K 12 Online Final K 12 Online Next Generation November 2008
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K 12 Online Final K 12 Online Next Generation November 2008

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This Powerpoint was the basis for a presentation made at the 14th Annual Sloan Consortium Conference held in Orlando in November 2008.

This Powerpoint was the basis for a presentation made at the 14th Annual Sloan Consortium Conference held in Orlando in November 2008.

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K 12 Online Final K 12 Online Next Generation November 2008 K 12 Online Final K 12 Online Next Generation November 2008 Presentation Transcript

  • Liz Pape, President and CEO, Virtual High School Global Consortium Anthony G. Picciano, Hunter College and Graduate Center, City University of New York Julie Young, President and CEO, Florida Virtual School Online Learning in K-12 Education: The Next Generation Panel presentation at the 14 th Annual Sloan Consortium Conference on Online Learning
  • Panel Presentation Outline
    • Introduction
    • K-12 Online Learning: What the Data Says and
    • Implications for American Education
    • Virtual High School Global Consortium
    • The Florida Virtual School
    • Questions/Discussion
  • K-12 Online Learning: What the Data Says? - Anthony G. Picciano & Jeff Seaman Studies were conducted in 2005-2006 and 2007-2008. The purpose of these studies was to explore the nature of online learning in K–12 schools and to establish base data for more extensive future studies. (A study of online learning in the American high school is planned for 2009). They were among the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. Issues related to planning, operational difficulties, and online learning providers were also examined.
  • K-12 Online Learning: What the Data Says? The major research questions that guided these studies were: What is the nature and extent of online and blended learning in K–12 schools in the United States? What is the perceived importance of online and blended learning for K–12 school programs? What are the issues and barriers that impede the development of online and blended learning in K–12 schools? Who are the major providers of online and blended learning courses to K–12 schools? Survey responses were followed-up with telephone interviews with selected respondents.
  • K-12 Online Learning: What the Data Says? In conducting these surveys, it was determined that there needed to be a separation of online from blended learning courses. In the absence of any standard definitions for online and blended learning, the definitions used by Allen & Seaman for the Sloan Consortium studies of American higher education were adopted, namely: Online — courses where most or all of the content is delivered online. Defined as at least 80% of seat time being replaced by online activity. Blended/Hybrid — courses that blends online and face-to-face delivery where a substantial proportion (30 to 79%) of the content is delivered online.
  • K-12 Online Learning: What the Data Says? Major Findings
    • 1. Almost seventy percent of the responding public school districts are offering online courses:
    • 63.1% had one or more students enrolled in a
    • fully online or blended course.
    • 57.9% had one or more students enrolled in a fully online course.
    • 32.4% had one or more students enrolled in a blended course.
    • Over 60% of school districts with students enrolled in online courses anticipate their online enrollments will grow. Over the next two years districts predict online enrollments will increase by 18.6% and blended enrollments by 22.9%.
    • The overall number of K-12 students engaged in online and blended courses in 2005-2006 was estimated at 700,000 with 470,000 in
    • Grades 9-12.
  • K-12 Online Learning: What the Data Says? Online v. Blended Learning Within the sample, the data show that overall higher percentages of students are enrolled in online courses than blended courses. Table 3. Online Enrollment by Grade Level Fully Online Blended/Hybrid Total N % N % N % Grades K–5 2733 16% 538 5% 3271 12% Grades 6–8 1793 10% 3980 36% 5773 20% Grades 9–12 12625 73% 6519 59% 19144 67% Other 198 1% 56 1% 254 1% Total 17349 100% 11093 100% 28442 100%
  • K-12 Online Learning: What the Data Says? Why Online Learning Respondents report that online learning is meeting the specific needs of a range of students, from those who need extra help to those who want to take more advanced courses and whose districts do not have enough teachers to offer certain subjects.
  • K-12 Online Learning: What the Data Says? Who are the Providers? School districts typically depend on multiple online learning providers. Online Instruction Provider Fully Online (percentage of districts with fully online courses using this provider) Blended (percentage of districts with blended courses using this provider) Your district (i.e., delivered centrally from the district) 20.2% 37.1% Cyber (i.e., online) charter school in your district 9.8% 6.7% Other schools in your district 6.4% 15.7% Another local school district, or schools in another district, in your state 22.0% 29.2% Education service agencies within your state (e.g., BOCES, COE, IU), not including the state education agency or local school districts 24.9% 18.0% State virtual school in your state (i.e., state-centralized K–12 courses available through Internet- or web-based methods 34.1% 11.2% State virtual school in another state 13.3% 3.4% Districts or schools in other states (other than state virtual schools) 5.2% 3.4% Postsecondary institution 47.4% 38.2% Independent vendor 31.8% 25.8% Other 2.3% 1.1%
  • K-12 Online Learning: What the Data Says? Who are the Providers? School districts typically depend on multiple online learning providers. Table 8. Number of Online Learning Providers Being Used Number of Providers N % 1 47 26% 2 56 30% 3 32 16% 4 or more 53 28% Total 188 100% Missing 2 Total 190
  • K-12 Online Learning: What the Data Says? Concerns? Respondents mentioned a number of concerns in offering online courses. Table 5. Percentage Summary of Responses to: How much of a barrier the following areas would be (or are) in offering fully online or blended learning courses?
  • K-12 Online Learning: Implications
    • Growth of Online Learning in K-12 especially in the High Schools
    • Online Learning and the Public School Reform Agenda
    • Opportunities/Challenges for Teacher Education
  • K-12 Online Learning: Implications
    • Growth of Online Learning in K-12 (especially in the High Schools)
    • If present growth continues – within 5 years there will be 2-3 million
    • online K-12 students.
    • Michigan’s Online Learning Requirement Policy (Merit Curriculum)
    • Alabama Connecting Classrooms, Educators and Students Statewide (ACCESS) - Every public high school student in the state will have access to distance learning courses by 2011.
  • K-12 Online Learning: Implications 2. Online Learning and the Public School Reform Agenda
    • K-16 Collaboration
    • Accelerate Time to Completion
    • Extended School Day
    • Job and Economic Skill Development
    • (Modeling Beneficial Uses of Technology)
  • K-12 Online Learning: Implications 3. Opportunities/Challenges for Teacher Education
    • Pre-service Programs – Include Online Learning in the Curriculum
    • In-service Programs – Professional Development in Online Learning
    • Beyond the Technology – Growing Research and Literature Base on the
    • Pedagogy of Online Learning
  • The Virtual High School Global Consortium Model Liz Pape Virtual High School Global Consortium
  • About VHS
    • A non profit global consortium of over 500 high schools offering innovative online courses
    • Currently in 13 th year of operation and 12 th year of online course delivery
    • Originally funded by the Federal DOE through a 7.8M tech. grant – five years of research & development
  • About VHS
    • In 30 states
  • The VHS Model
    • VHS’s global consortium model – partnership with high school in online education
      • cooperate, not compete
      • Supplement, not supplant
    • Preparing classroom teachers to teach online &/or develop online courses
      • Member school classroom teachers in TLC/NIM
      • Online design standards and online delivery standards
    • 21 st century skills development
      • Teaching skills for both classroom and online
      • Learning skills through virtual global classrooms
    • Accountability – hard data points and survey input
  • VHS Leadership & Recognition
    • Accredited by Middle States Commission
    • Courses NCAA initial-eligibility certified
    • USDLA 21 st Century Best Practices Award 2005, 2007 and 2008
    • USDLA Best Practices K-12 Course 2005 and 2008
    • Blackboard Course Content Award 2005 & 2007
    • NCTET Community Builder Award 2004
    • Stockholm Challenge 2001 Award
  • How the VHS Consortium Functions
    • Participating school provides:
      • 1 NetCourse teacher @ 1 teaching period per day
      • 1 VHS Site Coordinator
      • Internet access for students
    • VHS provides:
      • Over 200 standards based courses across all content areas
      • Professional development training and mentoring
      • Hosting of the virtual school
      • Technical and administrative support
  • Teachers
    • Teachers come from member schools
    • All teachers are certified and teaching in content area
    • Teachers complete a graduate level course in online course delivery (NIM or TLC)
    • First year teachers are paired with a faculty advisor/mentor
    • Ongoing professional development through ProGrEss: professional growth essentials
  • Site Coordinators
    • Site Coordinators are the glue that makes the program work
    • Could be someone from guidance/ teacher/administrative staff/paraprofessional
    • Manages enrollments, grade reporting, student monitoring, student support
    • Manages materials
  • Professional Development Options:
    • NIM (Netcourse Instructional Methodologies):
      • Trains teachers in the pedagogy and practice of online teaching and how to modify and deliver an existing VHS NetCourse
    • TLC (Teachers Learning Conference):
      • Trains teachers in the pedagogy and practice of online teaching and how to develop a new VHS NetCourse
    • SCO (Site Coordinator Orientation):
      • Trains school staff in how to support students as they participate in their online course
  • How is VHS Unique ?
    • The VHS instructional model is built around an interactive experience in which students learn from fellow students as well as the teacher – cohort-based instructional model.
    • These are virtual classrooms conducted globally
    • No more than 25 students
    • On a 15 week semester-based schedule
    • Each self paced lesson begins on a Wednesday and ends on Tuesday
    • Teachers and students may live in different time zones
    • Students can access course any time from any computer in the world
    How Courses are Conducted
  • How Courses are Conducted
    • We recommend the course be scheduled as part of the students’ day
    • Students are monitored by a school Site Coordinator
    • Teachers and students communicate via a written discussion area located in the Web classroom
  • What do VHS students learn?
    • Content/curriculum
      • Access to courses not otherwise available
      • Information literacy skills
    • Online collaboration
      • Online teams and group projects
      • Multimedia presentation skills
      • Critical thinking, project-based learning
    • Global citizenship skills
      • Extending the learning experience beyond the classroom walls
      • Online discussions with students of different cultures
  • Essential 21st century skills: the 7 Cs according to the Oracle Education Foundation
    • Critical thinking and problem solving
    • Creativity and innovation
    • Collaboration, teamwork and leadership
    • Cross-cultural understanding
    • Communications and media fluency
    • Computing and information communication technology (ICT) fluency
    • Career and learning self-reliance
  • VHS Quality Benchmark Indicators Program
  • VHS Program Evaluation
    • What is measured?
      • Mission statement
      • Annual goals
      • Strategic Plan
    • How is it measured?
      • Hard data points
      • Self-reported data
    • When?
      • Continuous improvement loop
  • Mission and Focus
    • The VHS mission is to develop and deliver standards-based, student-centered online courses to expand students’ educational opportunities and 21st century skills and to offer professional development to teachers to expand the scope and depth of their instructional skills
    • The focus includes :
      • Effective online course design and delivery
      • Professional development for online teachers
      • Quality control/quality assurance
      • Infrastructure for course delivery
      • 21 st Century Skills development for Millennial Generation students
  • Course Quality Measures
    • AP pass rates: 66%
    • AP exam take rates:73%
    • Course completion rates: 79%
    • Credit recovery rate (summer):63%
    • Satisfaction with VHS course quality:
      • 92% superintendents
      • 100% principals
      • 98% Site Coordinators
    • Course features, teacher satisfaction:
      • 92%: engagement in course work
      • 78%: collaborative learning
      • 97%: 21 st century skills development
  • Professional Development Measures
    • Professional development grad rate: 91%
    • 1 st -semester teacher success rate: 87%
    • % of all teachers remaining with mentor: 5%
    • Satisfied with VHS professional development
      • 99% principals
    • Applying VHS pedagogy to f2f teaching
      • 79% teachers
  • Program and Services Measures
    • Membership retention rates: 90%(08/09) 88%(3-yr cumulative)
    • Course seat utilization: 85%
    • Satisfaction with electronic communications: email
      • Teachers: 99%, SCs: 96%
    • Website
      • Teachers: 97%, SCs: 98%
    • Newsletter/Annual Report
      • Superintendents: 86%/68%
      • Principals: 78%/79%
      • Teachers: 79%/54%
      • SCs: 84%/54%
    • Online Learning Implications: Why
    • Should
    • Teachers
    • Care….or Change?
    • “ By 2010, the codified information base of the world is expected to double every 11 hours”
    • Tom Inman, IBM Corp.
  • A 21 st century model
    • Education will not be confined to:
      • A single place, time or person
      • Memorization or linear learning
      • The intellectual elite
      • Childhood
    • Guide on Side
    • Project-based learning
    • Learner-centered
    • Learn-in-context
    The Web/Teaching 2.0 model P S S S S S T Note: Adapted from a presentation by Tom Carroll, CEO, NCTAF, Nov 6, 2006, VSS Symposium
    • Web 2.0
    • According to a recent Pew report, "fully half of all teens and 57% of teens who use the internet could be considered Content Creators.“
    • Dynamic
    • Crowd intelligence
    • How can teachers evolve teaching strategies to meet 21 st century teaching and learning needs?
  • 21 st Century Teaching Best Practices (21CTBP)
    • Audience: f2f classroom teachers who wish to teach online or develop online components for f2f classes
    • 21CTBP courses:
      • 21 st century Teaching & Learning
      • Web-enhanced Classroom
      • Online-extended Teaching
      • Web 2.0: Collaborative Instruction
      • Capstone Project: Online Teaching Internship
  • 21 st Century Teaching Best Practices
    • 6-week long online courses (3 grad credits each)
    • Multiple offerings during school year
      • July 9, 2008
      • October 15, 2008
      • January 14, 2009
      • April 15, 2009
    • Pricing model fosters team approach
  • Summary
    • We are not teaching students what they don’t already know!
    • Instead we are guiding students to apply their technology skills to their academic lives, while also developing 21 st century global citizenship skills and awareness.
  • Breaking ground in the past Planting seeds for the future Florida Virtual School www.flvs.net
  • change policy mindsets funding
  • results
    • Open enrollment
    • 24/7/365 access
    • Time and pace flexibility
    • Performance vs. attendance
    • Increased teacher availability
    • Performance-based funding
    • Online peer collaboration
    • Funding follows student
    • Free access
    • Monthly conferences
  • symphony of skills
    • Prisoners of Time
    • Working on the Work
    • Quantum Learning
    • 21 st Century Skills
    • Literacy Skills
  • future view
    • Individual
    • Personal
    • Game-based
  • Questions
  • Questions/Discussion!