WHAT SCHOOLS SHOULD KNOW ABOUT ONLINE LEARNING

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Curriculum, Technology, Administration

Jeffrey L. Hunt, Ed.D.Director, E-LearningIndian Prairie School District 204

jeff_hunt@ipsd.org

Online wiki: ilearnonline.wikispaces.com

Today’s presentation: www.slideshare.net/jeff_hunt

IPSD’s Online Program www.tinyurl.com/ipsd-online

Online Types

Blended (Hybrid) – mix of traditional and online.

Fully online – all interaction is through the Internet.

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Why?

Creating opportunities for small and rural school districts that cannot offer courses.

Allowing student to blend high school and post-secondary learning options.

Helping students recover credits in an alternative learning environment.

Providing individualized instruction and unique learning options.

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Why do we create opportunities for students?

Legal Co-curricular for complete experience at

school. Prepare student for the future

AP Courses School to Work STEM Career Learn online

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Trends on on-line Learning

Michigan requires one on-line class for graduation.

Beginning 2010 in Alabama, one on-line class required for graduation.

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Trends in on-line learning

2009, 2 million (est.) on-line class enrollments in K-12.

K-12 on-line growing at 30% per year

http://www.nacol.org

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State Virtual Schools 08-09

Source: http://vss2009.wikispaces.com/welcome

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Trends in On-Line Learning

In 2008, 4.6 million students enrolled on-

line, 17% Increase over previous year, yet overall enrollment increased by 1.2%

In Higher Education

http://www.sloanconsortium.org/node/907

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Trends in On-line Learning

Over 25% of all students in higher education taking

courses in fall 2008.

In Higher Education

http://www.sloanconsortium.org/node/907

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Estimate of Adoption

If rate of adoption follows the classic disruptive innovation model, by 2018, 50% of all high school courses will be online.

--Clayton M. Christensen

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S Curve of Disruption@

IPSD

% New

Is Online Disruptive?

Diagram © Clayton Christensen

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Business Plan

Mission Governance Leadership Planning Staffing Commitment Resources Equity and Access

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Accountability Curriculum/

Course Design Instruction Assessment Faculty Support Student Support Evaluation Improvement

Course Quality

Delivering challenging and engaging content.

Using the same course outlines, major assessments and courses examinations as face-to-face courses.

Proctoring major assessments and final exams.

Using live virtual sessions with software like Elluminate or Wimba Classroom.

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Course Quality

Requiring students have interactivity with the teacher and other students.

Requiring weekly, purposeful communication between the teacher and individual students.

Adding oral exams at milestone points in the course to check for understanding.

Challenging problems for accelerated (gifted) students.

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Open Educational Resources

OER Commons NROC – National Repository of Online Courses

Civil War

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Remote Education Plan

Participation Responsible Parent Program

Administrator Term of

Participation Location of

Participation Certification

Goals Assessments Progress Reports Expectations,

processes, and schedules

Family Responsibilities

IEP Requirements

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Remote Education Plan Rules

For the purposes of determining average daily attendance for General State Aid under Section 10-29 of the School Code [105 ILCS 5/10-29], a school district operating a remote educational program shall document, and make available to the State Superintendent of Education or his designee upon request, a written or online record of instructional time for each student enrolled in the program that provides sufficient evidence of the student’s active participation in the program (e.g., log in and log off process, electronic monitoring, adult supervision, two-way interaction between teacher and student, video cam).

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NCAA Approval

Core courses For Division I and Division II athletic

prospects Make sure course provider has NCAA

approval. Develop district to align with approved

NCAA course. Give course its own course number. Apply for approval.

August 1, 2010 new rules for non-traditional courses

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New NCAA Rules

The instructor and the student have ongoing access to one another and regular interaction with one another for purposes of teaching, evaluating and providing assistance to the student throughout the duration of the course;

The student's work (for example, exams, papers, assignments) is available for review and validation; and

A defined time for completion of the course is identified by the high school or secondary school program

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Content Licensing

Copyright Public Performance Change of format Budget for licensing.

Supersize Me

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Learning Management System

Centralize and automate administration

Use self-service and self-guided services.

Assemble and deliver learning content rapidly.

Consolidate training initiatives on a scalable web-based platform.

Support portability and standards.

Personalize content and enable knowledge reuse.

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Teacher Technology@

IPSD

Research & Evaluation

What are we learning about our students?

What are they telling us?

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Who can be successful?

Achievement and Self-Esteem Beliefs – Students require a high degree of self-motivation, and [they] must perceive that their success depends on their own contributions, rather than those of the course or teacher.

Responsibility/Risk Taking – Students have to take the initiative [to] complete tasks, even when all the information may not be given and the correct way to proceed may not be clear.

Technology Skills and Access – Students in on-line courses not only must be skilled at using on-line resources but also should have better-than-average access to them.

Organization and Self-Regulation – Even more than other academic activities, on-line environments seem to require students to have excellent organization and study skills.

Roblyer and Marshall (2002). Prediction success of virtual high school students: Preliminary results from an educational success prediction instrument.

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IPSD Demographics@

IPSD

Female59%

Male41%

Gender -- 6 semesters

IPSD Demographics@

IPSD

White78%

Black4%

Asia Pacific10%

Hispanic5%

Multiracial2%

UU<1%

Ethnicity -- 6 semesters

IPSD Demographics@

IPSD

White/Female

46%

White/Male32%

Black/Female3%

Black/Male1%

AP/Female6%

AP/Male5%

HS/Female3%

HS/Male1%

MR/Female2%

MR/Male<1%

UU/Male<1%

Gender & Ethnicity -- 6 Semesters

IPSD Demographics@

IPSD

A56%

B23%

C14%

D4%

F3%

Grades -- 6 semesters

Survey Questions – Spring 2010

Excessive11%

Little More28%

Same43%

Less19%

Compared to other courses the workload in this course

was:

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Survey questions – Spring 2010@

IPSD

Own Pace45%

Flexibility45%

Other10%

What did you like about this course?

Survey Questions – Spring 2010@

IPSD

Communication

32%

No regular class23%

Other23%

No dislikes23%

What did you dislike about this course?

Survey Questions – Spring 2010@

IPSD

School Hours10%

4 p.m. - 7 p.m.37%

7 p.m.-10 p.m.41%

After 10 p.m12%

What time of the day do you complete most of the course

work?

Survey Questions – Fall 2010@

IPSD

Quiet63%

TV & Music27%

Other10%

What type of environment do you set for yourself when completing on-line

course work?

Student Advice

Only take this course if you are self-motivated enough to do it. It’s not bad at all if you manage your time wisely and set goals for yourself to finish it on time. I wrote down all of the due dates in my assignment notebook so I could see when they were coming up to remind myself or else I knew that I would probably forget.

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Applying Online Learning to your world

This will be part of our students’ futures in higher education, business, or military.

Let’s prepare for our students their future opportunities.

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Summary

Online education will be in students’ futures.

Set your direction Review your

program frequently.

Enjoy the opportunity.

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