online learning - 10/20/10

ONLINE LEARNINGToday’s Trends, Tomorrow’s Tradition

DuPage Regional Office of Education

October 20, 2010

TODAY’S GOALS

Online learning is a powerful trend that enables schools to: Improve curricular

offerings Provide students

with a variety of learning opportunities

TODAY’S GOALS

After today’s discussion, you will be able to identify the importance of online learning and identify promising practices in online learning.

WHY DO WE CREATE OPPORTUNITIES FOR STUDENTS?

Legal Co-curricular for complete experience at school. Address specific learning issues Prepare student for the future

AP Courses School to Work STEM Career 21st Century Learn online

TRENDS IN ON-LINE LEARNING

In 2008, 4.6 million students enrolled on-line,

17% Increase over previous

year, yet overall enrollment

increased by 1.2%

In Higher Education

http://www.sloanconsortium.org/node/907

TRENDS IN ON-LINE LEARNING

Over 25% of all students in

higher education

taking courses in fall 2008.

In Higher Education

http://www.sloanconsortium.org/node/907

COURSE QUALITY

Delivering challenging and engaging content. (rigor)

Using the same course outlines, major assessments and courses examinations as face-to-face courses.

Proctoring major assessments and final exams.

Using live virtual sessions with software like Elluminate or Wimba Classroom.

COURSE QUALITY

Requiring students have interactivity with the teacher and other students.

Requiring weekly, purposeful communication between the teacher and individual students.

Adding oral exams at milestone points in the course to check for understanding.

Challenging problems for accelerated (gifted) students.

Matthew Wicks (mwicks@inacol.org) Vice President, Strategy and Organizational Development

International

A NATIONAL PERSPECTIVEON K-12 ONLINE LEARNING

INTERNATIONAL ASSOCIATION FOR K-12 ONLINE LEARNING (INACOL) – WWW.INACOL.ORG iNACOL is the leading, international, non-profit

association in K-12 online learning. 3000+ members in K-12 districts, states, universities,

researchers & online learning providers Provides leadership, advocacy, research, training and

networking with experts in K-12 online learning Events and Services

Virtual School Symposium (VSS): Phoenix (2010) & Indianapolis (2011)

Monthly webinar series National Quality Standards and other publications School and Students Need Assessment (SNAP) Online Course Review Service How to Start an Online Program – www.onlineprogramhowto.org

PROVIDING OPPORTUNITIES TO ALL STUDENTS

Need to work and/or support family

Credit Recovery

Aspiring athletes and performers

Medically Fragile

Home Schoolers

Accelerated Students

Traditional Public/Private

Special Education and

ELL

Rural Students

THE DEFINING DIMENSIONS OF ONLINE PROGRAMS

CATEGORIES OF ONLINE PROGRAMS

US ONLINE LEARNING FACTS Online learning opportunities are available to at least some

students in 48 of the 50 states, plus Washington, DC. However, no state is providing both supplemental and full-time opportunities for all students at all grade levels

30 states have state virtual schools, Alaska is in the process of establishing one, and 8 states of state online learning initiatives

27 states plus Washington, DC have full-time online schools serving students statewide

20 states provide supplemental and full-tine online learning options statewide

iNACOL estimates 1.5M students took an online/blended class in 2009-10 450K course enrollments from state virtual schools 200K students in full-time online schools (2M course enrollments)

It is estimated that at least 80% of public high schools have at least one student enrolled in a fully online course.

STATE LEVEL ACTIVITY 2009

NATIONAL MAP – 2009 KEEPING PACE

2008-09 STATE VIRTUAL SCHOOL ENROLLMENTS

WHAT DOES OPPORTUNITY LOOK LIKE?

Students who need or want supplemental online courses have access to them without barriers of cost, scheduling, transferability of credit, etc.

Students who need or want a full-time online program have access to one or more without restrictions based on prior school setting, district permissions, caps, etc.

Schools implement blended learningOpportunities will be of high quality

STATES NEED TO REFORM POLICIES Schools are funded on seat-time, not mastery;

policies need to be revised to enable pupil funding for competencies demonstrated; performance.

States need to allow teaching licenses to have reciprocity; permission to teach online across state lines.

Quality standards should be held to a high level/level playing field for all courses.

Cindy Hamblin (chamblin@ilvirtual.org)Director

Illinois Virtual School

WHAT’S HAPPENING IN ILLINOIS?

WHAT’S HAPPENING IN ILLINOIS?ILLINOIS VIRTUAL SCHOOL

IVS 5-12 Operation Enhancing Educational Opportunities in Partnership with Local Schools

IVS-PD Online Professional Development Delivery System for Educators

IVS-CR – Coming 2011 Credit Recovery Courses for Targeted Student Population

ONLINE COURSES FOR STUDENTS IN GRADES 5-12

What does IVS offer its partner school?

Developed courses (curriculum, materials, assessments)

IL certified teachers (properly certified) facilitating every course

SIS for monitoring ongoing progress and attendance

Flexible enrollment opportunities

What makes a successful program? Ongoing communication and feedback from online

instructor

Scheduled time for students to work in online course

Appropriate placement and expectations communicated to students and parents.

IVS DATA

Who is the IVS student? Demographics Course requests Geographic regions using IVS courses

Area III = 2471 – 522 – 2927 – 3233 – 338 – 3046 – 2148 – 10051 – 17 53 – 10

Area V = 283 – 210 – 1013 – 640 – 345 – 7

Area IV = 4989 - 3911 – 2917 – 12732 – 7539 – 765 - 221

Area VI = 1582 – 1812 – 920 – 11621 – 325 – 730 – 5

14 –18019 – 33724 – 1431 – 53

34 – 76

44 – 5656 – 11915 – 34565 – 8

Area II = 341 4 – 1018 – 4316 – 2028 – 120

35 – 2343 – 3147 – 255 - 1

FY 2010 – IVS Enrollment by Region

Home School Enrollments = 71

Area I = 1188

IVS – PD: ONLINE PROFESSIONAL DEVELOPMENT DELIVERY SYSTEM FOR EDUCATORS

Objective of the ISBE contract for IVS operation - Development of a deliverying platform for ISBE online professional development.

Reading First Academy

RTI

IVS-PD allows partners (state, region, and district) to create and deliver PD through a customized information system and LMS.

Organization structure built on RCDTS

Admin access available at multiple levels

Users tied to RCDTS structure Authorization codes used by educators to “pay” for PD

IVS – CR: COMING 2011, CREDIT RECOVERY COURSES FOR TARGET STUDENT POPULATION

Federal funds committed to IVS to build IVS-CR

Target Student Students who achieved at least 50% in the coursework, but

were unsuccessful in earning the credit due to a variety of reasons.

Course Structure Module Pretest – proficiency level 75% or higher Students work independently through interactive modules. Students must demonstrate mastery of 60% on the post-test Students completing all modules in the course would receive

a pass grade in the course. Identified Courses

Math – Algebra I, II and Geometry English I and II

CHICAGO VIRTUAL CHARTER SCHOOL

Leah Rodgers (lrodgers@k12.com)Head of School

Chicago Virtual Charter School

What is the Chicago Virtual Charter School? A tuition-free public charter school serving students in grades K-

12 A Chicago Public School open to all students residing in Chicago Illinois’ first certified public school that combines 21st century

technology with traditional classroom instruction A school that allows parents to actively participate in their

children’s education, with weekly classes taught by certified teachers in a central downtown location easily accessible by public transportation

Hybrid Model

Student & Parent

Teacher & Student

Teacher, Student &

Parent

CVCS

Hybrid Model Benefits

All the benefits of brick-and-mortar school:

Teachers, school staff & administrators

Classrooms and classmates

Projects, assignments, and assessments

Schedules Field trips & school events Accountability

Benefits of a virtual school:

Curriculum available 24/7 Differentiated instruction

tailored to meet student’s needs

Strong parent/teacher relationship

Teach to student interests Rigorous coursework at

student’s ability level Greater flexibility Immediate feedback and

constant communication

How has K12 changed how students learn?

K12 has developed an integrated, complete curriculum delivery, learning management and communication platform.

How do teachers know students are learning?

Mastery-Based Curriculum Work Samples Weekly Assessments Online School Progress Class Work

*K-8 Sample

Learning Center Instruction

K-8: Math instruction Literacy-based

instruction Students participate

in various group activities and projects with grade-level peers

Students are required to attend the Learning Center for 2 hours and 15 minutes one day a week.

Sessions: 9:00-11:15 AM OR 12:30-2:45 PM

High School:

College and career orientated

Providing students with effective study skills to be self-sufficient, independent learners

Work habits to prepare for the real world

Weekly Virtual InstructionStudents are required to attend weekly virtual sessionsonline with their teachers throughout the week.

K-8: Weekly Achievement

Exercises or in class assessments serve as learning checkpoints for mastery to assess student’s knowledge of grade-level skills

Two remedial sessions for Math and Language Arts each week to provide students who are in need of additional support remediation

High School: Office Hours prescheduled

time set aside for students to drop in and get support directly from their teacher.

Regular online sessions with content area teachers to review skills taught throughout the week.

CVCS is Getting Results!

In 2006-2007, 2007-2008, & 2008-2009 CVCS made Adequate Yearly Progress!

Recipient of 2009 Academic Improvement Award!

Honored in the 2009 Illinois Honor Roll!

Laura Kurtyak (laura_kurtyak@ipsd.org)Health Educator

Indian Prairie School District 204

ONLINE HEALTH

INSIGHTS FROM ONLINE HEALTH

Increased interaction with teachers and peers

Improved time management skills.

Preparation for future opportunities and challenges

INSIGHTS FROM ONLINE HEALTH

More responses from students.

More thoughtful responses.

All students have an opportunity to speak.

Increased Participation

INSIGHTS FROM ONLINE HEALTH

More feedback, more often.

Increased interaction between the teacherand the students

INSIGHTS FROM ONLINE HEALTH

Weekly Assignments Videos, articles, worksheets, discussion

boards, journals, etc. Notes Quizzes

Checks for understand and accountability

Projects Unit Tests/Final Exam

Face to Face

Evaluation & Assessment

Philip Lacey (philac@d219.org)Director of Instructional Technology

Niles Township High School District 219

PROFESSIONAL DEVELOPMENT

What Does it Take to Get Instructors Ready for Virtual Instruction

219 MODEL

BOE Five Year Goal #3: Engaging students in anywhere/anytime learning by providing laptop computers to expand their learning opportunities.  

PD Goal: Develop capacity to use LMS (Moodle) in supplemental instructional context

3 Course Format:     Tech 1

    Tech 2

    Tech 3

COURSES

Tech 1: Technology Tools and Applications for the Classroom Web 2.0 Focus

Tech 2: Technology Integration: Tools, Strategies and Assessment Constructivist / UbD Focus

Tech 3 (Conceptual): Virtual Course Content and Design

TECH 1 HYBRID OPTION

Hybrid: Technology Tools and Applications for the Classroom 3 Physical Meetings Virtual Instruction augmented w/ virtual

meetings

Jeffrey L. Hunt (jeff_hunt@ipsd.org)Director of E-Learning

Indian Prairie School District 204

RESEARCH

ESTIMATE OF ADOPTION

If rate of adoption follows the classic disruptive innovation model, by 2018, 50% of all high school courses will be online.

--Clayton M. Christensen

WHO CAN BE SUCCESSFUL?

Achievement and Self-Esteem Beliefs – Students require a high degree of self-motivation, and [they] must perceive that their success depends on their own contributions, rather than those of the course or teacher.

Responsibility/Risk Taking – Students have to take the initiative [to] complete tasks, even when all the information may not be given and the correct way to proceed may not be clear.

Technology Skills and Access – Students in on-line courses not only must be skilled at using on-line resources but also should have better-than-average access to them.

Organization and Self-Regulation – Even more than other academic activities, on-line environments seem to require students to have excellent organization and study skills.

Roblyer, M.D. and Marshall, J. (2002). Prediction success of virtual high school students: Preliminary results from an educational success prediction instrument.

IPSD DEMOGRAPHICS

Female59%

Male41%

Gender -- 6 semesters

IPSD DEMOGRAPHICS

White78%

Black4%

Asia Pacific10%

Hispanic5%

Multiracial2%

UU<1%

Ethnicity -- 6 semesters

IPSD DEMOGRAPHICS

White/Female

46%

White/Male32%

Black/Female3%

Black/Male1%

AP/Female6%

AP/Male5%

HS/Female3%

HS/Male1%

MR/Female2%

MR/Male<1%

UU/Male<1%

Gender & Ethnicity -- 6 Semesters

IPSD DEMOGRAPHICS

A56%

B23%

C14%

D4%

F3%

Grades -- 6 semesters

SURVEY QUESTIONS – SPRING 2010

Excessive11%

Little More28%

Same43%

Less19%

Compared to other courses the work-load in this course was:

SURVEY QUESTIONS – SPRING 2010

Own Pace45%

Flexibility45%

Other10%

What did you like about this course?

SURVEY QUESTIONS – SPRING 2010

Communi-cation32%

No regular class23%

Other23%

No dislikes23%

What did you dislike about this course?

SURVEY QUESTIONS – SPRING 2010

School Hours10%

4 p.m. - 7 p.m.37%

7 p.m.-10 p.m.41%

After 10 p.m12%

What time of the day do you complete most of the course work?

SURVEY QUESTIONS – SPRING 2010

Quiet63%

TV & Music27%

Other10%

What type of environment do you set for yourself when completing on-line

course work?

STUDENT ADVICE

Only take this course if you are self-motivated enough to do it. It’s not bad at all if you manage your time wisely and set goals for yourself to finish it on time. I wrote down all of the due dates in my assignment notebook so I could see when they were coming up to remind myself or else I knew that I would probably forget.

Darlene Senger (sengerstaterep@gmail.com)Representative, 96th District

Illinois General Assembly

A LEGISLATOR’S PERSPECTIVE

QUALITY EDUCATION

Quality education for all children Affordable higher education Online learning can address quality and

affordability. Remote Education Act

Jonathan Furr (jonathan.furr@hklaw.com)Partner

Holland & Knight LLP

REMOTE EDUCATIONAL PROGRAMS

REMOTE EDUCATIONAL PROGRAMS

Public Act 96-0684 (HB 2448, signed into law on August 25, 2009): Authorizes school districts to create and offer “remote educational programs” tailored to individual student needs and claim GSA for those programs.

Prior law: GSA could only be claimed for virtual programs offered in a classroom or other traditional school setting.

Broad district discretion, provided the program and plan meet legislative criteria.

2 KEY ELEMENTS FOR ESTABLISHING REPS Adopted School

Board Policy: Criteria for participation Limits on numbers of

students or grade levels Approval process for

participation Process to develop

student plans System for calculating

clock hours of attendance

Process for renewal

Student Remote Educational Plan: Specific achievement goals Assessments Progress reports Teacher/student interaction Designation of supervising

adult Other family responsibilities Consistency with IEP Participating in district

programs Responsible district

administrator Term Specific location or locations

for delivery

REPS: OTHER REQUIREMENTS

Students remain enrolled in a school district attendance center, and are tested and included for all State/federal accountability determinations

Certified/Highly Qualified Teachers responsible for critical instructional activities

GSA claimable only on days aligned to school district calendar

ISBE rules require documentation of active participation to claim GSA

District policy and data must be submitted to ISBE

Cindy Hamblin (chamblin@ilvirtual.org)Director

Illinois Virtual School

POLICY IN ILLINOIS

POLICY DISCUSSIONCONSIDERATIONS IN DEVELOPING POLICY TO SUPPORT ONLINE LEARNING

The Remote Education Act has Refueled Support for Online Learning

Online learning is a natural fit. Identifies program requirements from

ISBE’s perspective. Provides a mechanism for districts to claim

general State aid for students participating in a remote education program.

Many Questions Have Also Been Raised . . . . .

POLICY DISCUSSIONCONSIDERATIONS IN DEVELOPING POLICY TO SUPPORT ONLINE LEARNING

When does online learning best serve a student’s learning needs?

Traditional and non-traditional student Successful elements of an online program that

help ensure student’s learning needs are met. Attendance (anytime learning vs seat time)----

New perspective Should we (nation, state, and local) examine the

replacement of a time-based system with learning-based system?

Collin Hitt (collin@illinoispolicy.org)Director of Education Policy

Illinois Policy Institute

A PROPOSED IMPLEMENTATION

GUARANTEED” LEARNING?

Performance Guarantees(e.g. surety bonds, warranties)

Florida Virtual School Course Completions = Funds Received

“Learning Guarantees” No Gains = No Funds

Kathryn Francis (kfrancis@k12.com)National Account Manager

K12.com

IMPLEMENTING PROGRAMS

KDG-12 INTEGRATION IN ILLINOIS Individual Courses

Credit Recovery Summer School Differentiation World Languages

Full Time or Hybrid Homebound Behavior Issues Dropout Recovery Private or Charter Start-Up

Successes Challenges Individual Courses

Integrity Budgets Procrastination Innovation

Full Time or Hybrid Awareness of Law School Funding/Budgets Myths Innovation

INNOVATING AND RE-THINKING

Learning Student role Teacher role Individualized Instruction and learning

Schedules and Facilities Multiple courses in one room Teachers working remotely Flexibility in student day Staggered scheduling

SUMMARY

Online education will be in students’ futures.

Set your direction

Review your program frequently.

Enjoy the opportunity.

WHAT’S NEXT

How can we work together to accelerate our learning and possible implementation of online learning in your district?