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Online Learning: Where are we now?
The document discusses the growth of online learning from 2000 to present day, with over 25 million students now taking at least one online course. It also outlines trends in online learning in Idaho, including the growth of virtual charter schools and the establishment of online teaching standards. The future of online learning is presented as involving blended models, competency-based assessments, and a focus on student-centered personalized learning.
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Online Learning: Where are we now?
- 1. Online Learning: Where arewe now? Kerry Rice, Ed. D. Department of Educational Technology
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- 3. National Trends 2019 2016 25 million 2010 5–6 ½ of all million** high 1.8 million* school 2008 courses 1,030,000 2000 45,000 *US Dept. of Education, National Center for Education Statistics (2011) **Anthony G. Picciano and Jeff Seaman, Sloan Consortium Report 2009
- 4. Virtually every Idahodistrict has a student in an IDLA course (about 16,000 students) 2009 - 2010 - Idaho Virtual Charter Schools 2010 2011 Increase Idaho Virtual Academy, K-12 Inc. (2002) 2,662 2,750 Richard McKenna Charter High (2002) 229 345 Idaho Distance Education Academy (2004) 900 913 Inspire Connections Academy (2005) 501 605 iSucceed, Insight School(2008) 735 765 Idaho Connects Online (2009) (Formerly Kaplan Academy of Idaho) 102 213 Kootenai Bridge Academy (2009) 138 237 Another Choice Virtual School (2010) 100 120 Virtual Charters 4,176 4,728 13% Brick and Mortar Charters 10,311 11,484 11% All Charters 14,487 16,212 12% http://chartercommission.idaho.gov/schools/documents/all_charter_data_sheets_12a.pdf
- 5. The future isNOW Dual degrees and success measured by completion (not seat time) 4 day school weekhttp://www.sde.idaho.gov/site/ruraleducati on/ 39 schools districts and charter schools considering 4 day school week for 2011-2012 Online teaching experience = credit for pd Blended Hybrid Flipped oh my!!
- 6. What is OnlineLearning?
- 7. What is BlendedLearning? “A formal education program in which a student learns in part through online delivery of content and instruction with some element of student control over time, place, path and/or pace. and at least in part at a supervised brick and mortar location away from home. Heather Staker and Michael Horn, Innosight Institute: http://www.innosightinstitute.org/media-room/publications/education-publications/classifying-k-12- blended-learning/
- 9. Transforming Policy • Establisha one to one computer ratio in high school. • Give teachers classroom tools. • Provide teacher training. • Increased Access - Idaho Education Network
- 11. … "online course"means a course which delivers a sequential program of synchronous and/or asynchronous instruction primarily through the use of technology, in which the instructor is not physically located at the school or place in which the student is receiving instruction. Nothing in this definition shall prohibit a blended course that includes face-to-face, in person instruction, provided that a majority of the instruction is delivered as stated herein.”
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- 13. Idaho K-12 OnlineTeaching Standards (Parallel Idaho Core Teaching Standards) 1. Knowledge of Online Education 2. Knowledge of Human Development and Learning 3. Modifying Instruction for Individual Needs 4. Multiple Instructional Strategies 5. Classroom Motivation and Management Skills 6. Communication Skills, Networking and Community Building 7. Instructional Planning Skills 8. Assessment of Student Learning 9. Professional Commitment and Responsibility 10. Partnerships
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- 15. Putting Student LearningFirst “Students should be encouraged to go as far and as fast as they can.” Innovation for competency-based models that are outcome-based. Focus on Student-Centered Learning
- 16. Transformations • How weview time (carnegie unit). • Accountability for learning (badges). • More emphasis on authentic learning experiences (PBL). • Increased student participation in their own learning (co- design). • Adaptive learning management systems that use data to drive personal learning plans. • Just-in-time summative assessments (NCLB). • http://www.ednewscolorado.org/2011/10/04/25310-analysis-shows-half-of-online-students-leave- programs-within-a-year-but-funding-stays
- 17. “You simply cannot "A teacher that can replace a teacher be replaced by a with a laptop.” machine should be." http://neatoday.org/2011/04/01/laptops-are-not- http://www.ted.com/talks/lang/en/sugata_mitra_t teachers/ he_child_driven_education.html
- 18. Leveraging Technology for Learning Educator (vs.Teacher) Assign Learning Tasks Assess Guide dev. of PLP’s Curriculum Dev. Course Design Changing Role of the Teacher
- 19. Rice, K. (2012).Making the Move to K-12 Online Teaching: Research- Based Strategies and Practices, p. 24.
- 20. Real World Challenges •Access • Learning Management Systems • Content – particularly in difficult subject-areas • Computer Skills ?? • Making use of data • Transformative teaching strategies
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- 24. LCP’s PBL Best Practice Collaboration Active and Participation Community Building Learner Authentic Autonomy Assessment PBL 21st Century Skills
- 25. Learner Active Active Autonomy Participation Participation 21st Century Skills Collaboratio n and Authentic Community Assessment Building
- 26. Technology allows… • Repetition • Resource sharing • Individualization • Collaborative • Pace knowledge • Multiple construction representations • Participatory culture • Metacognition • Attention to learning • Motivation styles • Interests • Data driven decision- making • Level playing field • Global interactions
- 28. Virtual Schoolhouse BridgesProject NASA: Communications and the Lunar Outpost
- 29. Virtual Schoolhouse Geta Grip Project
- 30. More tools… • ResourceSharing • Brainstorming – Google Sites – Bubbl.us – Diigo and Webslides – Kidspiration – Edublog • Project Management – CiteULike – Google Groups – Xtimeline – Google Sites – Trailmeme – Gliffy – Paper.li/Scoop it – Doodle • Games • Writing and Reflection – Centre of the Cell – Voicethread – Earthquake – Glogster – Cruel 2 B Kind – Bitstrips – Stop Disasters! – Google Docs
- 31. A Flippin’ Framework for Strategy Development STRATEGY CLASSROOM/SCHOOL/DISTRICT SUPPORTS EXAMPLE TOOLS Blending Beginner (10% - 25%) Internet resources (Global Collaborations, Computers, open access, bandwidth, asset or Collaborate in descriptive writing on the Monster Google Docs, Google Sites, Trailmeme, Scavenger Hunts) content management system (My Big Campus), Exchange learning community. Other useful sites Grabbabeast, Phet, Zoom Kitchen include virtual math manipulatives, simulations, Chemistry, National Library of Virtual games, tutorials, remediation. Manipulatives Shared resource respositories Computers, bandwidth, open access Preload Diigo with resources. Students use the Diigo, CiteULike, Pinterest, Delicious, annotation tool to highlight and explain structure only2clicks, symbaloo and context of materials. Lecture Capture (for remediation or absent Central LMS or asset/content management system Record class lectures using a lecture capture LMS (Blackboard, Moodle, Brain Honey), students) tool. Upload to a central location for access when CMS (My Big Campus) needed. Classroom Group Open access Communicate with parents Google Groups, Yahoo Groups, Facebook, Blog, Wiki Collaborative Brainstorming Computers, open access, bandwidth Teacher directed collaborative brainstorming Bubbl.us, Gliffy Intermediate (25% - 50%) Internet Integration activities (WebQuests, Computers, open access, small class sizes Students work in small groups to complete a Google Sites, LMS, Virtual Field Trip Virtual Field Trips) Webquest (Groups of students work in groups websites around a single computer.) Collaborative document creation Computers, broadband capacity, open access Students work in small groups using online Google Docs collaboration tools. (Students work at their own computer but belong to a group.) Online discussions Computers, open access, broadband capacity, Practice language skills with others from the LMS, Voicethread, Skype, My Language microphone or headset country of origin. Exchange Advanced (> 50%) Digital Video resources (for delivery outside Computer access (one-to-one, after school labs, Khan Academy YouTube, WatchKnow, TeacherTube the classroom) laptop checkout) Digital Media Creation Computer access (one-to-one, after school labs, Teacher created videos explaining a complex SnagIt, Jing, Camstudio, Camtasia, laptop checkout) concept using examples and materials from Screenr, Screencast, microphone, everyday life. Webcam Mobile Learning Mobile device access Situated Simulations that superimpose historical Smartphone, iPad, elements over real-time locations. Gaming Computer access (one-to-one, after school labs, Embed gaming elements into learning goals 3-D GameLab quest-based learning laptop checkout) (badges, achievements, self-selection, leveling) management system https://docs.google.com/spreadsheet/ccc?key=0Ai3yKZKvaKCDdE5kZWZJeTVtZkxtNkR3Zkw5aGxZWFE#gid=0
- 32. Image created usingwordle: http://www.wordle.net/
- 33. In a reviewof empirical studies, the U.S. Department of Education concluded, “...on average, students in online learning conditions performed better than those receiving face-to-face classes.” (Evaluation of Evidence-based Practices in Online Learning, May 2009) Key Findings The effectiveness of online learning is tied to learning time, curriculum, pedagogy, and opportunities for collaboration. Online learning can be enhanced by giving learners control of their interactions with media Online learning can be enhanced by prompting learner reflection.
- 34. “No Significant Difference” •“Florida Connections Academy 2009 State Test Scores Exceed Overall State Results” (Connections Academy) • “Newly released state data reveal that e-schools perform better academically than Big 8 districts at lower cost “ (Ohio Alliance for Public Charter School) • Best Practices in K-12 Online. Goal: Identify those online delivery methodologies that seem to produce exceptional educational results in terms of standardized testing outcomes.
- 36. What was thenumber one reported challenge for teachers with 0 years of online teaching experience?
- 37. Self - ReportedNeeds (sorted by Online Teaching Experience) O Years • Isolation (n=21) • Technology Skills (n=20) • Time Management (n = 20) 1 - 5 Years • Student Responsibility (n=43) • Time Management (n=40) • Parental Support (n = 36) 6 + Years • Time Management (n=11) • Student/teacher ratio (n=8) • Student Responsibility (n=7) • Parental Support (n = 7)
- 38. How will your classroom be transformed? Kerry Rice Department of Educational Technology Boise State University krice@boisestate.edu
- 39. Resources • Queen, B., & Lewis, L. (2011). Distance Education Courses for Public Elementary and Secondary School Students: 2009–10 (NCES 2012-008). U.S. Department of Education, National Center for Education Statistics. Washington, DC: Government Printing Office. http://nces.ed.gov/pubs2012/2012008.pdf • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones., K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Washington, DC: Government Printing Office. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf • Making the Move to K-12 Online Teaching: Research-Based Strategies and Practices www.pearsonhighered.com/rice1e • A Flipping Framework: http://bit.ly/JahtdX • Innosight Institute: http://www.innosightinstitute.org/ • Edtech K-12 Online Endorsement Program: http://edtech.boisestate.edu/idaho-k-12-online-teaching- endorsement-program/ • ISTE NETS Standards: http://www.iste.org/standards.aspx
- 40. Resources • Clearing the Path: Creating Innovation Space for Serving Over-Age, Under-Credited Students in Competency-Based Pathways http://www.ednewscolorado.org/2011/10/04/25310-analysis-shows- half-of-online-students-leave-programs-within-a-year-but-funding-stays • Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdf • It’s Not a Matter of Time: Highlights from the 2011 Competency-Based Learning Summit http://www.inacol.org/research/docs/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdf • Troubling Questions about Online Education: http://www.ednewscolorado.org/2011/10/04/25310- analysis-shows-half-of-online-students-leave-programs-within-a-year-but-funding-stays • Viewpoint: Authorizing Online Learning http://www.inacol.org/research/docs/Vander%20Ark- Patrick%20Cyber%20Learning%20Viewpoint_August%202011.pdf • Going Virtual! Research Series: http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm • The reality of virtual schools: A review of the literature. (2008). http://1.usa.gov/MLJwSF
Editor's Notes
- #4 a national view of online learningThis illustrates the growth of online learning – 45,000 in 2000 and now over 1 million last year.47% enrollment increase from 2007Definition of online learning – offered over the Internet – not Interactive TV, televised courses, etc. According to the Sloan Report – Online learning is distributed as follows – 69% 9-12, 17% 6-8, 14% K-5Over 4 million students are now enrolled in full-time courses at colleges and universities – this does not include blended content that supports face-to-face coursesKeep in mind that this 1 million number is out of a nationwide 49 million public school students – we are early – this is still developingThe Sloan group is predicting 5-6 million online enrollments by 2016 – this would mean that over 10% of students nationally would be taking an online courseThink about your class, your school or your district – how does this align with what you are doing?Online Learning will disrupt traditional educational systems by the year 2019
- #5 38% of all charter school enrollments in the state of Idaho2% of all enrollments in the state – national average
- #10 : Idaho will raise the bar by implementing college- and career-ready academic standards that are comparable with any country in the world.The state will invest $13 million each year for advanced classroom technology, including hardware and necessary professional development. If a student meets graduation requirements early, the state will pay for dual credit courses in the student's senior year.Unfreeze the salary gridRaise minimum teacher payImplement pay-for-performanceFund dual credit
- #11 The state board of education shall promulgate rules to implementthe provisions of this section, including a requirement for online coursesneeded for graduation beginning with the graduating class of 2016, and thedevelopment of digital citizenship standards for students to which thisgraduation requirement applies.ONLINE COURSES –- MOBILE COMPUTING DEVICES AND TEACHER TRAININGMobile computing devices provided to high school teachers 2012 – 2013 1/3 high school students each year from 2013 – 2016Online Course Requirement for 2016 graduation
- #13 Preservice competencies to transformative practices:Performance-Based Assessment for Pre-Service as a Bridge to Online EndorsementAll teachers prepared to facilitate a hybrid instruction model and to have an understanding of best practices in instructional technologyPerformance-Based Assessment for Online Teachers
- #22 When we talk about online teaching – we tend to be very tool centric which can be pretty overwhelming…
- #23 Tech years are like dog years – every year of my life = 5 tech years.
- #26 Leveraging the technology to support learning.
- #27 Why the technology enables us to teach better than we could without the technology:Repetition: Students can re-read, re-listen, re-watch the content on their own as often as desired/needed.Individualization: Students get what they need (and not what they don’t). Time is used wisely. Pace: Students can read faster and go through problems without getting all content if they don’t need it, or they can take longer if they need it. Different method or format: We all benefit from a different style, or changing the method. We get tired of the same thing, and some times we just don’t understand it the way one person explains it or the way the book shows it. When we have the video and online tools to use, sometimes it clicks more. Metacognition: Students become self-disciplined and learn to understand if they have gained mastering and understanding of the material or not. If they have not mastered it, there is no point in moving on. We move from a goal of checking off lessons and moving through (with or without understanding) to a master approach. Motivating: Who doesn’t enjoy using their creativity, interests, and skills to produce with technology and use their technology? Endless options and opportunitiesStudents are less worried about peers online: example of my student David who is very shy and quiet in person, but through virtual sessions he was one of the most talkative students, and I actually had to limit his use of the microphone to allow other students to participate. Brainstorming, reflectionStudent-centered…
- #28 Global SchoolNet's mission is to support 21st century learning and improve academic performance through content driven collaboration. We engage teachers and K-12 students in meaningful project learning exchanges worldwide to develop science, math, literacy and communication skills, foster teamwork, civic responsibility and collaboration, encourage workforce preparedness and create multi-cultural understanding.
- #29 NASA site is an example of the whole package – project ideas, lesson plans, and supporting materials.Virtual schoolhouse bridge project is an example of a project idea – might be supported with the Bridge to Classroom simulation for example – students construct a bridge designed to withstand an earthquake and then get to test out the design under various circumstances. Watchknowlearn – 20,000 hand picked, vetted, organized and categorized videos for K-12 educationSchoolTube
- #30 AggregatorsSccop It
- #33 Tell them how you’re going to bore themBore themTell them how you bored them
- #36 1) demonstrating how data mining can be incorporated into course evaluation in order to support decision making at the course level and at the institutional level; 2) exploring potential applications at the K-12 level for educational data mining that has already been broadly adopted in higher education institutions; 3) providing a framework of data triangulation that generates high-quality and non-partial results by combining student learning logs with demographic data and course evaluation survey; 4) depicting profiles of successful and at-risk students and identifying important predictors of student performance, course satisfaction, and instructor satisfaction for K-12 online education.