Objectives, projects, course
resources, assessments — these are standard for all personnel who will teach a given course.

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Each program requires that teachers interact personally with each student, and each program provides support tailored to individual student needs.

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