CISC eLearning Framework Presentation

Editor's Notes

• #2: 45 minute presentation to CISC 50+ assist. sups of C&I Larger COE ’ s have less context, since support staff may have more control over online/blended Districts are already going around COEs, but here is a chance for COEs to be a leader. Focus on updated eLearning Framework & resources Whet their appetite about whom to send to the November symposium in Santa Cruz. Allow 15 minutes for Q&A. could be woven into the sections.
• #5: So, how many districts are implementing online learning? We found that 46% of all districts and charters indicated they were using some form of online or blended learning. While last year’s data indicated that we may have passed online learning’s tipping point, this year’s census seems to indicate that online and blended learning is firmly entrenched in California’s schools and that we are in the period between the tipping point and critical mass.
• #6: If Districts and charters weren’t involved in eLearning, we asked them if they were currently discussing or planning to implement online learning . 26% shared they were currently in the planning stages 72 of 273
• #7: Are online and blended learning being adopted at different rates and in different modes at elementary and unified districts? In 2012, 16% of elementary districts reported students were learning online. In 2013, the number of districts and charters involved increased to 19%. However, in unified and high school districts, 68% learned online in 2012, while 73% reported online and blended students in 2013. 253 K-8 districts; 48 are elearning (19%), up from 16% in 2012 263 K-12/9-12 districts; 191 are elearning (72%)
• #8: Actual population numbers have increased too. In 2012, we counted 19,820 full-time online (virtual) students In 2013, those numbers increased to 24,383 virtual students. and 86,257 blended students. Last year, we counted just more than 86K blended students, but this year’s total is just under 100,882 blended students. This represents a 23% increase in the number of full-time virtual students and a 17% increase in blended learning. Virtual: 19,820 (N: 60 (50% district, 50% charters) Blended: 86,675 N:172 (75% districts, 24% charters) 2013 Virtual: 24,383 2013 Blended: 100,882
• #9: Average numbers of online students increased in all categories. Online and blended summer school attendance averaged 132 students, a 6j% increase; Virtual school averages rose from 98 to 139 students, a 42% increase; and the average number of blended students per district or direct-funded charter rose from 453 to 490, a 8% increase.
• #10: Median populations, though, are often more telling. The median, the point where half the districts have more than the number and half have less also increased in 2013. Last year, half of California’s districts and charters had more than 80 students blending their learning while this year the median rose to 100. Last year, the median number of virtual students was 56 full-time online students, but in 2013, the median blended population rose to 100 students. Both median populations increased 25% 2013. 2013: 69 districts reported full-time virtual students 2013 Medians: Blended-100; Virtual -70
• #12: ROTATION Students rotate, on a fixed schedule in a course, between learning online and learning from a face-to-face teacher. Rotation includes teachers who “ Flip ” their class. FLEX Students take a majority of their courses online at school in an individually customized, fluid schedule and onsite teachers or paraprofessionals provide support. ENRICHED VIRTUAL Independent study students take all their online courses at home but visit a physical campus to meet with a teacher. A-la-Carte (SELF-BLEND) Students choose to take one or more online courses to supplement their schedules and the teacher of record is online.
• #13: When separating elementary and unified districts, though, we found that the predominate model in elementary districts was the Rotation method, followed by 80% of districts and charters. Just 15% of elementary districts indicated they were using more than one blended model. 6 of 40 had two blended models in place.
• #14: This year, though, the numbers flipped a little with 48% reporting using the Self-Blend, followed by the Rotation and Enriched Virtual models. 38% of these districts report using more than one blended model.
• #15: give horn ’ s blended definition describe the four models
• #17: LIttle motivation for authorizing districts to hold virtual schools accountable when they ’ re accepting cash.
• #19: While California’s schools purchase online courses from a variety of publishers and providers, the top four players are nearly the same as 2012: Apex Learning, Aventa, Cyber High and Odysseyware. We found it interesting that a substantial number of districts are creating their own courses. However, while 23% of districts purchased courses from more than one vendor in 2012, 46% of districts and charters utilized multiple publishers in 2013. This seems to both confirm virtual and blended learning’s expansion and districts’ willingness to select courses that meet the needs of specific populations.
• #21: Whether you Build/Buy/Mix depends on a variety of factors · expertise of your staff · time / resources available to build content · time until the courses need to launch · money available for start-up costs vs. money available for ongoing maintenance · need for customization of course content Reports from MOOC creators, though, shows us that creating an effect online/blended course requires hundreds of hours of effort and many Gigabytes of resources.
• #24: You ’ re looking to hire several new teachers this year? Do you: A) rely on the status of the school she attended? B) Talk to the teacher ’ s parents? C) Read a list of skills the teacher has or D) hire based on which candidate is the cheapest? Because A) Schools do buy solely based on a vendor ’ s reputation; B) Buy based on a vendor sales pitch; C) Base decisions on the course outline; or 4) Buy the cheapest course available. (buy based on price)
• #29: Be a discerning buyer, the same as you select new teachers Get demo accounts have both teachers and students sample them. Fail assessments to see if you ’ re remediated. Ask students if the course motivates them, engages them, challenges them
• #32: teaching online requires a new and different skill set than the brick-and-mortar classroom one of the myths related to the professional development required to support online learning is “ any regular classroom teacher is qualified to teach online, ” especially if the quality online content has already been prepared or purchased.
• #33: International Association for K-12 Online Learning (iNACOL) http://www.inacol.org/resources/publications/national-quality-standards/ Sampling of skills for online teaching….
• #34: Mentoring opportunities to support implementation Professional Development Programs such Leading Edge and Ed Tech Leaders Online
• #35: The first year of teaching online is similar to the first year of teaching—learning new methods of delivering content, communicating, and assessing; communicating with parents differently; even the hours can be dramatically different. Supporting teachers in their first year in an online or blended environment by providing a structure for communicating challenges, brainstorming solutions, and sharing lessons learned is more likely to result in a successful team of online and blended teachers.
• #38: Connec tivity to site: Additional financial resources needed for this.
• #40: Seamless sharing of data, content, & services among applications is essential with the growing use of cloud computing, online learning, accountability reporting and performance management tools in K-12 education.