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Tecsig online learning state
- 1. WHERE IS K-12 ONLINE LEARNING TEC SIG 2012
- 2. How familiarareyouwith online/ blendedlearning? • Not at all • A little •Very
- 5. KEEPING PACE 2011 TRENDS 1. Single district programs are the fastest growing segment of online and blended learning 2. Most district programs are blended, instead of fully online. 3. Intermediate units, county offices, and other education service agencies are taking on important roles.
- 6. KEEPING PACE 2011 TRENDS 4. Several states passed new online learning laws citing theTen Elements of Digital Learning. 5. The provider landscape is changing 6. Special student needs gaining focus.
- 7. THE EXCEPTION IS THE RULE KEEPING PACE 2011
- 8. THE EXCEPTION IS THE RULE KEEPING PACE 2011
- 10. KEEPING PACE 2011 Single district programs Fastest growing segment of online and blended learning. Most district programs are blended, instead of fully online. Often are focused on credit recovery or at-risk students. Grade levels are primarily high school, with some middle school.
- 11. KEEPING PACE 2011 Single district programs Fastest growing segment of online and blended learning. Most district programs are blended, instead of fully online. Often are focused on credit recovery or at-risk students. Grade levels are primarily high school, with some middle school.
- 12. STANDARDS, ELEMENTS, REPORT CARDS Digital Learning Now! 10 Elements State Report Cards iNACOL National Standards for Quality… For Online Courses OnlineTeaching Online Programs
- 14. ACCESSIBILITY Access for all students Digital materials and courses need to meet Section 508 standards andW3C guidelines schools at all levels must ensure equal access emerging technologies 1Tex. Admin. Code Section 206.50
- 16. DIFFERENTIATION Able to differentiate instruction to meet special learning needs Course design makes this possible Online instructors receive professional development and support Decision making team involved for student with disabilities ARD inTexas
- 17. WHERE ARE YOU GOING?
- 18. WHERE ARE YOU GOING?
- 19. WHERE ARE YOU GOING?
- 20. WHERE ARE YOU GOING?
- 21. WHERE ARE YOU GOING?
- 22. WHERE ARE YOU GOING?
- 23. WHERE ARE YOU GOING?
- 24. RESOURCES Keeping Pace with K-12 Online Learning kpk12.com Digital Learning Now! www.digitallearningnow.com Southern Regional Education Board www.sreb.org TexasVirtual School Network – Data Center www.txvsn.org International Association for K-12 Online Learning www.inacol.org
- 25. RESOURCES Course and Digital Material Accessibility tinyurl.com/OCR-students-with-disabilities NEPC Review of the Costs of Online Learning nepc.colorado.edu/files/TTR-OnLineLrng- Rice_1.pdf The Rise of K-12 Blended Learning (Innosight Institute, 2011) www.innosightinstitute.org/media- room/publications/education-publications/the-rise-of- k-12-blended-learning
- 26. RESOURCES Learning in the 21st Century: 2011Trends Update www.tomorrow.org/speakup The New Math for Justifying Online Learning: Leveraging ROI andVOI Analysis for EdTech Investments www.tomorrow.org/research/ROI_report_2011.html
Editor's Notes
- DESCRIBE WHAT YOU SEE HAPPENING IN THE FIELD
- The information found in Keeping Pace 2011 came from two primary data-gathering efforts: a web-based program survey, and a combination of Internet research, emails, and phone interviews with personnel from state education agencies, online programs, and other sources. Innovators overlook both the benefits and challenges of online learning Nationally options are there; however, no state has a full-range of online options Developing an online or blend program requires a high level of investment to be successful States must invest in data tracking, transparency, and accountability for online programs Key Trends: Single district programs are the fastest growing segment of online and blended learning. Growth within single district programs—run by one district for that district’s students—is outpacing all other segments. Several years ago, state-level and statewide schools and programs were driving most online learning activity. That is no longer the case; now the bulk of activity is at the district level. A second important area of growth is among consortium programs, as districts choose to combine resources to create cost-effective online opportunities Most district programs are blended, instead of fully online. A corollary to the growth of district online programs is that many of these options blend online and face-to-face learning, instead of being entirely online as many state-level schools were. One reason is simple: Districts are often serving their own students, who are local, so there is limited need to bridge large distances. Even when the district is providing an online course with a remote teacher, the local school often provides a computer lab, facilitator, or other on-site resources that may define the course as blended instead of fully online. Many of the schools that have received significant media attention in 2011 fall into this category Intermediate units, BOCES, county offices, and other education service agencies are taking on important roles. States have less funding available to develop state virtual schools and other state-level efforts, but many districts recognize that creating online schools requires high investment and expertise, more than small districts can provide. In states as diverse as New York, Wisconsin, Colorado, and California, educational service agencies are forming consortia to help districts gain expertise and provide economies of scale. This follows a similar pattern for dissemination of education technology since the 1980s.
- Several states passed important new online learning laws, some of which cited the Ten Elements of Digital Learning created by Digital Learning Now. Florida, Utah, Idaho, Ohio, and Wisconsin were among the states passing new online learning laws that will change the education landscape in those states in coming years. Digital Learning Now—an initiative managed by the Foundation for Excellence in Education in partnership with the Alliance for Excellent Education—released its Ten Elements of Digital Learning in December 2010. Some of the new laws cite the DLN elements. The provider landscape is changing rapidly. Both new start-ups and consolidations are affecting the market landscape. In the past year Kaplan acquired Insight Schools, and then K12 Inc. bought Kaplan’s Virtual Education division. Pearson Education acquired Connections Education. New providers such as Education Elements, a start-up focused on blended learning, continue to enter the field. Providers are increasingly offering services that combine elements of content, technology, instruction, and other services. Special student needs gain new focus. The release of a Request for Proposal in mid-2011 by the U.S. Department of Education Office of Special Education Programs (OSEP), for the establishment of a Center for Online Learning and Students with Disabilities, suggests that the federal government believes that online learning can serve all students. In general, there is a newly sophisticated emphasis on meeting special student needs in online and blended learning.
- Not only does one size not fit all --- but no program are the same nationally. Keeping Pace provides this nice categorization of online programs, but will acknowledge the challenge of comparing programs. No one is saying that is a “bad” things, it just makes it hard to
- The complexity of iNACOL “Defining Dimensions of Blended Learning Models” illustrates the complexity of blended models Texas’ Project Share model
- Published reports suggest that 50% or more of all districts across the country have at least one student taking an online course. The sources of these courses vary widely, and include private vendors providing online courses to districts, full-time online schools, and state virtual schools While there is a broad range of online offerings at the district level, most single-district programs share the following attributes: • Often combine fully online and face-to-face components in blended courses or programs. • Are mostly supplemental, with some serving full-time online students. However, the distinction is blurred in a single-district program because while the students are full-time, they are likely to be mixing online and face-to-face classes. • Often are focused on credit recovery or at-risk students. • Are funded primarily by the district out of public funds intermingled between the online program and the rest of the district. In most cases, there is no difference in funding between online students and students in the physical setting. • Grade levels are primarily high school, with some middle school. A very small number of districts are beginning to create online and blended options for elementary students. An important and emerging area of blended learning is among programs that are adding a blended component to an existing school, instead of as a separate school or stand-alone program. Because many of the best-known online and blended schools are new schools—and often charter schools—there are relatively few examples of adding and scaling a blended component within an existing school. Challenges that exist in this situation—which have some components different than a start-up—include training teachers, working within existing physical facilities, and operating under district budget constraints.
- Element 1. Student Access All students are digital learners. Actions for lawmakers and policymakers: • State ensures access to high quality digital content and online courses to all students. • State ensures access to high quality digital content and online courses to students in K-12 at any time in their academic career. Element 4. Advancement All students progress based on demonstrated competency. Actions for lawmakers and policymakers: • State requires matriculation based on demonstrated competency. • State does not have a seat-time requirement for matriculation. • State provides assessments when students are ready to complete the course or unit. Grade level promotion has historically been dictated by birthdays, attendance and minimum achievement. Instructional pacing, aimed at the middle of the class, may be too fast or too slow for some students who become frustrated, disengaged and unmotivated. Element 5 Quality Content Digital content and courses are high quality. Actions for lawmakers and policymakers: • State requires digital content and online and blended learning courses to be aligned with state standards or common core standards where applicable. The dynamic nature of digital content and its varied uses requires a fresh and innovative approach to ensuring high quality content. Like print content, digital content should be aligned to state academic standards or common core standards for what students are expected to learn. However, digital content should not be held to higher standard than print content. Freedom for interactive engagement that results in higher student retention and achievement should be encouraged. States should abandon the lengthy textbook adoption process and embrace the flexibility offered by digital content. Digital content can be updated in real time without a costly reprint. The ongoing shift from online textbooks to engaging and personalized content, including learning games, simulations, and virtual environments, makes the traditional review process even less relevant. Element 8 Assessment and Accountability Student learning is the metric for evaluating the quality of content and instruction. Actions for lawmakers and policymakers: • State administers assessments digitally. • State ensures a digital formative assessment system. • State evaluates the quality of content and courses predominately based on student learning data. • State evaluates the effectiveness of teachers based, in part, on student learning data. • State holds schools and providers accountable for achievement and growth. Administering tests digitally has multiple benefits. Tests can be administered and scored quickly and efficiently. Computerized scoring provides the opportunity for a cost effective method to create better tests beyond multiple choice, including simulations and constructed responses. Getting the result of tests faster can improve instruction as well as expedite rewards and consequences, which can strengthen accountability for learning. Learning management systems, digital curriculum, and online summative and formative assessments have the distinctive capability of collecting real-time data on the progress of each student against learning objectives. Instant feedback for students and personalized analytics for teachers provide the support for continuous improvement and competency-based progress. Outcomes matter. States should hold schools and online providers accountable using student learning to evaluate the quality of content or instruction. Providers and programs that are poor performing should have their contracts terminated. Element 10 - Infrastructure Infrastructure supports digital learning. Actions for lawmakers and policymakers: • State is replacing textbooks with digital content, including interactive and adaptive multimedia. • State ensures high-speed broadband Internet access for public school teachers and students. • State ensures all public school students and teachers have Internet access devices. • State uses purchasing power to negotiate lower cost licenses and contracts for digital content and online courses. • State ensures local and state data systems and related applications are updated and robust to inform longitudinal management decisions, accountability and instruction.
- The U.S. Department of Education's Office for Civil Rights (OCR) issued guidance through Dear Colleague Letters to elementary and secondary schools and institutions of higher education along with a Frequently Asked Questions document on the legal obligation to provide students with disabilities an equal opportunity to enjoy the benefits of technology. This guidance is a critical step in the Department's ongoing efforts to ensure that students with disabilities receive equal access to the educational benefits and services provided by their schools, colleges and universities. All students, including those with disabilities, must have the tools needed to obtain a world-class education that prepares them for success in college and careers.
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