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Welcome, Committee Members!

Welcome, Committee Members!. iNACOL Southeastern Regional Committee Webinar February 13, 2014. Committee Chair Debi Crabtree CEO, Village Virtual LLC www.villagevirtual.com. Vice-Chair, Tara Rodriguez Kentucky Department of Education tara.rodriguez@education.ky.gov. Updates!.

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Welcome, Committee Members!

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  1. Welcome, Committee Members! iNACOL Southeastern Regional Committee Webinar February 13, 2014 Committee Chair Debi Crabtree CEO, Village Virtual LLC www.villagevirtual.com Vice-Chair, Tara Rodriguez Kentucky Department of Education tara.rodriguez@education.ky.gov

  2. Updates! February 2014 • Rob DarrowDirector of Member Services • rdarrow@inacol.org

  3. Symposium 2014 • Palm Springs, Ca – Nov. 4-7, 2014 • RFP now available: http://vssrfp.inacol.org/ • Registration in the spring • Start planning now!

  4. Symposium 2014 • What are the key topics you would like to hear at the conference? • Online, full time? • Online, supplemental? • Blended ? • Competency education?

  5. Updates! Upcoming [FREE] Webinars • Leadership – Feb. 12 : A K-12 Policy Framework for Competency Education: Building Capacity for Systems Change • Teacher Talk (Feb. 20) –  Life Skills in Online Programs • Research (Feb. 18) – Learning to Learn Online: Introducing the Concept of Locus of Control to Help Students Become Successful Online Learners Register on the website (for anyone): http://www.inacol.org/events/webinars/

  6. Updates! New iNACOL Documents – Jan/Feb • Jan. 15: CompetencyWorks -- Progress and Proficiency: Redesigning Grading for Competency Education • http://bit.ly/progressandproficiency • Feb. 1: A K-12 Federal Policy Framework for Competency Education: Building Capacity for Systems Change (ESEA) • http://bit.ly/cwk12fedpolicy Documents on website: http://www.inacol.org/resources/publications/inacol-reports/

  7. Research Grant • Stanford PERTS Seeking Proposals for Online Learning Research InitiativeRead more at http://thejournal.com/articles/2014/01/31/stanford-perts-seeks-research-proposal-for-mindset-challenge.aspx#9fahdeDyO8lb7GRw.99

  8. Updates! Join iNACOL’s Plugged In • Daily online and blended learning news updates • http://www.inacol.org/news/plugged-in/

  9. Updates! • Other Questions, Input, Thoughts? • rdarrow@inacol.org

  10. Advocacy Committee MeetingUpdate • January 9: Presentation by Florida Virtual Schools about working with stakeholders and legislators • February 6: iNACOL report: A K-12 Federal Policy Framework for Competency Education: Building Capacity for Systems Change The report • Suggests actions that policymakers can take • Provides case studies of early adopters of competency education. • Begins a conversation about what competency education is and is not

  11. Changing Role of the Teacher in K-12 Online and Blended Learning Michael Barbour Sacred Heart University

  12. Full-Time Model

  13. The Study • How does teaching in a distance or online environment compare with teaching in a traditional classroom environment? • What is the relationship of teachers’ unions with K-12 online learning in Canada, the United States and other countries within the context of each jurisdiction?

  14. The Study • How does teaching in a distance or online environment compare with teaching in a traditional classroom environment? • What is the relationship of teachers’ unions with K-12 online learning in Canada, the United States and other countries within the context of each jurisdiction?

  15. Teacher Roles Virtual School Designer: Course Development • design instructional materials • works in team with teachers and a virtual school to construct the online course, etc. Virtual School Teacher: Pedagogy & Class Management • presents activities, manages pacing, rigor, etc. • interacts with students and their facilitators • undertakes assessment, grading, etc. Virtual School Site Facilitator: Mentoring & Advocating • local mentor and advocate for student(s) • proctors & records grades, etc. Davis (2007)

  16. Teacher Roles Virtual School Designer: Course Development • design instructional materials • works in team with teachers and a virtual school to construct the online course, etc. Virtual School Teacher: Pedagogy & Class Management • presents activities, manages pacing, rigor, etc. • interacts with students and their facilitators • undertakes assessment, grading, etc. Virtual School Site Facilitator: Mentoring & Advocating • local mentor and advocate for student(s) • proctors & records grades, etc. Davis (2007)

  17. Virtual School Teacher Similar to classroom-based teaching, with differences • time management, creation of materials, understanding current technology and working with a student one-on-one (Kearsley &Blomeyer, 2004) • work differently to have positive communication and assessments, using non-verbal communication, time is needed for teachers to become comfortable with technology, shift occurring from teacher-centered to student-centered learning (Easton, 2003)

  18. Virtual School Teacher Lack of reliable and valid empirical research • most research is based on teacher perceptions

  19. Virtual School Teacher

  20. DiPietro et al. (2008) • general characteristics – 12 practices • classroom management strategies – 2 practices • pedagogical strategies: assessment – 3 practices • pedagogical strategies: engaging students with content – 7 practices • pedagogical strategies: making course meaningful for students – 4 practices • pedagogical strategies: providing support– 1 practice • pedagogical strategies: communication & community – 5 practices • technology – 3 practices

  21. DiPietro et al. (2008)

  22. Barbour (2005, 2007) Course developers should: • prior to beginning development of any of the web-based material, plan out the course with ideas for the individual lessons and specific items that they would like to include; • keep the navigation simple and to a minimum, but don’t present the material the same way in every lesson; • provide a summary of the content from the required readings or the synchronous lesson and include examples that are personalized to the students’ own context; • ensure students are given clear instructions and model expectations of the style and level that will be required for student work; • refrain from using too much text and consider the use of visuals to replace or supplement text when applicable; • only use multimedia that will enhances the content and not simply because it is available; and • develop their content for the average or below average student.

  23. Virtual School Teacher • based on University of Florida’s Virtual School Clearinghouse initiative • AT&T Foundation-funded project from 2006-2009 • designed to provide K-12 online learning programs, particularly statewide supplemental programs, with data analysis tools and metrics for school improvement • 13 of those K-12 online programs were outlined in a publication entitled Lessons Learned for Virtual Schools: Experiences and Recommendations from the Field Black, Ferdig, DiPietro(2008)

  24. Virtual School Teacher • design-based research approach to first five years of VHS • SRI International were external evaluators • identified seven goals and focused all of their research and evaluation • resulted in: • three annual evaluations • one five-year evaluation • two subject specific evaluations

  25. Virtual School Teacher Role of the parent • full-time environment • parent is responsible for significant instruction • Programs need to consider how to measure (Liu, Black, Algina, Cavanaugh, & Dawson, 2010) and foster it (Borup, Graham, & Davies, 2013; Halser Waters, 2012; Klein, 2006) • overall findings • parental involvement tends to decrease as student performance increases (Borup, Graham, & Davies, 2013)

  26. Virtual School Teacher Online teaching is more work • CDLI class size limit (official & unofficial) • asynchronous instruction in particular What is known about teacher training • learn online in order to teach online • works in team with teachers and a virtual school to construct the online course, etc.

  27. Major Issues Lack of professional development • less than 40% of online teachers reported to receiving any professional development before they began teaching online (Rice & Dawley, 2007) Lack of teacher preparation programs • less than 2% of universities in the United States provided any systematic training in their pre-service or in-service teacher education programs (Kennedy & Archambault, 2012)

  28. References Barbour, M. K. (2005). Perceptions of effective web-based design for secondary school students: A narrative analysis of previously collected data. The Morning Watch, 32(3-4). Retrieved from http://www.mun.ca/educ/faculty/mwatch/win05/Barbour.htm Barbour, M. K. (2007). Principles of effective web-based content for secondary school students: Teacher and developer perceptions. Journal of Distance Education, 21(3), 93-114. Black, E. W., Ferdig, R. E., DiPietro, M. (2008). An overview of evaluative instrumentation for virtual high schools. American Journal of Distance Education, 22(1), 24-45. Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of parental interactions in an online charter school. American Journal of Distance Education, 27(1), 40-55. Davis, N. E. (2007, February). Teacher Education Goes into Virtual Schooling. Paper presented at the FIPSE Comprehensive Conference. Retrieved from http://ctlt.iastate.edu/~tegivs/TEGIVS/publications/VS%20Symposium2007.pdf DiPetro, M., Ferdig, R. E., Black, E. W., & Preston, M. (2008). Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers. Journal of Interactive Online Learning, 7(1). Retrieved from http://www.ncolr.org/jiol/issues/pdf/7.1.2.pdf Easton, S. (2003). Clarifying the instructor’s role in online distance learning. Communication Education, 52(2), 87–105.

  29. References Elbaum, B., McIntyre, C., & Smith, A. (2002). Essential elements: Prepare, design, and teach your online course. Madison, WI: Atwood Publishing. Espinoza, C., Dove, T., Zucker, A., & Kozma, R. (1999). An evaluation of the Virtual High School after two years in operation. Arlington, VA: SRI International. Retrieved from http://ctl.sri.com/publications/downloads/evalvhs2yrs.pdf Ferdig, R. E. & Cavanaugh, C. (Eds.). (2008). Lessons learned for virtual schools: Experiences and recommendations from the field. Vienna, VA: International Association for K-12 Online Learning. Halser Waters, L. (2012). Exploring the experience of learning choices in a cyber charter schools: A qualitative case study. Unpublished doctoral dissertation, University of Hawaii, Mānoa, HI. Kearsley, G., & Blomeyer, R. (2004), Preparing K-12 teachers to teach online. Educational Technology, 44(1), pp. 49-52. Retrieved from http://home.sprynet.com/~gkearsley/TeachingOnline.htm Kennedy, K., & Archambault, L. M. (2012). Offering pre-service teachers field experiences in K-12 online learning: A national survey of teacher education programs. Journal of Teacher Education, 63(3), 185–200. Klein, C. (2006). Virtual charter schools and home schooling. Youngstown, NY: Cambria Press.

  30. References Kozma, R., Zucker, A., & Espinoza, C. (1998). An evaluation of the Virtual High School after one year in operation. Arlington, VA: SRI International. Retrieved from http://ctl.sri.com/publications/downloads/evalvhs1yr.pdf Kozma, R., Zucker, A., Espinoza, C., McGhee, R., Yarnall, L., Zalles, D., et al. (2000). The online course experience: Evaluation of the Virtual High School's third year of implementation, 1999-2000. Arlington, VA: SRI International. Retrieved from http://ctl.sri.com/publications/downloads/VHS_Online_Experience.pdf Lui, F., Black, E., Algina, J., Cavanaugh, C., & Dawson, K. (2010). The validation of one parental in-volvement measurement in virtual schooling. Journal of Interactive Online Learning, 9(2). Retrieved from http://www.ncolr.org/issues/jiol/v9/n2/the-validation-of-one-parental-involvement-measurement-in-virtual-schooling Rice, K., & Dawley, L. (2007). Going Virtual: The status of professional development of K-12 online teachers. Boise ID: Boise State University. Retrieved from http://edtech.boisestate.edu/goingvirtual/goingvirtual1.pdf Yamashiro, K., & Zucker, A. (1999). An expert panel review of the quality of Virtual High School courses: Final report. Arlington, VA: SRI International. Zucker, A., & Kozma, R. (2003). The Virtual High School: Teaching generation V. New York, NY: Teachers College Press.

  31. Your Questions and Comments

  32. Director of Doctoral Studies Sacred Heart University, USA mkbarbour@gmail.com http://www.michaelbarbour.com http://virtualschooling.wordpress.com

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