NOTES: Slide 11 – Rural states (or at least the 21 states in the caucus) are less likely to have a State Virtual School (little more than half compared to 60% overall). They are much more likely to have a state-led initiative (7 of the 10 states with state-led initiatives) are from caucus states. Result is that these students are less likely to have options to supplemental courses, something that is critical for rural school districts
Notes:Caucus less likely to have full-time online schools (little less than half compared to 60% overall). Again providing fewer options rural districts are less likely to have infrastructure to support district programs.
Transcript of "Patrick, Teeter - iNacol - North America & K-12 Online Learning"
North America & K-12 Online LearningSusan PatrickPresident & CEOInternational Association for K-12 Online LearningDavid TeeterPolicy DirectorInternational Association for K-12 Online Learningwww.inacol.org
International Association for K-12 Online Learning (iNACOL)• iNACOL is the premier K-12 nonprofit in online learning• Provides leadership, advocacy, research, training, and networking with experts in K-12 online learning. – 4200+ members in K-12 virtual schools and online learning representing over 50 countries – Annual conference – Virtual School Symposium (VSS): New Orleans in October 2012• “Ensure every student has access to the best education available regardless of geography, income or background.”• Next Generation Learning Challenges – Gates Foundation• Our strategic areas of focus in online and blended learning: 1. Policy 2. Quality 3. New Learning Models
U.S. Online Learning Facts• 48 states have significant state policies (KP 2010)• 32 states have state virtual schools• 30 states allow 225 full-time virtual charter schools with over 250,000 students (CER)• K-12 online learning enrollments growing 30% annually (50,000 in 2000; 500,000 enrollments in 2005; 1.8 million in 2010).• 50% of employers use e-learning for training• 4 states require an online course for high school graduation• 82% of school districts had one or more students in a fully-online or blended course• More universities are offering K-12 courses online – Indiana U, Univ of Montana, Nebraska; Stanford, JHU, Northwestern programs for gifted
Minnesota (Full-time)• Provides general education revenue for online students. For students taking online courses from the district in which they are enrolled, funding is the same as if the students were taking all of their courses in physical classrooms.• $6,062/FTE• Funding is tied to the program that meets all requirements of the law.(Source: Keeping Pace 2011)
Utah• Utah was the 1st state to “turn the Digital Learning Now Ten Elements of High Quality Digital Learning into a comprehensive state policy” according to the Keeping Pace report of 2011.• Per the recently passed SB65 (Stephenson), funding follows the student down to the course level in Utah. Funds flow from the primary LEA of enrollment to the provider LEA. The funding amount is on the low side at $4700/student, but keep in mind that Utah has for years had the lowest per-pupil funding in that nation.• Funding is also based on successful course completion. The provider LEA receives 50% (25% per semester) up front and the remaining 50% upon credit earned.
Ohio• Funded at same level as face-to-face students.• Payments made centrally by the state• $5,901 in 2011 – Receive some additional funds via special education appropriation, ARRA, state fiscal stabilization funds, EduJobs, and other federal funds – Community Schools are funded based on a deduct off the traditional public school (transportation, building, etc.) district PASS form (state allocated funds only). School is paid based on a per pupil subsidy plus the additional “supplements”. State average is $10,000 per pupil. – Not eligible to receive poverty-based funding
Single district programs(15,000 public school districts in USA) • Fastest growing developments in online programs • About 50% of districts with some online program (NCES) • 1.8 million students in online courses • Doesn’t cover blended • Credit recovery as a leading driver
Resource: iNACOL Definitions ProjectOnline learning – Education in which instruction and content are delivered primarily over theInternet. (Watson & Kalmon, 2005)Blended learning – When a student learns at least in part at a supervised brick-and-mortarlocation away from home and at least in part through online delivery with some element ofstudent control over time, place, path, and/or pace; often used synonymously with HybridLearning. (Horn and Staker, 2011)Online school – A formally constituted organization (public, private, state, charter, etc.) thatoffers full-time education delivered primarily over the Internet.
New Solutions through Online Learning• 40% of US high schools do not offer AP courses – 75% of districts use online learning to offer Advanced Placement or college-level courses.• Teacher Shortages – 40% of public school districts in America today say they need online learning resources because certified teachers are not available for traditional face-to-face instruction.• 60% of schools and districts say they need online learning for credit recovery.• More than 50% need online learning to reduce student scheduling conflicts to graduate on time.
Equity: Providing Opportunities for All Students Traditional Public/Private Accelerated Credit Recovery Students Medically FragileNeed to work and/orsupport family Rural Students ELL Aspiring athletes and Special Education performers
Project Tomorrow Survey (2009)• Benefits of taking a class online? – According to students: • 51% said it allows them to work at their own pace • 49% to earn college credit • 44% said it allows them to take a class not offered on campus • 35% said it was to get extra help • 19% said they took online courses to get more attention from teachers
Future Trends• Online & Blended Learning – Competency-based approaches – Mobile learning• National: – CCSSO Partnership for Next Gen Learning – Gates Foundation’s Next Generation Learning – Shared Learning Infrastructure • Openly architected IT systems - draw in vast online content, learning analytics, personalized learning maps for each student’s own learning trajectory
Providing Sound Policy Frameworks• Responsive state policies so that a student’s choice of online opportunity is facilitated rather than blocked.• Fair and sustainable funding so that online learning opportunities expand with student demand.• Sensible and responsible oversight so that each student is guaranteed quality in the online opportunities available.• Modern frameworks for curriculum and instruction so that each student may be assured of credit for successful online work.• Thoughtful teacher licensure requirements so a student may always benefit from the best online instructors.• Valid research so that a student’s online opportunities reflect effective best practices.
Online Learning Research Highlights• U.S. Department of Education study of Online Learning, “Evaluation of Evidence-based Practice in Online Learning: A Meta-Analysis and Review of Online Learning Studies” (2009) • “Overall, the meta-analysis found that students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.” • “instruction combining online learning with face-to-face elements had a larger advantage . . .students the participated in online learning and who spent more time on task benefited the most.”
USA Trends: Higher Ed Online Learning• Sloan-C “Survey of Online Learning” 2011 studied higher education online enrollments: – 1 in 3 college students take an online course – 6 million online course enrollments in higher education – 73% of institutions had increased demand for existing online courses • Growth from economy and H1N1 flu outbreak – Use of online education was strong for H1N1 contingency plans • 20% of schools not offering online classes were introducing online courses as part of H1N1 (academic continuity) contingency plans – 74% of public higher education institutions view online education as critical for long-term strategy
National Survey for Student Engagement• Online learners reported deeper approaches to learning than classroom-based learners.• “Those who teach classes online may be making special efforts to engage their students.” - Alexander McCormick, NSSE Director• “People who teach online classes don’t take engagement for granted.”• Higher order thinking skills, integrative thinking, reflective learning(NSSE 2008)
Creating an Effective System for Online Learning and Teaching• “Online education can fundamentally change the relationship that students, teachers, parents and the community have with their educational institutions and with one another. For policymakers, those transformations pose some difficult choices. If they ignore online education, they turn their back on their responsibility to extend learning opportunities.‖ –National Education Association (NEA) Guide to Teaching Online Courses
World Future SocietyTop 10 breakthroughs transforming life over the next 20-30 yearsBest forecast data ever assembled 1. Alternative energy 2. Desalination of water 3. Precision farming 4. Biometrics 5. Quantum computers 6. Entertainment on demand 7. Global access 8. Virtual education or distance learning 9. Nanotechnology 10. Smart Robots
Thank you! Questions & Answers Discussion Contact information: Susan Patrick: email@example.com Matt Wicks: firstname.lastname@example.org Rob Darrow: email@example.com
The Power of Personalized Learning―…We need to shift our thinking from a goal that focuses on the deliveryof something—a primary education—to a goal that is about empoweringour young people to leverage their innate and natural curiosity to learnwhatever and whenever they need to. The goal is about eliminatingobstacles to the exercise of this right—whether the obstacle is thestructure and scheduling of the school day, the narrow divisions ofsubject, the arbitrary separation of learners by age, or others—ratherthan supplying or rearranging resources. Will Richardson. The Right toLearn. (Anytime Anywhere Learning Foundation, 2011)―…There is no limit on how fast and how far students can go.‖ - StephenHeppel (U.K.) notschool.net
Students: Born in 19911. The Green Giant has always been Shrek, not the big guy picking vegetables.2. They have never used a card catalog to find a book.3. The European Union has always existed.4. Text has always been hyper.5. There has always been a computer in the Oval Office.6. Cable television systems have always offered telephone service and vice versa.7. There have always been flat screen televisions.8. They have always been able to read books on an electronic screen.9. Everyone has always known what the evening news was before the Evening News came on.10. Migration of once independent media like radio, TV, videos and compact discs to the computer has never amazed them. -From the Beloit College “Mindset List 2013”