DuPage Online Meeting


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DuPage Online Meeting

  1. 1. DuPage Regional Office of Education October 18, 2011
  2. 2. <ul><li>Administrator Academy about online learning taught online. </li></ul><ul><li>Regional initiative to assist school districts with online learning. </li></ul>
  3. 3. <ul><li>Determine action for online learning in the region. </li></ul><ul><ul><li>Share Resources </li></ul></ul><ul><ul><li>Special Interest Group </li></ul></ul><ul><ul><li>Other </li></ul></ul>
  4. 4. <ul><li>Review background data about online learning. </li></ul><ul><li>Formulate action plan, if appropriate. </li></ul><ul><li>Have discussion. </li></ul><ul><li>Answer questions. </li></ul>
  5. 5. FIVE TRENDS IN K12 EDUCATION Cloud Computing Personal Devices Open Source Increasing Bandwidth Digital Content <ul><li>OER </li></ul><ul><li>Online Courses </li></ul><ul><li>Web 2.0 </li></ul><ul><li>Social Networking </li></ul>
  6. 6. <ul><li>iNACOL – International Association for K-12 Online Learning </li></ul><ul><li>OER – Open Educational Resources (Free or inexpensive course content.) </li></ul>
  7. 7. <ul><li>Vail School District (AZ) reduced textbook costs from $53 per student to $9 per student with free digital resources. </li></ul>
  8. 8. http://www.sloanconsortium.org/
  9. 9. <ul><li>Legal </li></ul><ul><li>Co-curricular for complete experience at school. </li></ul><ul><li>Address specific learning issues </li></ul><ul><li>Prepare student for the future </li></ul><ul><ul><li>AP Courses </li></ul></ul><ul><ul><li>School to Work </li></ul></ul><ul><ul><li>STEM </li></ul></ul><ul><ul><li>Career </li></ul></ul><ul><ul><li>21 st Century </li></ul></ul><ul><ul><li>Learn online </li></ul></ul>
  10. 10. <ul><li>In 2009, 5.6 million students enrolled online, 21% Increase over previous year, yet overall enrollment increased by 2% </li></ul>In Higher Education http://www.sloanconsortium.org/
  11. 11. <ul><li>Nearly 30% of all students in higher education taking courses in fall 2009. </li></ul>In Higher Education http://www.sloanconsortium.org
  12. 12. <ul><ul><li>2009, 2 million (est.) online class enrollments in K-12. </li></ul></ul><ul><ul><li>Nearly 30% of all students in higher education took courses in fall 2009. </li></ul></ul>http://www.inacol.org
  13. 13. Source: http://www.kpk12.com
  14. 14. Source: http://www.kpk12.com
  15. 15. <ul><li>If rate of adoption follows the classic disruptive innovation model, by 2018, 50% of all high school courses will be online. </li></ul><ul><li>-- Clayton M. Christensen </li></ul>
  16. 16. <ul><li>Students who need or want supplemental online courses have access to them without barriers of cost, scheduling, transferability of credit, etc. </li></ul><ul><li>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. </li></ul>
  17. 17. ONLINE LANDSCAPE K12 Leaders Content Providers “ Education Reformers”
  18. 18. DIGITAL LEARNING COUNCIL <ul><li>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. </li></ul>
  19. 19. <ul><li>How does the opportunity fit with your thinking? </li></ul>
  20. 20. <ul><li>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 </li></ul><ul><li>Prior law: GSA could only be claimed for virtual programs offered in a classroom or other traditional school setting. </li></ul><ul><li>Broad district discretion, provided the program and plan meet legislative criteria. </li></ul>
  21. 21. <ul><li>Adopted School Board Policy: </li></ul><ul><ul><li>Criteria for participation </li></ul></ul><ul><ul><li>Limits on numbers of students or grade levels </li></ul></ul><ul><ul><li>Approval process for participation </li></ul></ul><ul><ul><li>Process to develop student plans </li></ul></ul><ul><ul><li>System for calculating clock hours of attendance </li></ul></ul><ul><ul><li>Process for renewal </li></ul></ul><ul><li>Student Remote Educational Plan: </li></ul><ul><ul><li>Specific achievement goals </li></ul></ul><ul><ul><li>Assessments </li></ul></ul><ul><ul><li>Progress reports </li></ul></ul><ul><ul><li>Teacher/student interaction </li></ul></ul><ul><ul><li>Designation of supervising adult </li></ul></ul><ul><ul><li>Other family responsibilities </li></ul></ul><ul><ul><li>Consistency with IEP </li></ul></ul><ul><ul><li>Participating in district programs </li></ul></ul><ul><ul><li>Responsible district administrator </li></ul></ul><ul><ul><li>Term </li></ul></ul><ul><ul><li>Specific location or locations for delivery </li></ul></ul>
  22. 22. <ul><li>Students remain enrolled in a school district attendance center, and are tested and included for all State/federal accountability determinations </li></ul><ul><li>Certified/Highly Qualified Teachers responsible for critical instructional activities </li></ul><ul><li>GSA claimable for any days up to limit of student’s GSA. </li></ul><ul><li>ISBE rules require documentation of active participation to claim GSA. </li></ul><ul><li>District policy and data must be submitted to ISBE. </li></ul>
  23. 23. <ul><li>Does your school district’s policy support online learning? </li></ul><ul><li>If a system of shared resources is developed, what policy is needed to accept course completion? </li></ul>
  24. 24. <ul><li>Borrow (steal) it </li></ul><ul><li>Buy it </li></ul><ul><li>Build it yourself </li></ul>
  25. 25. <ul><li>Common Core </li></ul><ul><li>NCAA approval </li></ul><ul><li>Technical know how </li></ul>
  26. 26. <ul><li>Delivering an Engaging and Challenging Course. </li></ul>Image Credit
  27. 27. <ul><li>Using the same course outlines, major assessments and courses examinations as face-to-face courses. </li></ul>Image Credit
  28. 28. <ul><li>Proctoring major assessments and final exams. </li></ul>Image Credit
  29. 29. <ul><li>Using live virtual sessions with software like Blackboard Collaborate or Abobe Connect . </li></ul>Image Credit
  30. 30. <ul><li>Requiring students have interactivity with the teacher and other students. </li></ul>Image Credit
  31. 31. <ul><li>Requiring weekly, purposeful communication between the teacher and individual students. </li></ul>Image Credit
  32. 32. <ul><li>Adding oral exams at milestone points in the course to check for understanding. </li></ul>Image Credit
  33. 33. <ul><li>Challenging problems for accelerated (gifted) students. </li></ul>Image Credit
  34. 34. <ul><li>Regular formative assessments, followed by periodic formal evaluations by outside reviewers. </li></ul>
  35. 35. INTERACTION TRIANGLE Student Teacher Student Content <ul><li>Essential Understandings </li></ul><ul><li>Course Goals </li></ul><ul><li>Student insights </li></ul>
  36. 36. Health Astronomy Consumer Economics
  37. 38. <ul><li>Unit Cover Page </li></ul><ul><li>Internal Navigation </li></ul><ul><li>Graphics </li></ul><ul><li>Video Podcast </li></ul><ul><li>Preview Unit </li></ul><ul><li>Goals </li></ul>
  38. 39. <ul><li>Unit ToC </li></ul><ul><li>Checklist </li></ul><ul><li>Study Guide </li></ul><ul><li>Recorded Session </li></ul><ul><li>Content </li></ul><ul><li>Assessments </li></ul><ul><li>For Further Understanding </li></ul>Consumer Economics Astronomy
  39. 40. <ul><li>Colorful Text in Large Font </li></ul><ul><li>Attractive Graphics </li></ul><ul><li>Appropriate Citations </li></ul><ul><li>Audio & Video </li></ul><ul><li>Content Consistent with Traditional Curriculum </li></ul>
  40. 41. <ul><li>How do these practices and views affect your view of online courses? </li></ul>
  41. 42. <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Organization and Self-Regulation – Even more than other academic activities, on-line environments seem to require students to have excellent organization and study skills. </li></ul><ul><li>Roblyer, M.D. and Marshall, J. (2002). Prediction success of virtual high school students: Preliminary results from an educational success prediction instrument. </li></ul>
  42. 43. COURSE TARGET AUDIENCES Excellent Students, “A”, “B” Average Students, “C” Struggling Students Credit Recovery
  43. 45. <ul><li>50 Students </li></ul><ul><li>6 weeks </li></ul><ul><li>Median 97 National Percentile Rank in Math </li></ul>Content selected that was aligned with district’s course. Office Hours in Wimba Classroom
  44. 54. No statistical significance in performance difference.
  45. 55. Statistical significance in performance difference at 0.05 level.
  46. 56. Statistical significance in performance difference at 0.05 level.
  47. 57. No statistical significance in performance difference.
  48. 58. <ul><ul><li>Astronomy </li></ul></ul><ul><ul><li>Consumer Economics </li></ul></ul><ul><ul><li>English IV: 20 th Century Literature </li></ul></ul><ul><ul><li>English IV: AP </li></ul></ul><ul><ul><li>Health </li></ul></ul><ul><ul><li>U.S. History </li></ul></ul>
  49. 62. <ul><li>District </li></ul><ul><li>White – 61% </li></ul><ul><li>Black – 9% </li></ul><ul><li>Hispanic – 7% </li></ul><ul><li>Asian – 19% </li></ul><ul><li>Multiracial – 4% </li></ul><ul><li>Online </li></ul><ul><li>White – 77% </li></ul><ul><li>Black -- 4% </li></ul><ul><li>Hispanic – 8% </li></ul><ul><li>Asian – 9% </li></ul><ul><li>Multiracial – 3% </li></ul>
  50. 64. www.glickconsulting.com
  51. 65. www.glickconsulting.com
  52. 66. www.glickconsulting.com
  53. 78. <ul><li>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. </li></ul>
  54. 79. <ul><li>What do the results presented here tell you about how students can be successful online? </li></ul>
  55. 80. <ul><li>How can we work together to accelerate our learning and possible implementation of online learning in your district? </li></ul>
  56. 81. <ul><li>ELL Students </li></ul><ul><li>High School graduation gateway courses </li></ul><ul><li>Senior year courses (Blended models) </li></ul>
  57. 82. <ul><li>Where do you want to go from here? </li></ul>