From Textbook to Online Teacher

Rob Darrow, Ed.D.
President, Online Learning VISIONS.com
October 2011

Website: http://bit.ly/scoeoln

Stan COE/CTAP 6
Online Learning Network
 Purpose
 Build the knowledge and understanding
about blended and online learning for
everyone in Stanislaus County Schools


Rob Darrow, Ed.D.. Rob @ onlinelearningvisions.com. Oct. 2011.

Stan COE/CTAP 6
Online Learning Network
 F2F meetings
 Expectation: Same people attend all 4
 16Things to Learn About Online
Teaching and Learning (ongoing)
 Webinars



Start With the End in Mind
By March 2012:
 Understand the components of online
learning
 Understand differences between blended
and online teaching and learning models
 Have a district online learning plan
 10-20 admin or staff or teachers completed
16 things and/or Leading Edge Certification


Think in terms of 3-5 years
from now (not just today).

Think about what can be,
not what is.

This is a journey,
not a destination.

Introductions
 Me:Retired online school principal,
doctorate, consultant
(www.onlinelearningvisions.com),
father of a 21-year-old

 You:what you do, what your district is
doing about online learning.


Consensogram Results
 Experience with online learning
 Teaching style


Handouts
 OnlineProgram Planning Chart
 Graphic: Market Landscape
 Graphic: Blended Learning Chart
 Stan COE Survey Results



Survey Results Discussion
 In Small Groups
 1. What is significant or interesting about the
results?
 2. Any generalizations from the survey?
 3. What are the future topics you would like to
discuss in the OLN?


Background – National Trends
 Two educational trends challenging
traditional education:

** Charter Schools **
Enrollment increases
11% - 20% per year

** Online Schools **
Enrollment increases
30% per year


One Other National Trend:
Static Dropout Rates


The Challenge for the Nation

Three out of every ten students do not graduate from high school.

About half of those who graduate are not college- and work-ready.

Source: EPE 2007; Greene 2002

Research and Dropouts

“Lack of school success is
probably the greatest single
cause which impels pupils to
drop out of school.”
 Ayres (1909). Laggards in our schools.


Research Studies - California
 Darrow (2010).
Online charter schools
and at-risk students
 Schwirzke (2011).
Perspectives about
online learning from
superintendents


California
 13% of the total U.S. K-12 public
school student enrollment
 20% of the U.S. public charter
school enrollment
 Top rated state regarding
charter school law and policy
 National Alliance for Public Charter Schools (2010)


Recommendations (Schwirzke, 2011)

 State policies need to be developed to:
 Identify standard definitions for online and
blended learning
 Create a framework for online and blended
learning
 Change to a funding model for online courses
that allows fractional per-pupil funds to follow
students down to the individual course, not
just the full-time program


Recommendations (Darrow, 2010)
 Need a uniform way to count online school
students
 Innovation grants and research grants needed
for online learning in California
 Common standards for K-12 online learning
should be adopted
 Ongoing finance model for online schools
needed in California; current school funding
finance models don’t fit with online courses


Defining Terms
 Traditional Learning
 attend courses daily in face-to-face setting

 Online Learning
 attend courses online where 70% instruction

is online
 Blended Learning
 attend courses online where 30% instruction

is online
 Charter School
 independently operated public schools of

choice


Definitions:
Online School Enrollment
 Part-time Online Students
 Take one or two online courses in

addition to attending traditional school
 One student in one course per

semester counts one
 Full Time Online Students
 One student attending the school

counts one

Watson, Gemin, Ryan & Wicks (2009). Keeping pace with
K-12 online learning.


One Example: Florida Virtual School
One student in one course for one semester


Definitions:
Counting Online School Enrollment
No Standards
 Part-time online students not officially counted,
except as an estimate in response to a
researcher’s survey
 Full time online students counted if they attend
an online charter school
 In California, public school students, including
charters, are counted each October via
California Basic Educational Data System
(CBEDS)


Types of Online Schools
A. National Companies – individual online charter
schools in different states (K-12, Inc.
Connections Academy, Insight)
 Primarily charter schools
B. Statewide – run by state agencies
 Some charters, some not
C. District / County – run by school districts or
county educational offices
 Some charters, some not

Watson, Gemin, Ryan & Wicks (2009). Keeping pace with
K-12 online learning. http://www.kpk12.com/

Number of Full Time K-12 Students in
California in OL Charters (Darrow, 2010)

Grades 2006-07 2007-08 2008-09

K-12 5399 7454 10502

9-12 773 1618 2992

Based on October CBEDS. Ed Data.
http://www.ed-data.k12.ca.us


Number of Part Time Online
Students in Ca (Schwirzke, 2011)

Grades 2006-07 2007-08 2009-10

K-12 17347 42822 34769

9-12 12625 27289 19948

Based on survey results from 146 California schools.


California Enrollment
 Enrollment in online charter schools has
increased each year for the past three
years: 80% in past two years
 Percent of students in charter high
schools: 6% of total 9-12 enrollment
 Percent of students in online charter high
schools: .16% of total 9-12 enrollment


Stanislaus COE Survey Enrollments
Online/Blended 7791
Learning Students
(one student, one
semester, one
course)

Online / Blended 65
Learning Teachers


State/organization Full-time or 2007-2008 2008-2009 Annual
supplemental enrollment enrollment increase
Florida Virtual School Supplemental 120,000 154,125 25%

Idaho Digital Learning Supplemental 6,619 9,646 46%
Academy
Alabama ACCESS Supplemental 18,955 28,014 48%

Michigan Virtual School Supplemental 11,000 16,000 45%

Minnesota (state) Both 23,722 28,332 19%
Colorado (state) Full-time 9,238 11,641 26%
Ohio (state) Full-time 24,011 27,037 13%
Arizona (state) Both 15,000 23,000 24%
Connections Academy Full-time 13,000 20,000 54%
(across U.S.) charter
K12, Inc. Full-time 39,500 56,000 42%
(across U.S.) charter

Watson et al, Keeping Pace. http://www.kpk12.com/

Online School History and Policy
 1994 – 1997 - First K-12 online schools:
 Utah Electronic School
 Virtual High School – Massachusetts
 Florida Virtual School
 2007 – Number of states with online programs / online
legislation: 42
 2007 – Number of online charter schools:
 173 in 18 states
 92,235 students (Center for Ed Reform, 2008)
 2008 – Online course enrollments grew by 65% from
2002-03 to 2004-05 (Means, 2009)
 2009 – More than a million K-12 online school students
(Picciano and Seaman, 2009)


Online Learning and Student Achievement

 Meta-analysis have found that overall,
student achievement in online schools is
the same or better when compared with
traditional schools
 Means et al. (2009), Cavanaugh et al. (2004)

 Emerging Research
 Online student interaction in discussion
boards / forums (Lowes, 2007)
 Student success / student attrition in
online courses (Porta-Merida, 2009; Roblyer, 2008)


Defining Terms
 What does it look like?
 Handout: Continuum from Textbook
Enhanced to Online Teaching and
Learning
 Handout: Blended Learning Chart


Instructional Delivery
From Textbook Enhanced to Online Teacher

“The key to success in our online classes
rests not with the content that is being
presented but with the method by which
the course is being delivered.”
- Rena Palloff and Keith Pratt (2001)


Why does this matter?
 Thegoal is student achievement, but…if
we don’t know what “it” looks like:
 We can’t count it
 We can’t study it (researchers)
 We don’t know if it’s making a difference
 We can’t teach it to others


Blended Learning (Dziuban, Hartman and Moskal, 2004)
“Blended learning should be viewed as a pedagogical
approach that combines the effectiveness and socialization
opportunities of the classroom with the active learning of
the online environment:
 A shift from lecture- to student-centered instruction
 Students become active and interactive learners
 Increases in interaction between student-instructor,
student-student, student-content, and student-outside
resources
 Integrated formative and summative assessment
mechanisms for students and instructor.”


What does “it” look like?
 Textbook enhanced teaching and
learning
 Technology enhanced (not online)
 Web/online enhanced
 Blended
 Online


Teaching and Learning
 What is the student doing?
 What is the teacher doing?
 What is the content?
 Where is the content?


*Teacher vs. student control of
teaching and learning

More teacher
control  Textbook enhanced
 Technology enhanced
Shared (not online)
control
 Blended
More student
control  Online

*Teacher-centric vs. Student-centric

More teacher
centric  Textbook enhanced
Combination (not online)
 Blended
More student
centric  Online

*Control of time and pace

Set time
structure  Textbook enhanced
Some (not online)
Flexibility
 Blended
Flexible
 Online

Textbook Enhanced
What is the student doing? What is the teacher doing?
• Sitting in a desk in a classroom • Standing in front of the
• Writing on paper classroom
• Listening to teacher • Directing Learning
• Talking with peers • Group discussions

What is the content? Where is the content?
• Textbooks • On paper
• Supplemental materials • In the classroom
• Teacher created materials • In a school library


Technology Enhanced
• Sitting in a desk in a classroom • Standing in front of the classroom
• Writing on paper • Directing Learning
• Listening to teacher • Group discussions
• Talking with peers
• Using a shared or personal
computer
• Computer (Word, Ppt, etc.) • On a computer/digital white
• Computer Program (loaded or board / doc camera, etc.
CD-Rom)


Web/Online Enhanced
• Sitting in a desk in a classroom • Standing in front of the classroom
• Writing on paper • Directing Learning
• Listening to teacher • Group discussions
• Talking with peers • Assignments/activities online
• Using a shared or personal
computer
• Computer (Word, Ppt, etc.) • On a computer/digital white
• Computer Program (loaded or board / doc camera, etc.
CD-Rom) • Online
• Web
• Computer led (e.g. programmed
math or English)


Blended
(30% work online) (30% interacting with students
• Sitting in a desk in a classroom or online)
computer lab • Standing in front of the classroom
• Using personal computer online at • Directing Learning
home or other location • Meeting students in small groups
• Interacting with peers in person (f2f and online)
and online • Developing/assigning online
lessons
• Grading online

• Computer (Word, Ppt, etc.) • On a computer/digital white board /
• Computer Program (loaded or CD- doc camera, etc.
Rom) • Online (computer led or teacher
• Web led content)
math or English)

Online
(70% or more work online) (70% or more interacting with
• Sitting in a desk in a classroom or students online)
computer lab • Standing in front of the classroom
• Using personal computer online at • Guiding Learning
home or school or other location • Meeting students in small groups
• Interacting with teacher in person (online and maybe f2f)
and/or online • Developing/assigning online
• Interacting with teacher in person lessons
and/or online • Discussion Board
• Online meetings/teaching (e.g.
Elluminate)
• Grading online

• Supplemental materials • On a computer/digital white board /
• Teacher created materials doc camera, etc.
• Computer/Program (Word, Ppt, CD-Rom,
etc.)
• Online (computer led or teacher
• Web led content)
math or English)
• Teacher led

Textbook Enhanced
Teacher Student Curriculum


Textbook Led Instruction
 Student Learning – Classroom (Student
work completed on paper)
 Teacher Instruction - Classroom
 Teaching Strategies – Teacher directed,
face-to-face
 Content – Textbook/Teacher
Developed/Supplemental Materials


Technology Enhanced


Technology Enhanced (Not Online)
 Student – Classroom (Student work
completed on paper)
 Teacher Instruction - Classroom
 Teaching Strategies – Teacher directed,
face-to-face, technology (Word,
PowerPoint, SmartBoard, Clickers, Video,
Audio, etc.)
 Content – Textbook/Teacher
Developed/Supplemental
Materials/Technology

Web/Online Enhanced


Web/Online Enhanced
 Student Learning – Classroom (Student work completed
on paper or online)
 Teacher Instruction – Classroom and Online (may post
teacher lessons online or in iTunes/podcasting/YouTube)
 Teaching Strategies – Teacher directed, face-to-face,
technology, online
 Content – Textbook/Teacher Developed/Supplemental
Materials/Technology/Online (may use computer led
instruction such as Plato, Nova Net, Rosetta Stone or
ALEKS and/or blogs or other online tools).


Blended


Blended Teaching and Learning
(70/30 face-to-face)
 Student Learning – Classroom and Online (School and Home – 70%
Classroom/30% Online). (Student work completed on paper or
online)
 Teacher Instruction – Classroom (face-to-face meetings once or more
per week) and Online
 Teaching Strategies – Teacher guided/directed or computer directed,
face-to-face, technology, online, online tools primarily used in face-to-
face instruction such as a course management system, paperless
assignments, discussion board, email, Instant Messaging
Materials/Technology/Online (may use computer led instruction such
as Plato, Nova Net, Rosetta Stone or ALEKS, or teacher led
instruction such as teacher developed content, K-12, Inc, ,
Connection Academy or Florida Virtual School. Use of online tools
such as discussion boards or blogs or Moodle or instant messaging,
etc.)

Online


Online Teaching and Learning
(70/30 Online)
 Student Learning – Classroom and Online (School and Home – 70%
Online/30% or less Classroom). (Student work completed online)
 Teacher Instruction – Classroom/Office (may meet face-to-face) and Online
(online collaboration tools such as Elluminate or Webinar software in
addition to utilizing tools such as podcasting and YouTube)
 Teaching Strategies – Teacher guided, technology, online, online tools
primarily used in online instruction such as a course management system,
paperless assignments, discussion board, email, Instant Messaging, etc.
Materials/Technology/Online (may use computer led instruction such as
Plato, Nova Net, Rosetta Stone or ALEKS, or teacher led instruction such
as teacher developed content, K-12, Inc, , Connection Academy or Florida
Virtual School. Use of online tools such as discussion boards or blogs or
Moodle or instant messaging, etc.)


iNacol – Updated Quality Online Teaching
Standards – Blended Learning Continuum
**Curriculum**
Less Online More Online Mostly Online
Instruction Instruction Instruction


**Instructional Support**


**Students**


A Quiz!
 Define the type of teaching and learning.


Questions?
• www.onlinelearningvisions.com
• Rob@onlinelearningvisions.com


From Textbook to Online Teacher

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