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 &quot;facilitator&quot; 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, & Pitfalls AKA: Separating Great Online Learning from Online Road Kill Brian Bridges California Learning Resource Network
“ 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 ”
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.