Online Learning Today’s Trends, Tomorrow’s Tradition DuPage Regional Office of Education October 20, 2010
Today’s Goals Online learning is a powerful trend that enables schools to: Improve curricular offerings Provide students with a variety of learning opportunities
Today’s Goals After today’s discussion, you will be able to identify the importance of online learning and identify promising practices in online learning.
Why do we create opportunities for students?
Co-curricular for complete experience at school.
Address specific learning issues
Prepare student for the future
School to Work
Trends in On-Line Learning In Higher Education In 2008, 4.6 million students enrolled on-line, 17% Increase over previous year, yet overall enrollment increased by 1.2% http://www.sloanconsortium.org/node/907
Trends in On-line Learning In Higher Education Over 25% of all students in higher education taking courses in fall 2008. http://www.sloanconsortium.org/node/907
Delivering challenging and engaging content. (rigor)
Using the same course outlines, major assessments and courses examinations as face-to-face courses.
Proctoring major assessments and final exams.
Using live virtual sessions with software like Elluminate or Wimba Classroom.
Course Quality Requiring students have interactivity with the teacher and other students. Requiring weekly, purposeful communication between the teacher and individual students. Adding oral exams at milestone points in the course to check for understanding. Challenging problems for accelerated (gifted) students.
Matthew Wicks (firstname.lastname@example.org) Vice President, Strategy and Organizational Development International A National Perspectiveon K-12 Online Learning
International Association for K-12 Online Learning (iNACOL) – www.inacol.org
iNACOL is the leading, international, non-profit association in K-12 online learning.
3000+ members in K-12 districts, states, universities, researchers & online learning providers
Provides leadership, advocacy, research, training and networking with experts in K-12 online learning
Events and Services
Virtual School Symposium (VSS): Phoenix (2010) & Indianapolis (2011)
Monthly webinar series
National Quality Standards and other publications
School and Students Need Assessment (SNAP)
Online Course Review Service
How to Start an Online Program – www.onlineprogramhowto.org
Providing Opportunities to All Students Traditional Public/Private Accelerated Students Credit Recovery Need to work and/or support family Medically Fragile Rural Students Aspiring athletes and performers Home Schoolers Special Education and ELL
The Defining Dimensions of Online Programs
Categories of Online Programs
US Online Learning Facts
Online learning opportunities are available to at least some students in 48 of the 50 states, plus Washington, DC. However, no state is providing both supplemental and full-time opportunities for all students at all grade levels
30 states have state virtual schools, Alaska is in the process of establishing one, and 8 states of state online learning initiatives
27 states plus Washington, DC have full-time online schools serving students statewide
20 states provide supplemental and full-tine online learning options statewide
iNACOL estimates 1.5M students took an online/blended class in 2009-10
450K course enrollments from state virtual schools
200K students in full-time online schools (2M course enrollments)
It is estimated that at least 80% of public high schools have at least one student enrolled in a fully online course.
State Level Activity 2009
National Map – 2009 Keeping Pace
2008-09 State Virtual School Enrollments
What Does Opportunity Look Like?
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.
Schools implement blended learning
Opportunities will be of high quality
States Need to Reform Policies
Schools are funded on seat-time, not mastery; policies need to be revised to enable pupil funding for competencies demonstrated; performance.
States need to allow teaching licenses to have reciprocity; permission to teach online across state lines.
Quality standards should be held to a high level/level playing field for all courses.
Cindy Hamblin (email@example.com) Director Illinois Virtual School What’s Happening in Illinois?
What’s Happening in Illinois?Illinois Virtual School IVS 5-12 Operation Enhancing Educational Opportunities in Partnership with Local Schools IVS-PD Online Professional Development Delivery System for Educators IVS-CR – Coming 2011 Credit Recovery Courses for Targeted Student Population
Online courses for Students in Grades 5-12 What does IVS offer its partner school? Developed courses (curriculum, materials, assessments) IL certified teachers (properly certified) facilitating every course SIS for monitoring ongoing progress and attendance Flexible enrollment opportunities What makes a successful program? Ongoing communication and feedback from online instructor Scheduled time for students to work in online course Appropriate placement and expectations communicated to students and parents.
IVS – PD:Online Professional Development Delivery System for Educators
Objective of the ISBE contract for IVS operation - Development of a deliverying platform for ISBE online professional development.
Reading First Academy
IVS-PD allows partners (state, region, and district) to create and deliver PD through a customized information system and LMS.
Organization structure built on RCDTS
Admin access available at multiple levels
Users tied to RCDTS structure
Authorization codes used by educators to “pay” for PD
IVS – CR: Coming 2011, Credit Recovery Courses for Target Student Population
Federal funds committed to IVS to build IVS-CR
Students who achieved at least 50% in the coursework, but were unsuccessful in earning the credit due to a variety of reasons.
Module Pretest – proficiency level 75% or higher
Students work independently through interactive modules.
Students must demonstrate mastery of 60% on the post-test
Students completing all modules in the course would receive a pass grade in the course.
Math – Algebra I, II and Geometry
English I and II
Chicago Virtual Charter School Leah Rodgers (firstname.lastname@example.org) Head of School Chicago Virtual Charter School
What is the Chicago Virtual Charter School? A tuition-free public charter school serving students in grades K-12 A Chicago Public School open to all students residing in Chicago Illinois’ first certified public school that combines 21st century technology with traditional classroom instruction A school that allows parents to actively participate in their children’s education, with weekly classes taught by certified teachers in a central downtown location easily accessible by public transportation
Hybrid Model CVC S Teacher, Student & Parent Student & Parent Teacher & Student
Hybrid Model Benefits All the benefits of brick-and-mortar school: Teachers, school staff & administrators Classrooms and classmates Projects, assignments, and assessments Schedules Field trips & school events Accountability Benefits of a virtual school: Curriculum available 24/7 Differentiated instruction tailored to meet student’s needs Strong parent/teacher relationship Teach to student interests Rigorous coursework at student’s ability level Greater flexibility Immediate feedback and constant communication
How has K12 changed how students learn? K12 has developed an integrated, complete curriculum delivery, learning management and communication platform.
How do teachers know students are learning? Mastery-Based Curriculum Work Samples Weekly Assessments Online School Progress Class Work *K-8 Sample
Learning Center Instruction Students are required to attend the Learning Center for 2 hours and 15 minutes one day a week. Sessions: 9:00-11:15 AM OR 12:30-2:45 PM High School: College and career orientated Providing students with effective study skills to be self-sufficient, independent learners Work habits to prepare for the real world K-8: Math instruction Literacy-based instruction Students participate in various group activities and projects with grade-level peers
Weekly Virtual Instruction Students are required to attend weekly virtual sessions online with their teachers throughout the week. K-8: Weekly Achievement Exercises or in class assessments serve as learning checkpoints for mastery to assess student’s knowledge of grade-level skills Two remedial sessions for Math and Language Arts each week to provide students who are in need of additional support remediation High School: Office Hours prescheduled time set aside for students to drop in and get support directly from their teacher. Regular online sessions with content area teachers to review skills taught throughout the week.
CVCS is Getting Results! In 2006-2007, 2007-2008, & 2008-2009 CVCSmade Adequate Yearly Progress! Recipient of 2009 Academic Improvement Award! Honored in the 2009 Illinois Honor Roll!
Laura Kurtyak (email@example.com) Health Educator Indian Prairie School District 204 Online Health
Insights from Online Health Preparation for future opportunities and challenges Increased interaction with teachers and peers Improved time management skills.
Insights from Online Health Increased Participation More responses from students. More thoughtful responses. All students have an opportunity to speak.
Insights from OnLine Health Increased interaction between the teacher and the students More feedback, more often.
Insights from Online Health Evaluation & Assessment Weekly Assignments Videos, articles, worksheets, discussion boards, journals, etc. Notes Quizzes Checks for understand and accountability Projects Unit Tests/Final Exam Face to Face
Philip Lacey (firstname.lastname@example.org)Director of Instructional Technology Niles Township High School District 219 Professional Development What Does it Take to Get Instructors Ready for Virtual Instruction
BOE Five Year Goal #3: Engaging students in anywhere/anytime learning by providing laptop computers to expand their learning opportunities.
PD Goal: Develop capacity to use LMS (Moodle) in supplemental instructional context
3 Course Format:
Tech 1: Technology Tools and Applications for the Classroom Web 2.0 Focus
Tech 3 (Conceptual): Virtual Course Content and Design
Tech 1 Hybrid Option Hybrid: Technology Tools and Applications for the Classroom 3 Physical Meetings Virtual Instruction augmented w/ virtual meetings
Jeffrey L. Hunt (email@example.com) Director of E-Learning Indian Prairie School District 204 Research
Estimate of Adoption If rate of adoption follows the classic disruptive innovation model, by 2018, 50% of all high school courses will be online. --Clayton M. Christensen
Who can be successful?
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.
Survey Questions – Spring 2010
Survey questions – Spring 2010
Survey Questions – Spring 2010
Survey Questions – Spring 2010
Survey Questions – Spring2010
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.
Darlene Senger (firstname.lastname@example.org) Representative, 96th District Illinois General Assembly A Legislator’s Perspective
Quality Education Quality education for all children Affordable higher education Online learning can address quality and affordability. Remote Education Act
Jonathan Furr (email@example.com) Partner Holland & Knight LLP Remote Educational Programs
Remote Educational Programs
Public Act 96-0684 (HB 2448, signed into law on August 25, 2009): Authorizes school districts to create and offer “remote educational programs” tailored to individual student needs and claim GSA for those programs.
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.
2 Key Elements for Establishing REPs 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
REPs: Other Requirements
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 only on days aligned to school district calendar
ISBE rules require documentation of active participation to claim GSA
District policy and data must be submitted to ISBE
Cindy Hamblin (firstname.lastname@example.org) Director Illinois Virtual School Policy in Illinois
Policy DiscussionConsiderations in Developing Policy to Support Online Learning
The Remote Education Act has Refueled Support for Online Learning
Online learning is a natural fit.
Identifies program requirements from ISBE’s perspective.
Provides a mechanism for districts to claim general State aid for students participating in a remote education program.
Many Questions Have Also Been Raised . . . . .
Policy DiscussionConsiderations in Developing Policy to Support Online Learning
When does online learning best serve a student’s learning needs?
Traditional and non-traditional student
Successful elements of an online program that help ensure student’s learning needs are met.
Attendance (anytime learning vs seat time)---- New perspective
Should we (nation, state, and local) examine the replacement of a time-based system with learning-based system?
Collin Hitt (email@example.com) Director of Education Policy Illinois Policy Institute A proposed Implementation
Guaranteed” Learning? Performance Guarantees(e.g. surety bonds, warranties) Florida Virtual School Course Completions = Funds Received “Learning Guarantees” No Gains = No Funds
Kathryn Francis (firstname.lastname@example.org) National Account Manager K12.com Implementing Programs
Kdg-12 Integration in Illinois Successes Challenges
Full Time or Hybrid
Private or Charter Start-Up
Full Time or Hybrid
Awareness of Law
Innovating and Re-Thinking
Individualized Instruction and learning
Schedules and Facilities
Multiple courses in one room
Teachers working remotely
Flexibility in student day
Summary Online education will be in students’ futures. Set your direction Review your program frequently. Enjoy the opportunity.
What’s Next How can we work together to accelerate our learning and possible implementation of online learning in your district?