Transcript - Education Week

Online Learning In a Hybrid World
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Our Moderator
Michelle Davis
Senior writer, Education Week Digital Directions
Blogger at Digital Education
www.edweek.org/go/diged
Featured Guests
Susan B. Patrick
President and CEO, International Association for K-12
Online Learning (iNACOL)
Prakash Patel
Computer science teacher, Quakertown Community
Senior High School, Quakertown, Pa.
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Trends in K-12 Education:
Next Generation Models of
Hybrid and Blended
Online Learning
Susan Patrick, President and CEO
International Association for K-12 Online Learning
(iNACOL)
Online Course Definitions
Allen & Seaman, 2007
Blended Learning: The Convergence of Online and
Face-to-Face
…the “Best of Both Worlds”
• “Blended learning should be approached as not only a
temporal construct, but rather as a fundamental redesign of
the instructional model with the following characteristics:
• -A shift from lecture- to student-centered instruction
where students become interactive learners (this shift
should apply to entire course, including face-to-face
sessions);
• -Increases in interaction between student-instructor,
student-student, student-content, and student-outside
resources; and
• -Integrated formative and summative assessment
mechanisms for student and instructor.” - Educause,
Blended Learning (2004)
Blended/Hybrid Learning
• “Combining face-to-face with fully online
components optimizes both environments in
ways impossible in other formats” -Educause
Research Bulletin, 2004
– Digital content, curriculum, LMS, online
assessments, data system, AI, simulations
– Shift in instructional model and training
Struggling student, low-engagement,
(More direct student support needed)
Self-direction, high engagement,
(Less direct student support needed)
Promising Practices: Case Studies
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Cincinnati Public Schools VHS, OH
Odyssey Charter Schools, Las Vegas, NV
Commonwealth Connections Academy, PA
Chicago Virtual Charter School, IL
Hoosier Academy, IN
Kentucky Virtual School
VOISE Academy, Chicago, IL
– Virtual Opportunities in a School Environment
• Community High School, Ann Arbor, MI
• Omaha Public Schools, NE
Blended Learning: The Convergence of
Online and Face-to-Face
• There is no single type of blended education;
needs to stay student-centered learning
• New methods: instruction/pedagogy, content
development, and professional development
• New Platform: Significant web-based
communication: LMS
• Policies: competency-based pathways
• Continuity of Learning: H1N1
Pace of adoption
Online Learning Research Highlights
• U.S. Department of Education study of Online Learning,
“Evaluation of Evidence-based Practice in Online
Learning: A Meta-Analysis and Review of Online Learning
Studies” (2009)
• “Overall, the meta-analysis found that students who
took all or part of their class online performed better,
on average, than those taking the same course
through traditional face-to-face instruction.”
• “instruction combining online learning with face-toface elements had a larger advantage . . .students
the participated in online learning and who spent
more time on task benefited the most.”
Questions?
Susan Patrick, CEO, iNACOL
[email protected]
Students who took
all or part of their class
online performed
better, on average,
than those taking
the same course
through traditional
face-to-face
instruction...
U.S. Department of Education, 2009
www.k12perspectives.com
Virtual High School at Quakertown
Community Senior High School
Prakash Patel
VHS Site Coordinator
Virtual High School: VHS
• How and why we started offering online
courses?
• Why VHS platform for offering online courses?
• How do we register students for a VHS
course?
• Our online classroom
Why we started offering online
courses
• We wanted to expend course offering
• Students interest in electives
• Difficult to find a “live” teacher who is
certified to teach, for example Latin.
• Constraint on current budget forced us to seek
alternative ways to expand course offerings
How we started offering online
courses
• We researched various pre-built online
courses: Blended schools and VHS
• We had three people trained by VHS: Two Site
Coordinators and one teacher
How we started offering online
courses
• QCSH staff trained by VHS
• Online training modeled student course
• Part of our agreement with VHS
• For every section 25 seats, our teacher would teach a
online course on behalf of VHS.
• We purchased 50 seats for 2008-2009 school
year.
• Expended to 100 seats for 2009-2010
Why VHS platform for offering online
courses?
• VHS would allow us to integrate the best of
traditional classroom setting and 21st century
technology.
Why VHS platform for offering online
courses?
• Flexibility in how we can implement and use
VHS in our District:
• Require students to report to school
• We have a tech support person at all times (Site
Coordinator)
• We, as a staff, are an integral part of students learning
online.
• We can monitor student progress and online activities
How do we register students for a VHS
course?
• Students complete a preliminary registration
for VHS with guidance.
– Provide basic information like name, grade level,
and three possible VHS courses.
How do we register students for a VHS
course?
• 100 students are selected randomly to be
officially registered into a VHS course.
• Exceptions are made for students who are interested
taking year-long courses or are interested in a highly
popular course.
• If all seats are not filled, we will allow students to take
an additional VHS course.
• Students will not be registered into a course that is
offered in house.
Our Online Line Classroom
• Students meet with me in a computer lab (25
computers) every day for about 55 minutes.
• At the start of each semester I provide an intro
to VHS
– Over view of VHS
– Expectation
– Communication (student, teacher, and site coordinator)
Our Online Line Classroom
• VHS weeks start on a Wednesday and end the
following Tuesday.
– Each student must submit a checklist to me indicating the
assignments for the week, their point value, and the day it
was submitted for their VHS teacher.
– Students are given a progress report every two weeks. I do ask
for them to be return with a parent signature.
Our Online Line Classroom
• Courses run semester-long. There are some
courses that run a year long; AP, foreign
language.
• I help students with technology, find
resources, help facilitate communication, and
maintain student records
Question & Answer Session
Questions and Answers
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Blackboard
Case Study
Challenge: Access
Provide all students with the optimal learner
experience through 24/7 access to learning.
Clear Creek
Independent
School District
• 35,000+ students
• 4,000+ teachers
and staff
• 39 schools
• Texas
Blackboard Solution: Anytime,
Anywhere Teaching and
Learning
“It gives our teachers a lot more freedom.
If they’re out, they can post lessons for the
next day from home. The students don’t
stop because the teacher is not there.
Learning continues.”
- Tina Farrell, Asst. Superintendent of Curr and Instruction
Blackboard
Case Study
Challenge: Integrating
Technology in the Classroom
Prepare students for success in the 21st
century
Digital Harbor
High School,
Baltimore City
Public Schools
• 1,050 students
• Maryland
Blackboard Solution: Blended
Learning Classrooms
Achieved goals by integrating blended learning
instruction into the classroom experience by
leveraging Blackboard Learn.
• Attendance rate averages 92% (compared
with the district’s 83.5% attendance
statistic)
• Maintained adequate yearly progress
(AYP)
• Senior graduation rate is 90% (contrasted
with the district’s 63% graduation rate)
Blackboard Learn
Common Challenges:
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Expanding instructional time beyond the school day
Keeping students engaged in their learning
Meeting the needs of diverse learners
Encouraging parental involvement
Solution:
Blackboard Learn empowers districts to enhance
classroom instruction by extending their courses
online in order to ensure all students have
access to a personalized and connected learning
environment that is engaging, individualized and
effective.
www.blackboard.com/k12/learn
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