DuPage Online Meeting
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DuPage Online Meeting






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    DuPage Online Meeting DuPage Online Meeting Presentation Transcript

    • DuPage Regional Office of Education October 18, 2011
      • Administrator Academy about online learning taught online.
      • Regional initiative to assist school districts with online learning.
      • Determine action for online learning in the region.
        • Share Resources
        • Special Interest Group
        • Other
      • Review background data about online learning.
      • Formulate action plan, if appropriate.
      • Have discussion.
      • Answer questions.
    • FIVE TRENDS IN K12 EDUCATION Cloud Computing Personal Devices Open Source Increasing Bandwidth Digital Content
      • OER
      • Online Courses
      • Web 2.0
      • Social Networking
      • iNACOL – International Association for K-12 Online Learning
      • OER – Open Educational Resources (Free or inexpensive course content.)
      • Vail School District (AZ) reduced textbook costs from $53 per student to $9 per student with free digital resources.
    • http://www.sloanconsortium.org/
      • Legal
      • Co-curricular for complete experience at school.
      • Address specific learning issues
      • Prepare student for the future
        • AP Courses
        • School to Work
        • STEM
        • Career
        • 21 st Century
        • Learn online
      • In 2009, 5.6 million students enrolled online, 21% Increase over previous year, yet overall enrollment increased by 2%
      In Higher Education http://www.sloanconsortium.org/
      • Nearly 30% of all students in higher education taking courses in fall 2009.
      In Higher Education http://www.sloanconsortium.org
        • 2009, 2 million (est.) online class enrollments in K-12.
        • Nearly 30% of all students in higher education took courses in fall 2009.
    • Source: http://www.kpk12.com
    • Source: http://www.kpk12.com
      • If rate of adoption follows the classic disruptive innovation model, by 2018, 50% of all high school courses will be online.
      • -- Clayton M. Christensen
      • Students who need or want supplemental online courses have access to them without barriers of cost, scheduling, transferability of credit, etc.
      • Students who need or want a full-time online program have access to one or more without restrictions based on prior school setting, district permissions, caps, etc.
    • ONLINE LANDSCAPE K12 Leaders Content Providers “ Education Reformers”
      • 1. Student Eligibility : All students are digital learners. 2. Student Access : All students have access to high quality digital content and online courses. 3. Personalized Learning : All students can customize their education using digital content through an approved provider. 4. Advancement : Students progress based on demonstrated competency. 5. Content : Digital content, instructional materials, and online and blended learning courses are high quality. 6. Instruction : Digital instruction and teachers are high quality. 7. Providers : All students have access to multiple high quality providers. 8. Assessment and Accountability : Student learning is the metric for evaluating the quality of content and instruction. 9. Funding : Funding creates incentives for performance, options and innovation. 10. Delivery : Infrastructure supports digital learning.
      • How does the opportunity fit with your thinking?
      • Public Act 96-0684 (HB 2448, 8/25/09) and modified PA 97-0339 (HB 3223, 8/12/11): Authorizes school districts to create and offer “remote educational programs” tailored to individual student needs and claim GSA for those programs. 105 ILCS 10-29
      • Prior law: GSA could only be claimed for virtual programs offered in a classroom or other traditional school setting.
      • Broad district discretion, provided the program and plan meet legislative criteria.
      • Adopted School Board Policy:
        • Criteria for participation
        • Limits on numbers of students or grade levels
        • Approval process for participation
        • Process to develop student plans
        • System for calculating clock hours of attendance
        • Process for renewal
      • Student Remote Educational Plan:
        • Specific achievement goals
        • Assessments
        • Progress reports
        • Teacher/student interaction
        • Designation of supervising adult
        • Other family responsibilities
        • Consistency with IEP
        • Participating in district programs
        • Responsible district administrator
        • Term
        • Specific location or locations for delivery
      • Students remain enrolled in a school district attendance center, and are tested and included for all State/federal accountability determinations
      • Certified/Highly Qualified Teachers responsible for critical instructional activities
      • GSA claimable for any days up to limit of student’s GSA.
      • ISBE rules require documentation of active participation to claim GSA.
      • District policy and data must be submitted to ISBE.
      • Does your school district’s policy support online learning?
      • If a system of shared resources is developed, what policy is needed to accept course completion?
      • Borrow (steal) it
      • Buy it
      • Build it yourself
      • Common Core
      • NCAA approval
      • Technical know how
      • Delivering an Engaging and Challenging Course.
      Image Credit
      • Using the same course outlines, major assessments and courses examinations as face-to-face courses.
      Image Credit
      • Proctoring major assessments and final exams.
      Image Credit
      • Using live virtual sessions with software like Blackboard Collaborate or Abobe Connect .
      Image Credit
      • Requiring students have interactivity with the teacher and other students.
      Image Credit
      • Requiring weekly, purposeful communication between the teacher and individual students.
      Image Credit
      • Adding oral exams at milestone points in the course to check for understanding.
      Image Credit
      • Challenging problems for accelerated (gifted) students.
      Image Credit
      • Regular formative assessments, followed by periodic formal evaluations by outside reviewers.
    • INTERACTION TRIANGLE Student Teacher Student Content
      • Essential Understandings
      • Course Goals
      • Student insights
    • Health Astronomy Consumer Economics
      • Unit Cover Page
      • Internal Navigation
      • Graphics
      • Video Podcast
      • Preview Unit
      • Goals
      • Unit ToC
      • Checklist
      • Study Guide
      • Recorded Session
      • Content
      • Assessments
      • For Further Understanding
      Consumer Economics Astronomy
      • Colorful Text in Large Font
      • Attractive Graphics
      • Appropriate Citations
      • Audio & Video
      • Content Consistent with Traditional Curriculum
      • How do these practices and views affect your view of online courses?
      • Achievement and Self-Esteem Beliefs – Students require a high degree of self-motivation, and [they] must perceive that their success depends on their own contributions, rather than those of the course or teacher.
      • Responsibility/Risk Taking – Students have to take the initiative [to] complete tasks, even when all the information may not be given and the correct way to proceed may not be clear.
      • Technology Skills and Access – Students in on-line courses not only must be skilled at using on-line resources but also should have better-than-average access to them.
      • Organization and Self-Regulation – Even more than other academic activities, on-line environments seem to require students to have excellent organization and study skills.
      • Roblyer, M.D. and Marshall, J. (2002). Prediction success of virtual high school students: Preliminary results from an educational success prediction instrument.
    • COURSE TARGET AUDIENCES Excellent Students, “A”, “B” Average Students, “C” Struggling Students Credit Recovery
      • 50 Students
      • 6 weeks
      • Median 97 National Percentile Rank in Math
      Content selected that was aligned with district’s course. Office Hours in Wimba Classroom
    • No statistical significance in performance difference.
    • Statistical significance in performance difference at 0.05 level.
    • Statistical significance in performance difference at 0.05 level.
    • No statistical significance in performance difference.
        • Astronomy
        • Consumer Economics
        • English IV: 20 th Century Literature
        • English IV: AP
        • Health
        • U.S. History
      • District
      • White – 61%
      • Black – 9%
      • Hispanic – 7%
      • Asian – 19%
      • Multiracial – 4%
      • Online
      • White – 77%
      • Black -- 4%
      • Hispanic – 8%
      • Asian – 9%
      • Multiracial – 3%
    • www.glickconsulting.com
    • www.glickconsulting.com
    • www.glickconsulting.com
      • Only take this course if you are self-motivated enough to do it. It’s not bad at all if you manage your time wisely and set goals for yourself to finish it on time. I wrote down all of the due dates in my assignment notebook so I could see when they were coming up to remind myself or else I knew that I would probably forget.
      • What do the results presented here tell you about how students can be successful online?
      • How can we work together to accelerate our learning and possible implementation of online learning in your district?
      • ELL Students
      • High School graduation gateway courses
      • Senior year courses (Blended models)
      • Where do you want to go from here?