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Online Learning In a Hybrid World

Online Learning In a Hybrid World. Sponsored by:. View all upcoming webinars @ www.edweek.org/go/webinar. Gerald Herbert/AP. Our Moderator. Michelle Davis Senior writer, Education Week Digital Directions. Blogger at Digital Education www.edweek.org/go/diged.

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Online Learning In a Hybrid World

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  1. Online Learning In a Hybrid World Sponsored by: View all upcoming webinars @ www.edweek.org/go/webinar Gerald Herbert/AP

  2. Our Moderator Michelle DavisSenior writer, Education Week Digital Directions Blogger at Digital Educationwww.edweek.org/go/diged

  3. Susan B. PatrickPresident and CEO, International Association for K-12 Online Learning (iNACOL) Featured Guests Prakash PatelComputer science teacher, Quakertown Community Senior High School, Quakertown, Pa.

  4. @ Join our community of ed. tech leaders and educators at the Digital Directions social network on Ning. Discuss, collaborate, and get answers to your most pressing ed. tech questions. http://digitaldirections.ning.com

  5. Trends in K-12 Education: Next Generation Models ofHybrid and BlendedOnline Learning Susan Patrick, President and CEO International Association for K-12 Online Learning (iNACOL)

  6. Online Course DefinitionsAllen & Seaman, 2007

  7. 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)

  8. 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 Self-direction, high engagement, (Less direct student support needed) Struggling student, low-engagement, (More direct student support needed)

  9. Promising Practices: Case Studies • 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

  10. 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

  11. Pace of adoption

  12. 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-to-face elements had a larger advantage . . .students the participated in online learning and who spent more time on task benefited the most.”

  13. Questions? Susan Patrick, CEO, iNACOL Spatrick@inacol.org

  14. 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

  15. Virtual High School at Quakertown Community Senior High School Prakash Patel VHS Site Coordinator

  16. 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

  17. 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

  18. 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

  19. 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

  20. Why VHS platform for offering online courses? • VHS would allow us to integrate the best of traditional classroom setting and 21st century technology.

  21. 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

  22. 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.

  23. 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.

  24. 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)

  25. 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.

  26. 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

  27. Question & Answer Session Questions and Answers

  28. @ Continue the conversation on “online learning in a hybrid world” at our Ningsocial network. Discuss, collaborate, and get answers to your most pressing ed. tech questions. http://digitaldirections.ning.com

  29. An on-demand archive of this webinar is going to be available at www.edweek.org/go/webinarin less than 24hrs. Please visit often, and send this link to your friends.   Thanks for taking part today. We really appreciate it.The Editors @ edweek.org

  30. Blackboard Case Study Challenge: Access Provide all students with the optimal learner experience through 24/7 access to learning. Clear Creek Independent School District 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 • 35,000+ students • 4,000+ teachers and staff • 39 schools • Texas

  31. Blackboard Case Study Challenge: Integrating Technology in the Classroom Prepare students for success in the 21st century Blackboard Solution: Blended Learning Classrooms Achieved goals by integrating blended learning instruction into the classroom experience by leveraging Blackboard Learn. Digital Harbor High School, Baltimore City Public Schools • 1,050 students • Maryland • 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)

  32. Blackboard Learn Common Challenges: • 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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