online roadkill

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

http://brianbridges.org/

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….

Drag picture to placeholder or click icon to add

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


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


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: 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.


E7: Teachers have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.


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?

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.


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

Presentation slides and links

http://brianbridges.org

http://brianbridges.org/

Great eLearning vs.

Online Road Kill

Kelly SchwirzkeOnline Learning Coordinator, Santa Cruz COE

Brian BridgesDirector, California Learning Resource Network