Post on 06-May-2015
description
Great eLearning vs.
Online Road Kill
Kelly SchwirzkeOnline Learning Coordinator, Santa Cruz COE
Brian BridgesDirector, California Learning Resource Network
Today’s Entrees
Who is eLearning & what models are they using?
What’s the difference between a quality online course and online roadkill?
How are schools blending instruction and which models are being implemented?
Dessert Possibilities
What processes and tools can I use to evaluate courses in alignment with our district goals?
How do I take an online course for a test drive and extract meaningful feedback?
California Learning Resource Network
Your one-stop source for standards-aligned electronic
learning resources
Electronic Learning Resources
Software, Internet, video, & online courses
Six subject areas
Common Core State Standards or original CA content standards
FreeWeb Information Links
• Reviews of 5,600 free and commercial-free web sites
• Primary, secondary, & reference materials
• Free software and web tools
• iPad & Android Apps
Required reading for the revolution
Disrupting ClassClayton Christensen & Michael Horn
The Rise of K-12 Blended LearningHeather Staker
Keeping PaceEvergreen Group
How are your students going to learn online?
Full-time virtual school
Blend online learning with classroom instruction
The Rise of K-12 Blended Learning
May 2011Michael Horn & Heather Staker
Blended learning
Blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace.
Blended Learning
Only 10% of students will join virtual schools.
Blended learning (blended/hybrid) will dominate
Four probable models
Four Blended Models
Rotation
Flex
Self-Blend
Enriched Virtual: Hybrid Virtual School
Rotation
Students rotate on a fixed schedule between learning online in a one-to-one, self-paced environment and sitting in a classroom with a traditional face-to-face teacher.
Rotation Varieties
Station Rotation
Lab Rotation
Individual Rotation
Flipped Classroom
Flex Model
Students take all or a majority of their courses online (at school) and on-site teachers or paraprofessionals provide support.
Self-blend
Students take one or more courses entirely online (at home or at school) to supplement their traditional schedule.
Enriched Virtual: Hybrid Virtual School
Independent Study or other students, who take all or most of their courses online, at home, but visit a physical campus.
California eLearning Census
Analyze and blog about current eLearning researchhttp://brianbridges.org
Assembled db of CA virtual schoolsBlogged about their problematic academic achievementConcerned with lack of data about who is blending
Keeping Pace, 2011 Lack of quality data about online learning in California
Census Motivation
Collect accurate virtual and blended learning populations
Understand the blended models in use
Discover the publishers in play
Census Question Set
Collaborated with Evergreen Education Group
Pestered Horn/Staker for updated definitions
Question Set
Do your students participate in online learning?If not, are you discussing or planning to
implement online learning?
Does your school operate an on-campus virtual school?
Question Set
What blended learning models are being utilized?
How many schools are participating?
Students from which grade levels are participating?
Census Questions
How many students participating in full-time virtual learning?
How many students are participating in blended learning?
How many students learned online during summer, 2011?
Census Questions
From which companies are you purchasing content?
Which supplemental software, Internet resources or open education resources are involved?
Challenges
Building a spreadsheet of all districts and direct-funded charters
Testing the question
Who is eLearning?
California eLearning Census
March 1, 2012 – May 1, 2012
1634 K-12 districts & direct-funded charters
Current results from 414 districts (25%)
Districts vs. Direct-Funded Charters
933 Districts (57%)701 Charters (43%)
36%
Districts64%
Who is eLearning?
Yes: 45%
No: 55%
Charter/DistrictNo Difference
Who wants to eLearn next year?
Yes32%
63%
Starting Small
24% (33 districts) < 20 students online
Predominant model: Self-blend
Blended Model Breakdown
eLearning by Grade
82%
50%
28%
Content PublishersApex
Odysseyware
Self-Built Courses & OER
So….How Many?
Virtual: 18,600
Blended: 79,800
Summer, 2011: 19,100
Blended Breakdown
146/185 districts/charters blending
One outlier: Riverside @ 22K students
Average: 394AVG doesn’t include RVS
Median: 75
Blended Breakdown
Top 20 districts: 65K students blending81% of blended total
Bottom 20 districts: 78 students
86 districts < 100 students blending
73 districts/charters utilized online learning during summer
The 90/10 Prediction
Only 10% of students will learn full-time at a virtual school
Remaining 90% will learning online AT school
CA eLearning Census confirms their prediction
Before you jump on the bandwagon….
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Why eLearning?
What problem are you trying to solve?
Project Tomorrow
Why are Students choosing online courses?
2010: Benefits of Online Learning
Online Course Non-Consumers
Orphan CoursesAP anythingWorld languages
Independent Study
Credit Recovery
College Credit
Summer School
Home School
Why do schools eLearn and under which conditions do things go badly?
Course selection pinball
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How do you know if it’s any good?
Has the course been reviewed/approved by any agencies?
CLRN
University of California a-g requirements
NCAA
College Board
TxVSN & WA DLD
Filters should only serve as a first level of review
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Does it teach the standards?
Content standards or Common Core State Standards
Quantity, Depth and Degree
Not everything you read on the Internet is
true.
Or why all educational resources should be vetted.
Virginia Textbook Scandal
Our Virginia: Past and Present4th grade history text
Black soldiers fought for the South6K died at the Battle of Bull Run
Actually, 22K
Hundreds of factual errorsVirginia’s review committee did not
include any trained historians
Self- Reviewing Resources
Just like you do now for high school textbooks.
Has CLRN reviewed it?
CLRN’s Online Course Reviews
Alignment to the Common Core State Standards or to California’s original content standards.
CLRN HOme
CLRN Home Page
Math Browse
List View
Individual Course Review
How does it compare to other online courses?
iNACOL Standards for Quality Online Courses
Standards for Online Courses
Southern Regional Education Board
iNACOL
Texas Virtual School Network
California Learning Resource Network
iNACOL/TxVSN/CLRN Online Course Standards
Content
Instructional Design
Student Assessment
Technology
Course Evaluation and Support
Content
Content depth and breadthInformation literacy skillsLearning resources and materialsCommunication process between teachers, parents, and students
Content accuracy and bias
Instructional Design
Course design and organization
Meaningful and authentic learning experiences
Multiple learning paths for students to master the content
Higher-order thinking skills
Instructor-student and student-student interactions; and supplemental tools and resources.
Student Assessment
Alignment between the course goals and activities and its assessment strategies
Insure that there are adequate and appropriate methods to assess students
Assure that students are constantly aware of their progress.
Technology
Course architecture
User interface
Accessibility
Interoperability
Course Evaluation and Support
Evaluating course effectiveness
Accreditation
Teacher and Student preparation and support
Individual Course Review
Individual Course: Online
Standards Display
Standards Display 2
Are Teachers and Students Prepared?
Virtual courses are not f2f
Teaching & learning differ
Online Vs. f2fThe Chronicle of Higher Education
51K students from 2004-2009
8% gap in completion (f2f/virtual)
Online students more likely to drop-out
Structure & isolation
Navigating online interfaces (students & staff)
Time management issues (students)
Technical support needed
Extensive training in online-teaching methods (teachers)
Instructor Preparation
E5: Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.
Instructor Preparation
E7: Teachers have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.
Instructor Preparation
E8: Instructor professional development includes the support and use of a variety of communication modes to stimulate student engagement online.
Instructor Support
E9: The provider assures that instructors are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.
Student Preparation
E10: Students are offered an orientation for taking an online course before starting the coursework.
Leading Edge Certification
Leading Edge Certification
CUE & Partners
45 hour course
Based on iNACOL’s Standards for Quality Online Teachers
Three units available
What is LEC?
Highly-qualified online educator
Based on iNACOL’s National Standards for Quality Online Teaching
Focused on how tools are implemented to improve teaching and learning
45-60 hours
Course + portfolio = certification
LEC Modules
Online Learning: History & Concepts
Pedagogy
Building Community
Online Accessibility
Assessment and Evaluation
Policies and Preparation
What do other educators and students think about the course?
Individual Course Review
Feedback: Educator Q
Feedback Questions: Educator
Would you recommend this course to others?
To what extent does this online course meet your overall expectations?
To what extent does this course engage and maintain student interest?
To what extent did the online course generally enable students to meet course objectives?
Feedback Questions: EducatorTo what extent does the online course need to be supplemented with face-to-face instruction and student support?
To what extent was ongoing and periodic student performance assessment accessible online for you?
Please list the major strengths or specific improvements needed.
User Feedback: Complete Results
Feedback Questions: Student
What was the reason for taking this course?
Course was taken for credit recovery.
Course was a prerequisite for advanced level courses.
Course was required for graduation.
Course was not offered at school of attendance.
Course at school was unavailable due to scheduled conflict. Other (explain)
Feedback: StudentsCourse procedures were clearly posted.
Necessary information and materials received on time.
Instructions were clear for all materials & activities.
Assignment and test grades were provided in a timely manner.
Instructor feedback was timely and frequent.
Students are offered an orientation
Feedback: Students
Course was well organized. Activities supported course goals. Course provided opportunities for students to learn from each other.
There were frequent tests and quizzes that reflected course content.
Discussion groups were generally well organized.
Course is appropriate for an online environment.
User Feedback: Complete Results
Selecting a great course
Or
How Not to Buy a Car
How NOT to buy a car
Right Process/ Wrong People
CCSC TTSC
Survey of Online Credit Recovery Programs
August 2010
Describe the Selection Process
Vendor demonstrations
Committee review
Open bid to vendors
UC approved
Cost
The Need for Multiple Filters
• CLRN• Self-review of content and course standards• Customer feedback
Have you taken the course for a test drive?
Would you buy a car sight unseen?
Course Test Drive
Fully functioning demo
Student and Teacher accounts
Play as a student
Participate in several units, spread across the course
Be a great student
Be a struggling student
Be a teacher
Access the LMS
Can you add content / projects?
Check for student progressFormative & summative assessments
Course Test Drive
Is the course engaging?
Does teach beyond Knowledge and Comprehensive
Text based vs. multi-media
Laying the foundation for future high-quality courses
You don’t enter the online revolution with the courses you want. You enter it with the courses you have.
Course Evolution
Series of slides here about how courses currently look/work vs. the vision laid out in Disrupting Class.
What should we expect from great online courses?
What is not a great online course
Class 1: Read, self-assess, self-grade, take multiple choice test, repeat
Class 2: Watch lecture, complete worksheets, take a multiple choice test, repeat
Moving a textbook online is not a foundation for a great course.
Expect more
A great online course should not look like a textbook.
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High-quality course
Stimulating lectures
Just-in-time reading
Active learning
Engaging activities that go beyond knowledge and comprehension
Writing
Students create, evaluate, and analyze.
Variety of assessment types
Make use of the medium
Rich mediaLecture clips, video demonstrations and clips,
variety of multi-media, simulations,
Ease of useLMS helps inform instruction. Students/teachers
always know where they are.
Make use of the medium
Multiple learning pathsTeacher is informed of problems. Students are
provided alternative lessons.
EngagingActive learning, online discussions, writing &
analyzing, authentic activities
Has CLRN reviewed it?
CLRN OCR Expansion
Spring 2012History-social scienceScienceVisual & Performing Arts (music & visual arts)
2012-13World languagesCCSS high school math course standardsNew national science standardsPlanning for grades 6-8
e-Learning Strategies Symposium
eLearning Strategies Symposium
CLRN/CUE partnership
December 7-8, 2012
Hilton Orange County/Costa Mesa
http://elearns.org
Twitter: elearns
Call for Speakers
Early-bird deadline: April 27th
StrandsBig PictureContentCapacity BuildingGearPedagogy
Symposium Registration
Early Bird: $159Until June 30th
Pre-registration: $215Until November 30th
On-site registrationIf available: $299
http://elearns.org
eLearning Strategies Symposium
Great eLearning vs.
Online Road Kill
Kelly SchwirzkeOnline Learning Coordinator, Santa Cruz COE
Brian BridgesDirector, California Learning Resource Network