IASB-IASA-IASBO JOINT ANNUAL CONFERENCE
New Opportunities in Online Learning
November 20, 2010
The Trends:
• Michigan and ...
@IPSD
State-wide Professional
Development
Illinois Virtual School Professional
Development Delivery System
(IVS-PD) has be...
Professional Development
Preparing Teachers for Online Learning
Online Learning Opportunities in District 219
BOE Five Yea...
@IPSD
Remote Education Programs Act (96-0684)
Allows a school district, by resolution of its school board, to establish a
...
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IASB handout

  1. 1. IASB-IASA-IASBO JOINT ANNUAL CONFERENCE New Opportunities in Online Learning November 20, 2010 The Trends: • Michigan and Alabama are requiring an online course before high school graduation. • K-12 online courses growing at 30% a year. • In 2008, 30% of higher ed students took courses online. Learn more about disruptive innovation: http://www.youtube.com/watch? v=nJ7EG58J5eo If rate of adoption follows the classic disruptive innovation model, by 2018, 50% of all high school courses will be online. --Clayton M. Christensen Promising Practices In Course Quality • Virtual classrooms • Recorded sessions • Discussion boards, wikis, blogs • Virtual Office hours • Oral Examinations • Purposeful weekly communication from teacher to student • Proctored Exams @IPSD Types of Courses • Web-enabled: Traditional course supported with out-of-school electronic resources. • Hybrid (Blended): Learning is split between traditional classroom and electronic learning that might be in school computer lab or outside school. • Online: All learning activities occur outside traditional classrooms. Orientation sessions and exams may occur at schools. Schools implement online learning in a variety of ways. Local implementations look differently, depending on students served, local resources, and local policies. Presenters • Cindy Hamblin, Director, IVS — chamblin@ilvirtual.org • Jeffrey L. Hunt, Director of E- Learning, IPSD 204 — jeff_hunt@ipsd.org • Phil Lacey, Director of Instructional Technology, Niles Township High School District — philac@d219.org
  2. 2. @IPSD State-wide Professional Development Illinois Virtual School Professional Development Delivery System (IVS-PD) has been built to allow educational partners (state, regional, and district) to offer professional de- velopment through the IVS platform. • IVS-PD’s organizational structure utilizes the Illinois RCDTS code to manage user accounts. • IVS-PD allows the educational partner to maintain control of collecting registration fees, marketing local professional development, and branding op- tions in the online course. • IVS-PD allows program flexibility (e.g., self-paced courses, instructor-led courses, a variety of media choices, discussion boards, and various assessment types). • Current professional development offerings now available through IVS-PD include: • Reading First Academy • Making the Technology Connection Illinois Virtual School (IVS) is a statewide, online program supported by the Illinois State Board of Education (ISBE). • IVS partners with public and private schools in an effort to expand educational opportu- nities for students. ILS- aligned, online courses are available for students in grades 5-12. • Illinois-certified teachers facilitate every course offered through IVS. Teachers grade students’ work, provide feedback, assist the students with pacing in their courses, and utilize a synchronous web conferencing tool when students need assistance. • Student progress-to-date and time-in-the-course (attendance) is available to schools and parents through the IVS student information system. • IVS utilizes flexible enrollment opportunities for Fall and Spring terms (i.e., students have multiple op- portunities to enroll in a course with 17 weeks of in- struction). • IVS offers two 8-week terms (winter and summer)
  3. 3. Professional Development Preparing Teachers for Online Learning Online Learning Opportunities in District 219 BOE Five Year Goal #3: Engaging students in anywhere/anytime learning by providing laptop computers to expand their learning op- portunities. Student’s World: Science Department ran summer hybrid courses as mandatory for sophomores taking AP courses Instructional Goal: Use LMS (Moodle) as preparatory instructional context Overall success perceived by instructors • Students handled technology well • Students seem to be more successful than in past • one issue where different instructor taught course in Fall than summer Faculty World: Professional Development to develop the capacity for Virtual Instruction What does it take to prepare instructors to develop / offer hybrid instruction? @IPSD How do I learn more? Illinois Virtual School — www.ilvirtual.org Indian Prairie Schoool District 204 — www.tinyurl.com/ ipsdonline Niles Township High School — https://sites.google.com/a/ d219.org/pdc/courses Join our online community — ilearnonline.wikispaces.com
  4. 4. @IPSD Remote Education Programs Act (96-0684) Allows a school district, by resolution of its school board, to establish a remote educational program. Defines "remote educational program" as an educational program delivered to students in the home or other location outside of a school building that meets specified criteria. Provides that days of attendance by students in a remote educational program may be claimed by the school district and shall be counted for general State aid purposes in accordance with the State aid formula provisions of the Code. The law requires that the district create a Remote Education Plan for each student. The plan must account for the following components: Goals Assessments Progress Reports Expectations, processes, and schedules Family Responsibilities IEP Requirements Participation Responsible Parent Program Administrator Term of Participation Location of Participation Certification The Illinois State Board of Education has written rules for tracking attendance. For the purposes of determining average daily attendance for General State Aid under Section 10-29 of the School Code [105 ILCS 5/10-29], a school district operating a remote educational program shall document, and make available to the State Superintendent of Education or his designee upon request, a written or online record of instructional time for each student enrolled in the program that provides sufficient evidence of the student’s active participation in the program (e.g., log in and log off process, electronic monitor- ing, adult supervision, two-way interaction between teacher and student, video cam).

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