Stacey will capture, Eric will facilitate (bubble-us…wall wisher)How have taken on line…taught in on line, developed and on line
Andrew: Thank you, for coming I’m Doctor Andy Shean, I am a technology integration specialist in Poway Unified and work as part time faculty of Alliant and Ashford University where I am an on line course developer and teacher.The first impetus for online growth in public education occurred over a decade ago, to expand educational options and equal opportunities for all learnersespecially those in rural areas or schools that did not offer AP courses. Today, online is a rapidly growing and evolving practice. In fact, it is literally growing exponentially. When we talk about online todaywe are NOT talking about a kid sitting in their room isolated, filling out a digital worksheet and never collaborating with their peers or instructors or even having other educational options. Online today means something very different than what it meant even 5 years ago. Students today have access to educational opportunities, resources, and collaborative exchanges impossible when I started teaching ten years ago. With that, we would like to set the stage by sharing the growth in both K-12 and Higher Education.
Andrew: There are currently 15 million students in higher education. 12 million are taking at least one course online (need to check this fact – site where it is from). 4 million are in a full-time online program. In 2014, 3 and 1/2 years away, it is believed that all students in higher education will be taking at least one course online. If we are serious about preparing students for college what are these implications for K-12? The partnership for 21st century skills completed an investigation of 50 large organizations to determine which entity is most technology intensive. Education was 50th out of 50 studied. Coal mining was 49. Coal mining is more technology intensive than k-12 education. Many of you have students in college now. Think about the technology your children used as a kindergartener, the great revolution was moving from a bulky green screen to the Apple II gs. In the 12 years that has lapsed, think of the transformation of technology. Our Kindergartners will be in college in 2025, are we preparing these students for their college and work future or are we preparing them for ours.
Need to fix “online” by arrow – not two words…Eric: I am Eric Lehew, Executive Director of LSS at PUSD and member of ACSA leadership group. The K-12 online field is a 300 million dollar market, which is growing at an estimated pace of 30% annually. We have gone from 40,000 enrollments to 500,000. And this does not even touch the amount of time students are spending online in their daily lives. The bottom line is that in our lifetime there has been a fundamental shift in the nature of teaching and learning. No longer is the teacher the sole key to information. This is the information revolution we are living in. How are we adapting?
Eric:This shift has been coupled by a radical change in the customer base, that your companies have been wrestling with for over a decade; that of the movement from factory line standardization to mass customization. Too many public schools are locked into a delivery model of one size fits all, and the current market is customized. For some, schools represent the old line of Henry Ford, that the customer could choose any color of Model T they wanted, as long as it was black. Public education customers are demanding choices and they are emerging. Show Kaplan video I had a conversation with the CEO of Connections Academy several years ago and he made his business plan very clear to me. He said, Eric it’s simple, “We franchise.” You contract with us, we come into your distict, set up a charter school and now we draw from the contiguous counties around San Diego. That’s a customer base of over ____________ students.
Eric:Just over five years ago, there were a handful of charter and private on line schools in the County of San Diego, today that number has quadrupled. Click to arrows. I had a conversation with a vendor last month of a company called K – 12 Education. They presented an attractive offer to expand our home school program. Their model was simple, we give them half of the per pupil funding we get from the state, we provide the teacher and after we enrolled 30 home school students with their program we start making money. They told me about a little school I know well called Spencer Valley. Do you know that school. If not, next time you drive to Julian, just before you get to the Apple stand, there is a one room school house, with the counties smallest school district, Spencer Valley has ____ sitting in seats in Specncer Valley. Using K – 12 curriculum they have enrolled over 2,800 home school students from San Diego, Imperial and Riverside countyies. Let me be clear, we value the competitive challenge we are facing. As Christensen states in Disrupting Class, we are faced with the challenge of either being subsumed by these facile, smaller entities, or a particularly difficult challenge, to use them as leverage to change our model and practices, much as _________ did. We need an even playing field to do so. Towards the end we will discuss the challenges to on line we face in public education. I want to thank you on behalf of the students in Poway and our County in coming to the table to assist us in how we can meet that challenge. Before we go any further, Darryl will come up, so we can hear begin our first dialogue.
Need to add video for each…Customizing Instruction to Meet Student NeedsShow Video and then Highlight Talking Points…Choices / Flexibility – Patty – Video (alan and sick)Student Centric – Dan – Video (relearn) Collaboration – Andrew – Video (collaboration)When I teach online at Alliant International University I have the privilege of working with students from all over the world. You would be surprised how much they love the online collaboration with peers. It allows second language learners to read and process each persons input and take time to respond thoughtfully. The same is true with high school students. In a typical classroom discussion, 3-4 students will dominate the airwaves and often times students who are shy, struggle with language, etc, get left out. In an online forum everyone is required to participate. Everyone has a voice. And the interactions with peers creates a powerful learning experience where critical thinking and deeper exploration of content happens. And when students respond they do not just post text, they link websites, videos, and much more to add value to their thoughts. The teacher becomes a facilitator waiting for opportunities to ask probing questions, introduce alternative perspectives, and push the students to a high level of analysis. Learning is in part a social construct, and online collaboration is a vehicle for it. And they come to school completely equipped to do it, just check out their Facebook pages.
ND/Adult Ed phase might include district-wide delivery of courses, multiple sections offered of high need courses, and/or part-time or and/or full time online teachers. Hand out iNACOL standards and chart.
Change picture…show rubric
Online College AlgebraBritish LitratureHealth OnlineHuman BioOceanographyUsOnlineCivicsWorld LiteratureZoology
Transforming Education Online Learning <br /><ul><li>Essential Elements
Agenda – Part 1<br />1. Introductions and Outcomes<br />2. Trends in On-Line<br />3. Understanding Delivery Models – Integrated, Hybrid and On Line<br />4. Strategic application of and development of formats<br />5. PUSD On Line Program<br />6. Professional Development Model<br />
National Trends<br />Higher Education<br />K-12<br />Theme 1Setting the Stage for Online Learning<br />
Higher Education<br />2014:15 million students in Higher Ed. will take at lease one of their courses online <br />15 million students in Higher Ed. Traditional Setting <br />12 million students in Higher Ed. take at least one of their courses online<br />Theme 1Setting the Stage for Online Learning<br />
K-12 Online<br />Theme 1Setting the Stage for Online Learning<br />
DTiR Grant<br />Collaborate with an expert and someone who has been down that road before<br />Added a stamp of approval to the process and trust in the outcome<br />
Online Summit<br />Develop a common vision<br />Shared sense of direction and purpose<br />Strategic next steps<br />
Online Learning Definitions<br />*Picciano & Seaman., K-12 Online Learning: A Survey of U.S. School District Administrators (2007)<br />
“…disruptive innovation does not take root through a direct attack on the existing system. <br />Instead, it must go around and underneath the system. <br />This is how disruption drives affordability, accessibility, capability, and<br />responsiveness.”<br />Disrupting Class<br />Christensen, et. al<br />
Path to Growth<br />PUSD Virtual School<br />Outside the Existing Structure<br />2009<br />Implemented Staff Development Model<br />Developed Rubric<br />Aligning Current Courses to Rubric<br />Designed Four New Online Courses <br />Pilot<br />2012<br />We are here<br />
30min scheduled meetings to teach LMS<br />Faculty free to develop whatever with no parameters around course delivery, expectations with grading and presence in the classroom, alignment of course learning outcomes with content, etc.<br />No PD focused on pedagogy <br />Result: inconsistent student experience and overall dissatisfaction with online learning <br />Ugly<br />
3 week asynchronous training with an initial webinar to explain purpose and orientate faculty. <br />Throughout 3 weeks, only basics of LMS and demonstration of expectations around grades and presence in classroom were addressed.<br />35% successfully complete<br />Result: faculty lack pedagogical skills to differentiate for different learners and often only adhere to basic course requirements. <br />Bad<br />
All day workshops to learn LMS with a 1hr introduction focused on purpose and basics of different learning approach.<br />Limited focus on pedagogy and unclear expectations around presence in classroom and grading policies.<br />Result: course content varied in quality and alignment to course learning outcomes, but faculty were resilient and program was sound. <br />More Bad<br />
2 1/2 days (first session and last session) face-face and one full day midway point.<br />**Optional day of LMS training “bootcamp”<br />1 Webinar early on to reconnect group and review progress<br />Rest of course online over a 3month timeframe<br />Result: teachers learn now only what it was like to be a student, but also develop, evaluate, and teach content to a variety of learners. (50% completed)<br />Good<br />
Experience what the learner felt<br />Learn online 101 -Concord Consortium Model<br />Demonstrate ability to leverage LMS and internal and external resources<br />Develop content and model collaboration<br />Evaluate and refine in a peer-peer collaborative approach<br />Implement with students!<br />Cycle of continuous development<br />Desired Outcomes<br />
Summer…<br />Modules during opening of school…<br />Too much, too soon…<br />Not enough personal attention…<br />Needed clear understanding of what they could teach online…<br />Needed course development stipend…<br />Implementation Challenges<br />
Directions: <br />1. Instruction: Read the Literature Piece, “ ____”<br />2. Knowledge Building:<br /> Create two or three Powerpoint/Keynote Slides and upload them to “Slideshare” at http://www.slideshare.net/<br />3. Creating Relevance/Engagement - Go find a video on TED to support your Powerpoint and embed the video in your original post<br />4. Student and teacher interaction - Post on our group discussion board<br />5. Respond back to this on the discussion board<br />You…the online teacher<br />