online learning - 10/20/10
TRANSCRIPT
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 ([email protected]) 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.
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 ([email protected])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!
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 ([email protected])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 ([email protected])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 ([email protected])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
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
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 ([email protected])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
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?