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Online Learning at Illinois Computing Educators' Conference
 

Online Learning at Illinois Computing Educators' Conference

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This is a presentation at the Illinois Computing Educators Conference, March 2, 2012

This is a presentation at the Illinois Computing Educators Conference, March 2, 2012

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  • Numbers for Multi-district fulltime schools: Available in 31 states and Washington DC   Estimated 250,000 full-time online students   25% annual increase
  • State Virtual School programs 536,000 course enrollments in state virtual schools.   19% annual increase   FLVS and NorthCarolina account for much of the total increase in 2011.

Online Learning at Illinois Computing Educators' Conference Online Learning at Illinois Computing Educators' Conference Presentation Transcript

  • What We’re Learning About Online Learning Illinois Computing Educators’ Conference March 2, 2012   Today's presentation file Twitter: @jeff_hunt     Jeffrey L. Hunt, Ed.D.
  • Today’s Overview
    • Definitions & Context
    • Promising Practices
    • Online Student Demographics
    • Survey Results
    • Recommendations
  • WHY DO WE CREATE OPPORTUNITIES FOR STUDENTS?
      • Legal
      • Co-curricular for complete experience at school.
      • Address specific learning issues
      • Prepare student for the future
        • AP Courses
        • School to Work
        • STEM
        • Career
        • 21st Century
        • Learn online
  • Participant Question
    • What is your interest in online learning?
      •   I am curious; I am here to find out more.
      • We are dicussing online learning in our district.
      • We are actively planning an online program.
      • We have an online program.
  • FIVE TRENDS IN K12 EDUCATION Cloud Computing Personal Devices Open Source Increasing Bandwidth Digital Content
      • • OER
      • • Online Courses
      • • Web 2.0
      • • Social Networking
  • Definitions
      • iNACOL – International Association for K-12 Online Learning
      • OER – Open Educational Resources (Free or inexpensive course content.)
  • Definitions http://www.sloanconsortium.org/
  • Blended Learning
      • Traditional brick and mortar mixed with online learning.
      • Teachers work with student individually during computer-based instruction times.
    Carpe Diem H.S., Yuma, AZ
  • Online Learning
      • Students work at the time of their choice.
      • May work at home or at school
      • Have contact electronically with teacher and other students.
      • May have pacing charts to evenly divide work.
      • May have weekly deadlines.
    • Florida Virtual School
  • Numbers:  Online Enrollments
      • 2012, 3-5 million (est.) online class enrollments in K-12.
    •  
      • Nearly 1/3 of all students in higher education took courses in fall 2010.
    •  
      • 2011 - online and blended learning opportunities exist for at least some students in all 50 states plus DC.
    http://www.inacol.org
  • 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
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  • DEVELOPMENT ISSUES
      • Common Core
      • NCAA approval
      • Technical know how
  • COURSE DEVELOPMENT PHILOSOPHY
      • Borrow (steal) it
      • Buy it
      • Build it yourself
  • CONTENT
    • OER
      • NROC
      • CK12
    image source
  • CONTENT
    • Phil Lacey’s OER Page
    • http://bit.ly/lacey_oer
  • Quality Assurance
    • Quality Course Design
  • Quality Assurance
    • Effective program evaluation
      • Participation targets
      • Completion goals
      • Cost targets
      • Student feedback
      • Comparison to traditional courses/subjects
  • PROMISING PRACTICES
      • Delivering an Engaging and Challenging Course.
    Image Credit
  • PROMISING PRACTICES
      • Using the same course outlines, major assessments and courses examinations as face-to-face courses.
    Image Credit
  • PROMISING PRACTICES
    • Provide students multiple pathways to learn:
      • Text
      • Audio
      • Video
  • PROMISING PRACTICES
      • Proctoring major assessments and final exams.
    Image Credit
  • PROMISING PRACTICES
      • Using live virtual sessions with software like Blackboard Collaborate or Abobe Connect .
    Image Credit
  • PROMISING PRACTICES
      • Requiring students have interactivity with the teacher and other students.
    Image Credit
  • PROMISING PRACTICES
      • Requiring weekly, purposeful communication between the teacher and individual students.
    Image Credit
  • PROMISING PRACTICES
      • Adding oral exams at milestone points in the course to check for understanding.
    Image Credit
  • PROMISING PRACTICES
      • Challenging problems for accelerated (gifted) students.
    Image Credit
  • PROMISING PRACTICES
      • Regular formative assessments, followed by periodic formal evaluations by outside reviewers.
  • INTERACTION TRIANGLE Student Teacher Student Content
      • • Essential Understandings
      • • Course Goals
      • • Student insights
  • WHO CAN BE SUCCESSFUL?
      • Achievement and Self-Esteem
      •   BeliefsResponsibility/Risk Taking
      •   Technology Skills and Access  
      • Organization and Self-Regulation  
    •  
    • 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
  • Interaction Triangle Student Teacher Student Content
    • Essential Understandings
    • Course Goals
    • Student insights
  • High School Course Menu
      • Astronomy
      • Consumer Economics
      • English IV: 20 th Century Literature
      • English IV: AP
      • Health
      • U.S. History
  • Who are the students?
  • What is their Achievement Level?
  • Who are the students?
  • Student Comparison
    • District
    • White – 61%
    • Black – 9%
    • Hispanic – 7%
    • Asian – 19%
    • Multiracial – 4%
    • Online
    • White – 77%
    • Black -- 4%
    • Hispanic – 8%
    • Asian – 9%
    • Multiracial – 3%
  • Who are the students?
  • iNACOL Demographics Study www.glickconsulting.com
  • iNACOL demographics study www.glickconsulting.com
  • iNACOL Demographics Study www.glickconsulting.com
  • What are their grades?
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  • Student Advice
    • 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.