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K 12 Online Final K 12 Online Next Generation November 2008

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Information about K 12 Online Final K 12 Online Next Generation November 2008
Education

Published on November 6, 2008

Author: apicciano

Source: slideshare.net

Description

This Powerpoint was the basis for a presentation made at the 14th Annual Sloan Consortium Conference held in Orlando in November 2008.
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Liz Pape, President and CEO, Virtual High School Global Consortium Anthony G. Picciano, Hunter College and Graduate Center, City University of New York Julie Young, President and CEO, Florida Virtual School Online Learning in K-12 Education: The Next Generation Panel presentation at the 14 th Annual Sloan Consortium Conference on Online Learning

Panel Presentation Outline Introduction K-12 Online Learning: What the Data Says and Implications for American Education Virtual High School Global Consortium The Florida Virtual School Questions/Discussion

Introduction

K-12 Online Learning: What the Data Says and

Implications for American Education

Virtual High School Global Consortium

The Florida Virtual School

Questions/Discussion

K-12 Online Learning: What the Data Says? - Anthony G. Picciano & Jeff Seaman Studies were conducted in 2005-2006 and 2007-2008. The purpose of these studies was to explore the nature of online learning in K–12 schools and to establish base data for more extensive future studies. (A study of online learning in the American high school is planned for 2009). They were among the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. Issues related to planning, operational difficulties, and online learning providers were also examined.

K-12 Online Learning: What the Data Says? The major research questions that guided these studies were: What is the nature and extent of online and blended learning in K–12 schools in the United States? What is the perceived importance of online and blended learning for K–12 school programs? What are the issues and barriers that impede the development of online and blended learning in K–12 schools? Who are the major providers of online and blended learning courses to K–12 schools? Survey responses were followed-up with telephone interviews with selected respondents.

K-12 Online Learning: What the Data Says? In conducting these surveys, it was determined that there needed to be a separation of online from blended learning courses. In the absence of any standard definitions for online and blended learning, the definitions used by Allen & Seaman for the Sloan Consortium studies of American higher education were adopted, namely: Online — courses where most or all of the content is delivered online. Defined as at least 80% of seat time being replaced by online activity. Blended/Hybrid — courses that blends online and face-to-face delivery where a substantial proportion (30 to 79%) of the content is delivered online.

K-12 Online Learning: What the Data Says? Major Findings 1. Almost seventy percent of the responding public school districts are offering online courses: 63.1% had one or more students enrolled in a fully online or blended course. 57.9% had one or more students enrolled in a fully online course. 32.4% had one or more students enrolled in a blended course. Over 60% of school districts with students enrolled in online courses anticipate their online enrollments will grow. Over the next two years districts predict online enrollments will increase by 18.6% and blended enrollments by 22.9%. The overall number of K-12 students engaged in online and blended courses in 2005-2006 was estimated at 700,000 with 470,000 in Grades 9-12.

1. Almost seventy percent of the responding public school districts are offering online courses:

63.1% had one or more students enrolled in a

fully online or blended course.

57.9% had one or more students enrolled in a fully online course.

32.4% had one or more students enrolled in a blended course.

Over 60% of school districts with students enrolled in online courses anticipate their online enrollments will grow. Over the next two years districts predict online enrollments will increase by 18.6% and blended enrollments by 22.9%.

The overall number of K-12 students engaged in online and blended courses in 2005-2006 was estimated at 700,000 with 470,000 in

Grades 9-12.

K-12 Online Learning: What the Data Says? Online v. Blended Learning Within the sample, the data show that overall higher percentages of students are enrolled in online courses than blended courses. Table 3. Online Enrollment by Grade Level Fully Online Blended/Hybrid Total N % N % N % Grades K–5 2733 16% 538 5% 3271 12% Grades 6–8 1793 10% 3980 36% 5773 20% Grades 9–12 12625 73% 6519 59% 19144 67% Other 198 1% 56 1% 254 1% Total 17349 100% 11093 100% 28442 100%

K-12 Online Learning: What the Data Says? Why Online Learning Respondents report that online learning is meeting the specific needs of a range of students, from those who need extra help to those who want to take more advanced courses and whose districts do not have enough teachers to offer certain subjects.

K-12 Online Learning: What the Data Says? Who are the Providers? School districts typically depend on multiple online learning providers. Online Instruction Provider Fully Online (percentage of districts with fully online courses using this provider) Blended (percentage of districts with blended courses using this provider) Your district (i.e., delivered centrally from the district) 20.2% 37.1% Cyber (i.e., online) charter school in your district 9.8% 6.7% Other schools in your district 6.4% 15.7% Another local school district, or schools in another district, in your state 22.0% 29.2% Education service agencies within your state (e.g., BOCES, COE, IU), not including the state education agency or local school districts 24.9% 18.0% State virtual school in your state (i.e., state-centralized K–12 courses available through Internet- or web-based methods 34.1% 11.2% State virtual school in another state 13.3% 3.4% Districts or schools in other states (other than state virtual schools) 5.2% 3.4% Postsecondary institution 47.4% 38.2% Independent vendor 31.8% 25.8% Other 2.3% 1.1%

K-12 Online Learning: What the Data Says? Who are the Providers? School districts typically depend on multiple online learning providers. Table 8. Number of Online Learning Providers Being Used Number of Providers N % 1 47 26% 2 56 30% 3 32 16% 4 or more 53 28% Total 188 100% Missing 2 Total 190

K-12 Online Learning: What the Data Says? Concerns? Respondents mentioned a number of concerns in offering online courses. Table 5. Percentage Summary of Responses to: How much of a barrier the following areas would be (or are) in offering fully online or blended learning courses?

K-12 Online Learning: Implications Growth of Online Learning in K-12 especially in the High Schools Online Learning and the Public School Reform Agenda Opportunities/Challenges for Teacher Education

Growth of Online Learning in K-12 especially in the High Schools

Online Learning and the Public School Reform Agenda

Opportunities/Challenges for Teacher Education

K-12 Online Learning: Implications Growth of Online Learning in K-12 (especially in the High Schools) If present growth continues – within 5 years there will be 2-3 million online K-12 students. Michigan’s Online Learning Requirement Policy (Merit Curriculum) Alabama Connecting Classrooms, Educators and Students Statewide (ACCESS) - Every public high school student in the state will have access to distance learning courses by 2011.

Growth of Online Learning in K-12 (especially in the High Schools)

If present growth continues – within 5 years there will be 2-3 million

online K-12 students.

Michigan’s Online Learning Requirement Policy (Merit Curriculum)

Alabama Connecting Classrooms, Educators and Students Statewide (ACCESS) - Every public high school student in the state will have access to distance learning courses by 2011.

K-12 Online Learning: Implications 2. Online Learning and the Public School Reform Agenda K-16 Collaboration Accelerate Time to Completion Extended School Day Job and Economic Skill Development (Modeling Beneficial Uses of Technology)

K-16 Collaboration

Accelerate Time to Completion

Extended School Day

Job and Economic Skill Development

(Modeling Beneficial Uses of Technology)

K-12 Online Learning: Implications 3. Opportunities/Challenges for Teacher Education Pre-service Programs – Include Online Learning in the Curriculum In-service Programs – Professional Development in Online Learning Beyond the Technology – Growing Research and Literature Base on the Pedagogy of Online Learning

Pre-service Programs – Include Online Learning in the Curriculum

In-service Programs – Professional Development in Online Learning

Beyond the Technology – Growing Research and Literature Base on the

Pedagogy of Online Learning

The Virtual High School Global Consortium Model Liz Pape Virtual High School Global Consortium

About VHS A non profit global consortium of over 500 high schools offering innovative online courses Currently in 13 th year of operation and 12 th year of online course delivery Originally funded by the Federal DOE through a 7.8M tech. grant – five years of research & development

A non profit global consortium of over 500 high schools offering innovative online courses

Currently in 13 th year of operation and 12 th year of online course delivery

Originally funded by the Federal DOE through a 7.8M tech. grant – five years of research & development

About VHS In 30 states

In 30 states

The VHS Model VHS’s global consortium model – partnership with high school in online education cooperate, not compete Supplement, not supplant Preparing classroom teachers to teach online &/or develop online courses Member school classroom teachers in TLC/NIM Online design standards and online delivery standards 21 st century skills development Teaching skills for both classroom and online Learning skills through virtual global classrooms Accountability – hard data points and survey input

VHS’s global consortium model – partnership with high school in online education

cooperate, not compete

Supplement, not supplant

Preparing classroom teachers to teach online &/or develop online courses

Member school classroom teachers in TLC/NIM

Online design standards and online delivery standards

21 st century skills development

Teaching skills for both classroom and online

Learning skills through virtual global classrooms

Accountability – hard data points and survey input

VHS Leadership & Recognition Accredited by Middle States Commission Courses NCAA initial-eligibility certified USDLA 21 st Century Best Practices Award 2005, 2007 and 2008 USDLA Best Practices K-12 Course 2005 and 2008 Blackboard Course Content Award 2005 & 2007 NCTET Community Builder Award 2004 Stockholm Challenge 2001 Award

Accredited by Middle States Commission

Courses NCAA initial-eligibility certified

USDLA 21 st Century Best Practices Award 2005, 2007 and 2008

USDLA Best Practices K-12 Course 2005 and 2008

Blackboard Course Content Award 2005 & 2007

NCTET Community Builder Award 2004

Stockholm Challenge 2001 Award

How the VHS Consortium Functions Participating school provides: 1 NetCourse teacher @ 1 teaching period per day 1 VHS Site Coordinator Internet access for students VHS provides: Over 200 standards based courses across all content areas Professional development training and mentoring Hosting of the virtual school Technical and administrative support

Participating school provides:

1 NetCourse teacher @ 1 teaching period per day

1 VHS Site Coordinator

Internet access for students

VHS provides:

Over 200 standards based courses across all content areas

Professional development training and mentoring

Hosting of the virtual school

Technical and administrative support

Teachers Teachers come from member schools All teachers are certified and teaching in content area Teachers complete a graduate level course in online course delivery (NIM or TLC) First year teachers are paired with a faculty advisor/mentor Ongoing professional development through ProGrEss: professional growth essentials

Teachers come from member schools

All teachers are certified and teaching in content area

Teachers complete a graduate level course in online course delivery (NIM or TLC)

First year teachers are paired with a faculty advisor/mentor

Ongoing professional development through ProGrEss: professional growth essentials

Site Coordinators Site Coordinators are the glue that makes the program work Could be someone from guidance/ teacher/administrative staff/paraprofessional Manages enrollments, grade reporting, student monitoring, student support Manages materials

Site Coordinators are the glue that makes the program work

Could be someone from guidance/ teacher/administrative staff/paraprofessional

Manages enrollments, grade reporting, student monitoring, student support

Manages materials

Professional Development Options: NIM (Netcourse Instructional Methodologies): Trains teachers in the pedagogy and practice of online teaching and how to modify and deliver an existing VHS NetCourse TLC (Teachers Learning Conference): Trains teachers in the pedagogy and practice of online teaching and how to develop a new VHS NetCourse SCO (Site Coordinator Orientation): Trains school staff in how to support students as they participate in their online course

NIM (Netcourse Instructional Methodologies):

Trains teachers in the pedagogy and practice of online teaching and how to modify and deliver an existing VHS NetCourse

TLC (Teachers Learning Conference):

Trains teachers in the pedagogy and practice of online teaching and how to develop a new VHS NetCourse

SCO (Site Coordinator Orientation):

Trains school staff in how to support students as they participate in their online course

How is VHS Unique ? The VHS instructional model is built around an interactive experience in which students learn from fellow students as well as the teacher – cohort-based instructional model. These are virtual classrooms conducted globally No more than 25 students

The VHS instructional model is built around an interactive experience in which students learn from fellow students as well as the teacher – cohort-based instructional model.

These are virtual classrooms conducted globally

No more than 25 students

On a 15 week semester-based schedule Each self paced lesson begins on a Wednesday and ends on Tuesday Teachers and students may live in different time zones Students can access course any time from any computer in the world How Courses are Conducted

On a 15 week semester-based schedule

Each self paced lesson begins on a Wednesday and ends on Tuesday

Teachers and students may live in different time zones

Students can access course any time from any computer in the world

How Courses are Conducted We recommend the course be scheduled as part of the students’ day Students are monitored by a school Site Coordinator Teachers and students communicate via a written discussion area located in the Web classroom

We recommend the course be scheduled as part of the students’ day

Students are monitored by a school Site Coordinator

Teachers and students communicate via a written discussion area located in the Web classroom

What do VHS students learn? Content/curriculum Access to courses not otherwise available Information literacy skills Online collaboration Online teams and group projects Multimedia presentation skills Critical thinking, project-based learning Global citizenship skills Extending the learning experience beyond the classroom walls Online discussions with students of different cultures

Content/curriculum

Access to courses not otherwise available

Information literacy skills

Online collaboration

Online teams and group projects

Multimedia presentation skills

Critical thinking, project-based learning

Global citizenship skills

Extending the learning experience beyond the classroom walls

Online discussions with students of different cultures

Essential 21st century skills: the 7 Cs according to the Oracle Education Foundation Critical thinking and problem solving Creativity and innovation Collaboration, teamwork and leadership Cross-cultural understanding Communications and media fluency Computing and information communication technology (ICT) fluency Career and learning self-reliance

Critical thinking and problem solving

Creativity and innovation

Collaboration, teamwork and leadership

Cross-cultural understanding

Communications and media fluency

Computing and information communication technology (ICT) fluency

Career and learning self-reliance

VHS Quality Benchmark Indicators Program

VHS Program Evaluation What is measured? Mission statement Annual goals Strategic Plan How is it measured? Hard data points Self-reported data When? Continuous improvement loop

What is measured?

Mission statement

Annual goals

Strategic Plan

How is it measured?

Hard data points

Self-reported data

When?

Continuous improvement loop

Mission and Focus The VHS mission is to develop and deliver standards-based, student-centered online courses to expand students’ educational opportunities and 21st century skills and to offer professional development to teachers to expand the scope and depth of their instructional skills The focus includes : Effective online course design and delivery Professional development for online teachers Quality control/quality assurance Infrastructure for course delivery 21 st Century Skills development for Millennial Generation students

The VHS mission is to develop and deliver standards-based, student-centered online courses to expand students’ educational opportunities and 21st century skills and to offer professional development to teachers to expand the scope and depth of their instructional skills

The focus includes :

Effective online course design and delivery

Professional development for online teachers

Quality control/quality assurance

Infrastructure for course delivery

21 st Century Skills development for Millennial Generation students

Course Quality Measures AP pass rates: 66% AP exam take rates:73% Course completion rates: 79% Credit recovery rate (summer):63% Satisfaction with VHS course quality: 92% superintendents 100% principals 98% Site Coordinators Course features, teacher satisfaction: 92%: engagement in course work 78%: collaborative learning 97%: 21 st century skills development

AP pass rates: 66%

AP exam take rates:73%

Course completion rates: 79%

Credit recovery rate (summer):63%

Satisfaction with VHS course quality:

92% superintendents

100% principals

98% Site Coordinators

Course features, teacher satisfaction:

92%: engagement in course work

78%: collaborative learning

97%: 21 st century skills development

Professional Development Measures Professional development grad rate: 91% 1 st -semester teacher success rate: 87% % of all teachers remaining with mentor: 5% Satisfied with VHS professional development 99% principals Applying VHS pedagogy to f2f teaching 79% teachers

Professional development grad rate: 91%

1 st -semester teacher success rate: 87%

% of all teachers remaining with mentor: 5%

Satisfied with VHS professional development

99% principals

Applying VHS pedagogy to f2f teaching

79% teachers

Program and Services Measures Membership retention rates: 90%(08/09) 88%(3-yr cumulative) Course seat utilization: 85% Satisfaction with electronic communications: email Teachers: 99%, SCs: 96% Website Teachers: 97%, SCs: 98% Newsletter/Annual Report Superintendents: 86%/68% Principals: 78%/79% Teachers: 79%/54% SCs: 84%/54%

Membership retention rates: 90%(08/09) 88%(3-yr cumulative)

Course seat utilization: 85%

Satisfaction with electronic communications: email

Teachers: 99%, SCs: 96%

Website

Teachers: 97%, SCs: 98%

Newsletter/Annual Report

Superintendents: 86%/68%

Principals: 78%/79%

Teachers: 79%/54%

SCs: 84%/54%

Online Learning Implications: Why Should Teachers Care….or Change?

Online Learning Implications: Why

Should

Teachers

Care….or Change?

“ By 2010, the codified information base of the world is expected to double every 11 hours” Tom Inman, IBM Corp.

“ By 2010, the codified information base of the world is expected to double every 11 hours”

Tom Inman, IBM Corp.

A 21 st century model Education will not be confined to: A single place, time or person Memorization or linear learning The intellectual elite Childhood

Education will not be confined to:

A single place, time or person

Memorization or linear learning

The intellectual elite

Childhood

Guide on Side Project-based learning Learner-centered Learn-in-context The Web/Teaching 2.0 model P S S S S S T Note: Adapted from a presentation by Tom Carroll, CEO, NCTAF, Nov 6, 2006, VSS Symposium Web 2.0 According to a recent Pew report, "fully half of all teens and 57% of teens who use the internet could be considered Content Creators.“ Dynamic Crowd intelligence

Guide on Side

Project-based learning

Learner-centered

Learn-in-context

Web 2.0

According to a recent Pew report, "fully half of all teens and 57% of teens who use the internet could be considered Content Creators.“

Dynamic

Crowd intelligence

How can teachers evolve teaching strategies to meet 21 st century teaching and learning needs?

How can teachers evolve teaching strategies to meet 21 st century teaching and learning needs?

21 st Century Teaching Best Practices (21CTBP) Audience: f2f classroom teachers who wish to teach online or develop online components for f2f classes 21CTBP courses: 21 st century Teaching & Learning Web-enhanced Classroom Online-extended Teaching Web 2.0: Collaborative Instruction Capstone Project: Online Teaching Internship

Audience: f2f classroom teachers who wish to teach online or develop online components for f2f classes

21CTBP courses:

21 st century Teaching & Learning

Web-enhanced Classroom

Online-extended Teaching

Web 2.0: Collaborative Instruction

Capstone Project: Online Teaching Internship

21 st Century Teaching Best Practices 6-week long online courses (3 grad credits each) Multiple offerings during school year July 9, 2008 October 15, 2008 January 14, 2009 April 15, 2009 Pricing model fosters team approach

6-week long online courses (3 grad credits each)

Multiple offerings during school year

July 9, 2008

October 15, 2008

January 14, 2009

April 15, 2009

Pricing model fosters team approach

Summary We are not teaching students what they don’t already know! Instead we are guiding students to apply their technology skills to their academic lives, while also developing 21 st century global citizenship skills and awareness.

We are not teaching students what they don’t already know!

Instead we are guiding students to apply their technology skills to their academic lives, while also developing 21 st century global citizenship skills and awareness.

Breaking ground in the past Planting seeds for the future Florida Virtual School www.flvs.net

change policy mindsets funding

results Open enrollment 24/7/365 access Time and pace flexibility Performance vs. attendance Increased teacher availability Performance-based funding Online peer collaboration Funding follows student Free access Monthly conferences

Open enrollment

24/7/365 access

Time and pace flexibility

Performance vs. attendance

Increased teacher availability

Performance-based funding

Online peer collaboration

Funding follows student

Free access

Monthly conferences



symphony of skills Prisoners of Time Working on the Work Quantum Learning 21 st Century Skills Literacy Skills

Prisoners of Time

Working on the Work

Quantum Learning

21 st Century Skills

Literacy Skills

future view Individual Personal Game-based

Individual

Personal

Game-based

Questions

Questions/Discussion!

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