Disrupting Independent Study: Online Learning's Promise, Potential, and Pitfalls


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  • Description: How is online learning disrupting education, why should schools and students choose online courses, how should you prepare and what are the drawbacks rushing too quickly? This session will review the current state of online education, explain the reasons for its dramatic growth, and review how schools should prepare to include e-learning as an option.
  • Modified October 20, 2008 The California Learning Resource Network (CLRN) is a statewide education technology service responsible for reviewing supplemental electronic resources for K-12 classrooms. More than 5000 resource reviews are currently posted on CLRN ’s web site, CLRN.org. 2000 ELR 1900 WILS 38 ELAR 9 blogs (soon: x video clips; x elrs with screen captures)
  • CLRN reviews software, internet, instructional video and video streaming programs in seven subject areas.
  • We also review commercial-free web sites that address California ’s content standards including primary source, secondary source, or reference materials. This year, CLRN will be adding two new categories: Free software and web 2.0 tools and free, open-source course materials.
  • Sustaining innovations help current industries improve products for their customers.
  • Take cameras for instance. Here ’s a Kodak camera from 1888. Over the years, Kodak kept improving the camera as new discoveries, or innovations, allowed. However, the basic premise of the product the same. Lens to film to developing
  • In the 1st phase, the disruptive innovation competes against non-consumption. Initial growth is slow. During this time, the technology improves and the cost declines.
  • 1975: first digital camera; by Kodak. Weighed 8 pounds. Recorded to cassette tape. Never in production It took 23 seconds to record a 100 line B&W picture 1986: Canon RC-701; $20K 1991: Kodak DCS 100: $13K; 1 megapixel—aimed at photo All these cameras were used more by news outlets, as their pictures didn ’t need to be high quality.
  • 1975: first digital camera; by Kodak. Weighed 8 pounds. Recorded to cassette tape. Never in production 1986: Canon RC-701; $20K 1991: Kodak DCS 100: $13K; 1 megapixel—aimed at photo All these cameras were used more by news outlets, as their pictures didn ’t need to be high quality.
  • NY Times 1992: “ON July 15, 11 minutes after Gov. Bill Clinton appeared on the podium as the Democratic nominee for President, an Associated Press picture of that moment was being laid out for the front pages of the next day's newspapers across the country. This speed was possible because there was no film to develop: the photographer had made his picture with the Kodak DCS 100 digital camera and transmitted it via a computer modem, saving as much as 20 minutes in processing and transmission.”
  • 2MP camera for $1K It ’s non-traditional customers who are attracted to disruptive innovations because the product meets their needs.
  • iPhoto Version 1 is introduced.
  • With Disruptive Innovations, non-consumers are the sole customers in the beginning because the innovation meets their needs. Traditional customers are repulsed by the expense and primitive nature of the product. However, over time, quality increases while price decreases causing a tipping point. Eventually, the innovation replaces the original product.   The same is true with digital textbooks. Change is a process.
  • If the current crop of online courses are also like Kodak's 1991 digital camera, who would subscribe to these resources?   Online courses meet the needs of a variety of non-consumers. If you ’re a student at a small high school who would like to take Mandarin as your world language requirement, it’s likely you wouldn’t find 30 similar students or a part-time, credentialed Mandarin teacher at your site. Perhaps you’re a student who needs an extra class or two to graduate, but your class schedule doesn’t match the times local classes are offered. You’d like to take AP Calculus, but your school doesn’t offer it. Or, maybe you’re home-schooled and your parents want to ensure you have access to challenging courses and opportunities to collaborate with other students. All of these options are cited by both Clayton Christensen in his book, Disrupting Class, and within The Sloan Consortium's report, K-12 Online Learning: A Survey of U.S. School Administrators, as current consumers of online learning courses.
  • And when the come back to F2F, they’re behind their classmates. Plus, the virtual school has captured the funding for that student, for that year, so f2f schools must educate without funds. 3X more dropouts than graduates,.
  • 59% ELA proficiency in F2F; 51% ELA proficiency in virtual schools.
  • How do you know whether an online course is high quality or if it addresses your state's academic content standards? Are the instructors for your students' courses certificated and have they received professional development to address the very different learning experiences observed online? Can you be assured that the NCAA will accept courses taken by your school's athletes to qualify them for college sports? Are Advanced Placement courses rigorous and meet the expectations of the College Board? Will the University of California accept student transcripts listing the online courses taken by your students?
  • Just as your district keeps tabs on content and instruction for each course, the same expectations should exist for online courses. How can you know that a course addresses all the content standards for a subject so that your students are prepared for state-mandated testing? Do you and your staff pilot each course and participate in all the activities so that you can verify the content standards and guarantee that a course meets California's social content review?
  • Graphic should be clickable.
  • Unlike digital photography, which destroyed or dismembered companies like Fuji, Polaroid, and Kodak, online courses won't put public education out of business. Instead, brick-and-mortar schools will focus not on the courses they'd rather not teach, but on courses they need to offer to their customers. Online courses and digital textbooks may be still developing, but their promise to provide customized learning opportunities that address each students needs and up-to-date content can not be ignored or denied. They are disruptive innovations that are revolutionizing learning.
  • http://www.nytimes.com/2011/01/18/education/18classrooms.html?_r=1 At Dr. Michael M. Krop Senior High School in Miami, there is no teacher in a classroom, but a "facilitator" watches the students.
  • In f2f schools, time is fixed and learning is flexible. With online learning, time is flexible and learning is fixed.
  • Disrupting Independent Study: Online Learning's Promise, Potential, and Pitfalls

    1. 1. Disrupting Independent Study: Online Learning ’s Promise, Potential, & Pitfalls AKA: Separating Great Online Learning from Online Road Kill Brian Bridges California Learning Resource Network
    2. 2. Required reading for the revolution <ul><li>Disrupting Class </li></ul><ul><ul><li>Clayton Christensen & Michael Horn </li></ul></ul><ul><li>The Rise of K-12 Blended Learning </li></ul><ul><ul><li>Heather Staker </li></ul></ul>
    3. 3. California Learning Resource Network <ul><li>Your one-stop source for standards-aligned electronic learning resources </li></ul>
    4. 4. Electronic Learning Resources <ul><li>Software, Internet, video, & online courses </li></ul><ul><li>Six subject areas </li></ul><ul><li>2600 posted reviews </li></ul><ul><li>250/yearly </li></ul>
    5. 5. Free Web Information Links <ul><li>Reviews of 5,100 free and commercial-free web sites </li></ul><ul><li>Primary, secondary, & reference materials </li></ul><ul><li>Free software and web tools </li></ul><ul><li>iPad & Android Apps </li></ul>
    6. 6. Electronic Learning Assessment Resources <ul><li>Data assessment and warehouses (39) </li></ul>
    7. 7. Digital Textbook Initiative <ul><li>Phase One </li></ul><ul><ul><li>Reviewed 20 math and science books </li></ul></ul><ul><li>Phase Two </li></ul><ul><ul><li>Reviewed 17 math, science, and history books </li></ul></ul><ul><li>Phase Three </li></ul><ul><ul><li>Reviewed 13 online, interactive math, science, and history “books” </li></ul></ul>
    8. 8. Common Core Standards <ul><li>Adopted by 44 states + D.C. </li></ul>
    9. 9. Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns <ul><li>Clayton Christensen and Michael Horn </li></ul>
    10. 10. Disruptive Innovation Theory <ul><li>Customers’ needs tend to be stable </li></ul><ul><li>Companies improve their products </li></ul><ul><li>Most innovations improve products for current customers </li></ul><ul><li>Some sustaining innovations represent dramatic breakthroughs </li></ul>
    11. 11. Sustaining the Camera
    12. 12. Disruptive Innovations… <ul><li>NOT a breakthrough improvement </li></ul><ul><li>Existing customers can not utilize it </li></ul><ul><ul><li>And are not attracted to it </li></ul></ul><ul><li>Benefit “non consumers” </li></ul>
    13. 13. The Disruptive Cycle <ul><li>Competing for non-consumers </li></ul><ul><li>Technology improves / cost declines </li></ul><ul><li>Compete for original customers </li></ul><ul><li>Original product/company dies </li></ul>
    14. 14. The Camera Disruption <ul><li>First digital camera by Kodak (1975) </li></ul><ul><ul><li>.01 megapixels </li></ul></ul>
    15. 15. The Camera Disruption <ul><li>First digital camera by Kodak (1975) </li></ul><ul><ul><li>.01 megapixels </li></ul></ul><ul><li>Kodak DCS 100 (1991) </li></ul><ul><ul><li>1 Megapixel for $13K </li></ul></ul><ul><li>Film still thrived </li></ul>
    16. 16. NY Times, 1992
    17. 17. N.Y. Times <ul><li>“ On July 15, 11 minutes after Gov. Bill Clinton appeared on the podium as the Democratic nominee for President, an Associated Press picture of that moment was being laid out for the front pages of the next day's newspapers across the country. </li></ul><ul><li>This speed was possible because there was no film to develop : the photographer had made his picture with the Kodak DCS 100 digital camera and transmitted it via a computer modem, saving as much as 20 minutes in processing and transmission ” </li></ul>
    18. 18. 1999: NY Times <ul><li>“ Early digital cameras were expensive and had such low picture quality, or resolution, that they fared poorly in a comparison with a $10 disposable camera….. </li></ul><ul><li>A new generation of even better cameras, with two-megapixel resolutions, arrived this summer for about $1,000. ” </li></ul>
    19. 19. NY Times: Christmas, 2001 <ul><li>“ The digital camera market just exploded this year.” </li></ul><ul><li>(and iPhoto was released) </li></ul>
    20. 20. Change is a Process
    21. 21. Disruptive Innovations, like a train ’s headlight, are always visible to us long before pass by.
    22. 22. Online Course Revolution <ul><li>Just as digital textbooks grew first in colleges, online course growth has preceded growth in K-12. </li></ul>
    23. 23. Online Course Growth <ul><li>Allan & Seaman/Sloan Consortium </li></ul><ul><li>Class Differences: Online Education in the United States, 2010 </li></ul>
    24. 24. Students Learning Online <ul><li>2002: 1.6 million students </li></ul><ul><ul><li>9.6% of enrollment </li></ul></ul><ul><li>2005: 3.2 million students </li></ul><ul><ul><li>18% of enrollment </li></ul></ul><ul><li>2009: 5.6 million students </li></ul><ul><ul><li>29% of enrollment </li></ul></ul><ul><ul><li>An increase of one million students over 2008 </li></ul></ul><ul><li>Online learning increases by 20% each year </li></ul>
    25. 25. Total vs. Online Enrollment
    26. 26. Projected Growth
    27. 27. You see the train coming?
    28. 28. More Class Differences Data <ul><li>63% of institutions said that online learning was a critical part of their institution ’s long term strategy. </li></ul><ul><li>A majority of institutions continue to report that there is increasing competition for online students. </li></ul>
    29. 29. Comparing Learning Outcomes <ul><li>75% believe that online courses are as good or better than face-to-face instruction. </li></ul>
    30. 30. Washington State Community Colleges <ul><li>eLearning Growth …last 12 months </li></ul><ul><li>eLearning up 31% </li></ul><ul><li>Of all state funded FTE growth: </li></ul><ul><ul><ul><li>58% of the growth was eLearning </li></ul></ul></ul>Source: SBCTC Data Warehouse
    31. 31. Washington CC e-Learning Growth <ul><li>111,000 students learn Online each year + 51,000 Hybrid (headcount) </li></ul><ul><li>Online learning is the most popular form of eLearning, comprising 65 percent. </li></ul><ul><ul><li>up 20% growth </li></ul></ul><ul><li>Hybrid courses (online + face-to-face) are growing rapidly. </li></ul><ul><ul><li>67% growth </li></ul></ul>Source: SBCTC Data Warehouse
    32. 32. <ul><li>eLearning Growth …last 12 months </li></ul>Source: SBCTC Data Warehouse
    33. 33. See the train coming?. Will you stare at it like a deer looking into the headlights of an approaching car? Will you get run over or will you compete?
    34. 34. Survey of Online Learning Preparedness, 2010 <ul><li>Education Week/Blackboard </li></ul>
    35. 35. Survey Demographics <ul><li>August 2010 </li></ul><ul><li>9400 responses, across all district sizes, and states </li></ul><ul><li>18% from Superintendents and Asst. Superintendents </li></ul><ul><li>12% from Directors of Curriculum or Instruction </li></ul><ul><li>6% from district CTOs </li></ul><ul><li>6% Director of Special Education or Pupil Services </li></ul>
    36. 36. Students are NOT able to take all the courses they want. “ lack of available staff”
    37. 37. Students need personalized pacing Students need more learning time outside school
    38. 38. Students need additional or alternative credit recovery opportunities
    39. 39. Your district meets students online learning needs Denial
    40. 40. Your districts wants to deliver courses virtually
    41. 41. Only non-consumers like the menu at the Disruptive Innovation restaurant
    42. 42. Project Tomorrow <ul><li>Why are Students choosing online courses? </li></ul>
    43. 43. 2009: Why are Students Choosing Online Courses? <ul><li>Earn college credit </li></ul><ul><li>Work at my own pace </li></ul><ul><li>Class not offered at my school </li></ul><ul><li>Complete HS requirements </li></ul><ul><li>Better fits my schedule </li></ul>
    44. 44. 2010: Benefits of Online Learning
    45. 45. Project Tomorrow 2010: Growth in Online Classes
    46. 46. Online Course Non-Consumers <ul><li>Orphan Courses </li></ul><ul><ul><li>AP anything </li></ul></ul><ul><ul><li>World languages </li></ul></ul><ul><li>Independent Study </li></ul><ul><li>Credit Recovery </li></ul><ul><li>College Credit </li></ul><ul><li>Summer School </li></ul><ul><li>Home School </li></ul>
    47. 47. Disrupting Class @ Online Courses <ul><li>2013: Tipping point </li></ul><ul><li>2019: 50% of all </li></ul>
    48. 48. The US Market for Self-paced eLearning Products and Services: 2010-2015 Forecast and Analysis Ambient Insight Summary posted at T.H.E. Journal
    49. 49. Product Substitution <ul><li>When consumers begin buying the disruption instead of the original product. </li></ul><ul><li>Virtual schools beginning to target core curriculum . </li></ul><ul><ul><li>Instead of just offering courses to non-consumers. </li></ul></ul>
    50. 50. Product Substitution <ul><li>Budget cuts spur an increase in online students </li></ul><ul><li>Schools reducing spending on summer school and brick-and-mortar credit recovery. </li></ul>
    51. 51. 2010-2015 Growth
    52. 52. Online Course Structure How are courses organized?
    53. 53. E2020 Demo 1
    54. 54. E2020 Demo 2
    55. 55. Virtual Make-up Who are the students taking online courses?
    56. 56. The Demographics of Online students and teachers in the United States August 2011
    57. 57. Demographics <ul><li>143 Programs </li></ul><ul><li>485,000 Students </li></ul>
    58. 58. Student Gender <ul><li>Online Programs </li></ul><ul><li>K-12 Population </li></ul>55.65 49.8
    59. 59. Student Ethnicity
    60. 60. Special Populations
    61. 61. Pitfall #1 <ul><li>Virtual School Performance </li></ul>
    62. 62. Virtual School Performance <ul><li>How do California’s virtual school students perform? </li></ul>
    63. 63. ELA Proficiency
    64. 64. Mathematics Proficiency
    65. 65. Algebra Proficiency
    66. 66. Minnesota’s Virtual Schools <ul><li>Office of Legislative Auditor </li></ul><ul><li>Evaluation Report: K-12 Online Learning </li></ul><ul><li>September 2011 </li></ul>
    67. 67. Online Growth <ul><li>From 2006-2010 </li></ul><ul><li>Students in online schools doubled </li></ul><ul><li>Full-time online students tripled </li></ul>
    68. 68. Reasons Districts Offer Online Courses <ul><li>Reduce scheduling conflicts </li></ul><ul><li>Enable teachers to teach in innovative ways </li></ul><ul><li>Provide courses not otherwise available </li></ul><ul><li>Enable struggling students to catch up </li></ul>
    69. 69. Minnesota Findings <ul><li>FT online students less likely to finish courses </li></ul><ul><ul><li>63% completion rates </li></ul></ul><ul><li>FT online drop out more frequently </li></ul>
    70. 70. MN Drop-Out Rates
    71. 71. MN Grade 10 & 11 Performance
    72. 72. Colorado Virtual Schools <ul><li>50% of online students leave within a year. </li></ul><ul><li>Virtual schools produce 300% more dropouts vs. graduates </li></ul><ul><ul><li>Reverse the state average. </li></ul></ul>
    73. 73. Colorado Virtual Schools <ul><li>12% virtual students drop out permanently </li></ul><ul><li>Student proficiency levels for same students drop in online schools </li></ul><ul><li>Online schools need to prepare students to learn online </li></ul>
    74. 74. Pitfall #2 <ul><li>Content Quality </li></ul>
    75. 75. Not everything you read on the Internet is true. <ul><li>Or why all educational resources should be vetted. </li></ul>
    76. 76. Virginia Textbook Scandal <ul><li>Our Virginia: Past and Present </li></ul><ul><ul><li>4 th grade history text </li></ul></ul><ul><li>Black soldiers fought for the South </li></ul><ul><li>6K died at the Battle of Bull Run </li></ul><ul><ul><li>Actually, 22K </li></ul></ul><ul><li>Hundreds of factual errors </li></ul><ul><li>Virginia ’s review committee did not include any trained historians </li></ul>
    77. 77. Online Course Quality <ul><li>Content standard/Common Core alignment </li></ul><ul><li>Are they approved by the: </li></ul><ul><ul><li>NCAA </li></ul></ul><ul><ul><li>College Board </li></ul></ul><ul><li>UC a-g requirements </li></ul>
    78. 78. Self- Reviewing Resources <ul><li>Just like you do now for high school textbooks. </li></ul>
    79. 79. CCSESA TTSC Survey <ul><li>Online Credit Recovery Programs </li></ul><ul><li>August 2010 </li></ul>
    80. 80. Survey Class <ul><li>71 agencies </li></ul><ul><li>45 districts </li></ul><ul><li>20 county offices </li></ul>
    81. 81. Top Six Programs Used <ul><li>Apex </li></ul><ul><li>Odysseyware </li></ul><ul><li>CyberHigh </li></ul><ul><li>Plato </li></ul><ul><li>E2020 </li></ul><ul><li>Aventa </li></ul>
    82. 82. Describe the Selection Process <ul><li>Vendor demonstrations </li></ul><ul><li>Committee review </li></ul><ul><li>Open bid to vendors </li></ul><ul><li>UC approved </li></ul><ul><li>Cost </li></ul>
    83. 83. Standards for Online Courses <ul><li>Southern Regional Education Board </li></ul><ul><li>iNACOL </li></ul><ul><li>Texas Virtual School Network </li></ul><ul><li>California Learning Resource Network </li></ul>
    84. 84. iNACOL/TxVSN/CLRN Online Course Standards <ul><li>Content </li></ul><ul><li>Instructional Design </li></ul><ul><li>Student Assessment </li></ul><ul><li>Technology </li></ul><ul><li>Course Evaluation and Support </li></ul>
    85. 85. Content <ul><li>Content depth and breadth </li></ul><ul><li>Information literacy skills </li></ul><ul><li>Learning resources and materials </li></ul><ul><li>Communication process between teachers, parents, and students </li></ul><ul><li>Content accuracy and bias </li></ul>
    86. 86. Instructional Design <ul><li>Course design and organization </li></ul><ul><li>Meaningful and authentic learning experiences </li></ul><ul><li>Multiple learning paths for students to master the content </li></ul><ul><li>Higher-order thinking skills </li></ul><ul><li>Instructor-student and student-student interactions; and supplemental tools and resources . </li></ul>
    87. 87. Student Assessment <ul><li>Alignment between the course goals and activities and its assessment strategies </li></ul><ul><li>Insure that there are adequate and appropriate methods to assess students </li></ul><ul><li>Assure that students are constantly aware of their progress. </li></ul>
    88. 88. Technology <ul><li>Course architecture </li></ul><ul><li>User interface </li></ul><ul><li>Accessibility </li></ul><ul><li>Interoperability </li></ul>
    89. 89. Course Evaluation and Support <ul><li>Evaluating course effectiveness </li></ul><ul><li>Accreditation </li></ul><ul><li>Teacher and Student preparation and support </li></ul>
    90. 90. CLRN Online Course Reviews <ul><li>HS ELA & Math courses </li></ul><ul><li>Common Core and the original recipe standards. </li></ul><ul><li>National standards for online courses </li></ul><ul><li>Expanding to HSS & Science in 2012/13 </li></ul>
    91. 91. Two-part Review @ CLRN <ul><li>Review site responsibility </li></ul><ul><ul><li>Content standards alignment </li></ul></ul><ul><ul><li>Social content review </li></ul></ul><ul><ul><li>Many, but not all, online standards </li></ul></ul><ul><li>CLRN Central reviews remainder of online standards </li></ul>
    92. 92. CLRN Home Page
    93. 93. OCR Basic Search
    94. 94. Math Browse
    95. 95. ELA Browse
    96. 96. Individual Course Review
    97. 97. Feedback: Educator Q
    98. 98. Feedback Questions: Educator <ul><li>Would you recommend this course to others? </li></ul><ul><li>To what extent does this online course meet your overall expectations? </li></ul><ul><li>To what extent does this course engage and maintain student interest? </li></ul><ul><li>To what extent did the online course generally enable students to meet course objectives? </li></ul>
    99. 99. Feedback Questions: Educator <ul><li>To what extent does the online course need to be supplemented with face-to-face instruction and student support? </li></ul><ul><li>To what extent was ongoing and periodic student performance assessment accessible online for you to monitor student progress? </li></ul><ul><li>Please list the major strengths or specific improvements needed. </li></ul>
    100. 100. User Feedback: Complete Results
    101. 101. Feedback Questions: Student
    102. 102. What was the reason for taking this course? <ul><li>Course was taken for credit recovery. </li></ul><ul><li>Course was a prerequisite for advanced level courses. </li></ul><ul><li>Course was required for graduation. </li></ul><ul><li>Course was not offered at school of attendance. </li></ul><ul><li>Course at school was unavailable due to scheduled conflict. </li></ul><ul><ul><li>Other (explain) </li></ul></ul>
    103. 103. Feedback: Students <ul><li>Course procedures were clearly posted. </li></ul><ul><li>Necessary information and materials were received on time. </li></ul><ul><li>Instructions were clear for all materials and course activities. </li></ul><ul><li>Assignment and test grades were provided in a timely manner. </li></ul><ul><li>Instructor feedback was timely and frequent. </li></ul><ul><li>Students are offered an orientation </li></ul>
    104. 104. Feedback: Students <ul><li>Course was well organized. </li></ul><ul><li>Activities supported course goals. </li></ul><ul><li>Course provided opportunities for students to learn from each other. </li></ul><ul><li>There were frequent tests and quizzes that reflected course content. </li></ul><ul><li>Discussion groups were generally well organized. </li></ul><ul><li>Course is appropriate for an online environment . </li></ul>
    105. 105. User Feedback: Complete Results
    106. 106. Individual Course: Online Standards Display
    107. 107. Standards Display 2
    108. 108. Individual Course: Features
    109. 109. Individual Course: Features cont
    110. 110. Individual Course: Profile
    111. 111. Profile 2
    112. 112. Pitfall #3 <ul><li>Teacher & Student Preparation </li></ul>
    113. 113. Are Teachers and Students Prepared? <ul><li>Virtual courses are not f2f </li></ul><ul><li>Teaching & learning differ </li></ul>
    114. 114. Online Vs. f2f <ul><li>The Chronicle of Higher Education </li></ul><ul><li>51K students from 2004-2009 </li></ul><ul><li>8% gap in completion (f2f/virtual) </li></ul><ul><li>Online students more likely to drop-out </li></ul>
    115. 115. Structure & isolation <ul><li>Navigating online interfaces (students & staff) </li></ul><ul><li>Time management issues (students) </li></ul><ul><li>Technical support needed </li></ul><ul><li>Extensive training in online-teaching methods (teachers) </li></ul>
    116. 116. Instructor Preparation <ul><li>E5: Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. </li></ul>
    117. 117. Teacher Training
    118. 118. Instructor Preparation <ul><li>E7: Teachers have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment . </li></ul>
    119. 119. Social/emotional
    120. 120. Instructor Preparation <ul><li>E8: Instructor professional development includes the support and use of a variety of communication modes to stimulate student engagement online. </li></ul>
    121. 121. Instructor Support <ul><li>E9: The provider assures that instructors are provided support , as needed, to ensure their effectiveness and success in meeting the needs of online students. </li></ul>
    122. 122. Student Preparation <ul><li>E10: Students are offered an orientation for taking an online course before starting the coursework. </li></ul>
    123. 123. Student orientation
    124. 124. Leading Edge Certification <ul><li>CUE & Partners </li></ul><ul><li>45 hour course </li></ul><ul><li>Based on iNACOL ’s Standards for Quality Online Teachers </li></ul><ul><li>Three units available </li></ul>
    125. 125. LEC Curriculum <ul><li>Online versus Face-to-Face teaching </li></ul><ul><li>The Online Teacher </li></ul><ul><li>Setting the Stage </li></ul><ul><li>Building Community </li></ul><ul><li>Assessment </li></ul><ul><li>Pedagogy </li></ul>
    126. 126. Who ’s your competition?
    127. 127. Who are the Players? <ul><li>From Keeping Pace 2010 </li></ul>
    128. 128. State Virtual Schools <ul><li>Run by a state education agency </li></ul><ul><li>Offering individual courses </li></ul><ul><li>State-wide reach </li></ul><ul><li>Florida Virtual School & Michigan Virtual School </li></ul>
    129. 129. State Virtual Schools
    130. 130. Multi-District Full-Time Online Schools <ul><li>Charter or District Run </li></ul><ul><li>Offering Full Time Courses </li></ul><ul><li>State-wide Reach </li></ul><ul><ul><li>California Virtual Academy </li></ul></ul><ul><ul><li>Flex Academies </li></ul></ul><ul><ul><li>Connections Academy </li></ul></ul>
    131. 131. Multi-district Full-Time Online Schools
    132. 132. Single District Programs <ul><li>Run by a Single District </li></ul><ul><li>Full Time or Supplemental </li></ul><ul><li>Offering Courses only to District Students </li></ul>
    133. 133. Commercial Players <ul><li>E2020 </li></ul><ul><li>Florida Virtual School / Pearson </li></ul><ul><li>K12.com </li></ul><ul><ul><li>Aventa, A+, Kaplan, … </li></ul></ul><ul><li>Connections Academy/Pearson </li></ul><ul><li>Advanced Academics </li></ul><ul><li>Odysseyware, …. </li></ul>
    134. 134. Florida Virtual School <ul><li>Founded 1997 </li></ul><ul><ul><li>Internet-based public high school </li></ul></ul><ul><ul><li>FLVS gets the ADA </li></ul></ul><ul><li>100 courses available to all students in Florida </li></ul><ul><li>Licensed by Pearson in the other 49 </li></ul>
    135. 135. FLVS Growth Data
    136. 136. K12.com Courses <ul><li>Math </li></ul><ul><li>English </li></ul><ul><li>History </li></ul><ul><li>Science </li></ul><ul><li>World Languages </li></ul><ul><li>Electives </li></ul>
    137. 137. K.12 Math Courses <ul><li>Math Foundations </li></ul><ul><li>Algebra I & II </li></ul><ul><li>Geometry </li></ul><ul><li>Pre-Calculus/Trig </li></ul><ul><li>AP Calculus </li></ul><ul><li>AP Statistics </li></ul><ul><li>Independent Study </li></ul><ul><ul><li>$30/month </li></ul></ul><ul><li>Teacher-supported </li></ul><ul><ul><li>$375/semester </li></ul></ul>
    138. 138. California Virtual Academy <ul><li>Virtual charter school </li></ul><ul><li>10, district sponsored charter schools around CA. </li></ul><ul><li>Curriculum provided by K12.com </li></ul>
    139. 139. California’s Virtual Academies <ul><li>>50 CA Virtual Schools </li></ul><ul><li>2010/11 enrollment: 20,000 students </li></ul>
    140. 140. Will Online Courses Put K-12 Schools Out of Business?
    141. 141. <ul><li>Stock Price </li></ul><ul><li>January 1999 – October 2011 </li></ul>The Kodak Slide This could be the trend line for your ADA the next 12 years. 98.6% decrease over 12 years 1999: $72/share 9/30/2011: $0.91/Share
    142. 142. Established vs. Disruptive <ul><li>Digital cameras destroyed Polaroid, Fuji, and nearly Kodak. </li></ul><ul><li>Charter & Virtual school competition. </li></ul>
    143. 143. All is not lost
    144. 144. The Rise of K-12 Blended Learning <ul><li>May 2011 </li></ul><ul><li>Michael Horn & Heather Staker </li></ul>
    145. 145. Blended Learning <ul><li>Only 10% of students will join virtual schools. </li></ul><ul><li>Blended learning (blended/hybrid) will dominate </li></ul><ul><li>Six probable models </li></ul>
    146. 146. Blended learning <ul><li>Blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace. </li></ul>
    147. 147. Six Blended Models <ul><li>1. Face-to Face Driver </li></ul><ul><ul><li>Face-to-face teachers deliver most of the courses. </li></ul></ul><ul><ul><li>Teacher utilizes online learning on a case-by-case basis to supplement or remediate. </li></ul></ul><ul><li>2. Rotation </li></ul><ul><ul><li>Students rotate on a fixed schedule between online learning and face-to-face. </li></ul></ul>
    148. 148. Six Blended Models <ul><li>3. Flex </li></ul><ul><ul><li>Online platform delivers most of the curriculum. </li></ul></ul><ul><ul><li>Teachers provide on-site support as-needed. </li></ul></ul><ul><li>4. Online Lab </li></ul><ul><ul><li>Online platform delivers the entire course. </li></ul></ul><ul><ul><li>Paraprofessionals supervise . </li></ul></ul>
    149. 149. Six Blended Models <ul><li>5. Self-Blend </li></ul><ul><ul><li>Students choose to take one or more courses online to supplement the school ’s catalog. </li></ul></ul><ul><li>6. Online Driver </li></ul><ul><ul><li>An online platform and remote teacher delivers all the curricula. </li></ul></ul><ul><ul><li>Students work remotely. </li></ul></ul>
    150. 150. If we want to educate every child to her maximum potential, we won ’t get there with a system like this. Michael Horn
    151. 151. Disruptive in Florida
    152. 152. 7K Students / No Teacher <ul><li>54 schools & 7,000 students </li></ul><ul><li>Virtual Classrooms/e-learning labs </li></ul><ul><li>40 students. One class “facilitator.” </li></ul><ul><li>Curriculum from Florida Virtual School </li></ul>
    153. 153. New School Model? <ul><li>ADA shift to schools that offer online courses </li></ul><ul><li>Small/rural districts must compete or lose students to online schools. </li></ul>
    154. 154. Plan for Implementation <ul><li>Determine your students’ needs </li></ul><ul><ul><li>Non-consumer students at your school </li></ul></ul><ul><li>Review the six blended models </li></ul><ul><li>Plan and Pilot </li></ul><ul><li>Prepare teachers and students </li></ul>
    155. 155. Fresno’s Flex Solution <ul><li>Initial online courses: 77% failed to complete </li></ul><ul><li>Noticed many students lack study skills and perseverance </li></ul>
    156. 156. Fresno’s Flex Solution <ul><li>Select students based on grades and attendance </li></ul><ul><li>Requires students to take online courses at school site </li></ul><ul><li>Increased online course completion to 95% </li></ul>
    157. 157. Product Substitution <ul><li>When consumers begin buying the disruption instead of the original product. </li></ul><ul><li>Virtual schools beginning to target core curriculum . </li></ul><ul><ul><li>Instead of just offering courses to non-consumers. </li></ul></ul>
    158. 158. Digital Learning Now <ul><li>Governor Jeb Bush and Governor Bob Wise </li></ul><ul><li>10 ELEMENTS OF HIGH QUALITY DIGITAL LEARNING </li></ul><ul><ul><li>38 corresponding actions for lawmakers and policymakers </li></ul></ul><ul><li>Utah ’s SB 65 incorporates many of the recommendations. </li></ul>
    159. 159. Recommendations from 10 Elements <ul><li>State allows students to take online classes full-time, part-time or by individual course. </li></ul><ul><li>State requires online courses to be aligned with state standards or common core standards. </li></ul>
    160. 160. Recommendations <ul><li>State does not restrict access to online courses with policies such as class size ratios and caps on enrollment or budget. </li></ul><ul><li>State does not have a seat-time requirement for matriculation. </li></ul>
    161. 161. Recommendations <ul><li>State funding model pays providers in installments that incentivize completion and achievement. </li></ul><ul><li>State ensures that teachers have professional development or training to better utilize technology and before teaching an online or blended learning course. </li></ul>
    162. 162. 10 Reasons Why Students Prefer Learning Online <ul><li>Virtual School Symposium Panel </li></ul>
    163. 163. 10 Reasons <ul><li>I can sleep in. </li></ul><ul><li>I can pursue my passions. </li></ul><ul><li>I can focus on my work without distractions from my classmates. </li></ul><ul><li>I can move at my own pace. </li></ul><ul><li>I don ’t have to compete to share my thoughts and ideas. </li></ul>
    164. 164. 10 Reasons <ul><li>I can take more interesting classes. </li></ul><ul><li>I can learn with a schedule that meets my needs. </li></ul><ul><li>I can learn despite health issues that might get in a way of a traditional class setting. </li></ul><ul><li>I can easily communicate with my teacher when I need to. </li></ul><ul><li>I can easily communicate with my classmates whenever I want. </li></ul>
    165. 165. 10 More Reasons Utah Open High Sophomores <ul><li>1. I can work ahead if I'm able to </li></ul><ul><li>2. I get nearly instant responses from my teachers </li></ul><ul><li>3. I get personalized support when I need it </li></ul><ul><li>4. My teachers are just as excited about online learning as I am </li></ul><ul><li>5. I can do all my math for the week on one day if I want to </li></ul>
    166. 166. 10 More Reasons <ul><li>6. I know how I'm doing, my grades are right on the screen </li></ul><ul><li>7. My parents can see my work and grades </li></ul><ul><li>8. My courses are more challenging </li></ul><ul><li>9. I can keep up with my work when my family travels </li></ul><ul><li>10. I can work around a busy schedule </li></ul>
    167. 167. Links and Contact <ul><li>http:// brianbridges.org </li></ul><ul><li>http://www.clrn.org </li></ul>