Presentation on theme: "Pre-conference How to Start an Online Learning Program Introduction."— Presentation transcript:
Pre-conference How to Start an Online Learning Program Introduction
Pre-conference Welcome and Introductions Each panelist will provide a brief introduction Each participant Name School or Organization and role Status of your online program What was something interesting that happened to you on your way to this conference
Pre-conference Overview of Session This session is organized around a document, Starting an Online School: First and Second Level Issues which was part of a presentation at the 2002 Virtual High School Symposium by Steven Kalmon and John Watson There will be four expert panels to discuss the various issues identified in the topic. The intent is for this to be a very interactive session with plenty of opportunities for you to ask questions.
Pre-conference Who Wants to Start an Online Program? Rank the following states from earliest to latest of first offering online courses through their state led program: A. Illinois B. Idaho C. Georgia D. Maine
Pre-conference Who Wants to Start an Online Program? $100 Question iNACOL Stands for: A. Innovative Name B. International for Available College Association for K-12 Online Labs Online Learning C. I Named A Creative D. Igloos Need All Oval Language Cold Open Lounges
Pre-conference Who Wants to Start an Online Program? $200 Question LMS Stands for: A. Language Mediated B. Level Managed System Situations C. Learning D. Igloos Need All Management System Cold Open Lounges
Pre-conference Who Wants to Start an Online Program? $300 Question Which one is NOT a delivery model: A. Asynchronous B. Blended C. Fully Online D. C-Section
Pre-conference Who Wants to Start an Online Program? $500 Question LO stands for: A. Learning Object B. Likely Outcome C. Lights Out D. Lively Oregano
Pre-conference Who Wants to Start an Online Program? $1,000 Question State virtual schools are most common in what region of the country: A. West B. Midwest C. Southeast D. Northeast
Pre-conference Who Wants to Start an Online Program? $2,000 Question SME stands for: A. Scientific Method B. Statistical Mean Evaluation Equalizer C. Subject Matter D. Southern Methodist Expert Educator
Pre-conference Who Wants to Start an Online Program? $4,000 Question ID stands for: A. Instructional Designer B. IDentification C. Inventory Database D. Intelligent Data
Pre-conference Who Wants to Start an Online Program? $8,000 Question OER stands for: A. Official Evaluation B. Optical Elliptical Reference Reflection C. Open Evaluation D. Open Educational Report Resources
Pre-conference Who Wants to Start an Online Program? $16,000 Question A course enrollment is generally considered: A. One student enrolled B. One student enrolled in an online course in one semester course C. One student enrolled D. It all depends on one year long course your online program
Pre-conference Who Wants to Start an Online Program? $32,000 Question According to Keeping Pace, which of the following items is NOT identified as an important element in determining a course completion rate: A. Length of no-fault B. Grade required for drop period successful completion C. Level of teacher D. Course extension involvement policy
Pre-conference Who Wants to Start an Online Program? $64,000 Question Which is NOT a name for a regional educational agency: A. BOCES B. LEA C. ROE D. CESA
Pre-conference Who Wants to Start an Online Program? $125,000 Question A CEEB Code or College Entrance Examination Board School ID is used by: A. NCAA to identify B. Used when taking the schools requesting online version of the courses be approved ACT or SAT for collegiate eligibility C. Required to take D. Is used to receive an AP Exam college credit for dual credit courses
Pre-conference Who Wants to Start an Online Program? $250,000 Question While supplemental programs typically report completion rate, full-time programs typically report: A. Retention rate B. Promotion Rate C. Instructional D. Satisfaction Rate Success
Pre-conference Who Wants to Start an Online Program? $500,000 Question In very general terms, a core course is: A. A graduation B. The most important requirement courses offered C. A four year college D. Courses used to prep course taught determine completion by a qualified instructor rate
Pre-conference Who Wants to Start an Online Program? $1,000,000 Question CC stands for: A. Core Class B. Creative Commons C. Classic Course D. Comprehensive Course
Pre-conference Who Wants to Start an Online Program? Rank the following cities from earliest to latest that have been host sites for VSS: A. Denver B. Phoenix C. Austin D. Louisville
Pre-conference Who Wants to Start an Online Program? $100 Question SREB stands for: A. Slightly Right of B. Something Rings Excellent Battles Everyones Buttons C. Southern Regional D. Simple Reasons Education Board Everyone Buys
Pre-conference Who Wants to Start an Online Program? $200 Question SIS Stands for: A. SISter B. Student Information System C. Silly Internet D. Simple Implemtation System Setup
Pre-conference Who Wants to Start an Online Program? $300 Question AUP standards for: A. A Universal B. Acceptable Use Procedure Policy C. An Unacceptable D. Athletic Use Provision Prohibited
Pre-conference Who Wants to Start an Online Program? $500 Question EMO stands for: A. Elementary B. Education Middle Organization Management Organization C. Everything D. Enhanced Measures Originality Mean Optimization
Pre-conference Who Wants to Start an Online Program? $1,000 Question LOR stands for: A. Learning Object B. Left or Right Repository C. Learning Original D. Levels of Requests Research
Pre-conference Who Wants to Start an Online Program? $2,000 Question CMS doesnt stand for: A. Cobra Middle Snake B. Course Management System C. Content Management D. Compact Muon System Solenoid
Pre-conference Who Wants to Start an Online Program? $4,000 Question Which of the following acronyms is NOT used as a way of describing educational funding based on student attendance and/or participation: A. FTE B. ADM C. ESP D. ADA
Pre-conference Who Wants to Start an Online Program? $8,000 Question According to data from Project Tomorrow, the #1 reason middle school students take online courses is: A. Class not offered B. Complete HS at school requirements C. Get extra help in D. Work at my own a subject pace
Pre-conference First and Second Level Decisions First Level Decisions define what type of program you are creating The nature of your organization Target audience Funding Collaboration with stakeholders Often some of these decisions are imposed upon you Legislation or state policy Board decisions Even though some of this might be imposed, it is important to be able to clearly state this information Second Level Decisions are implementation decisions and will be the topics of the majority of this session
Pre-conference Example: Illinois Virtual High School Nature of Organization State-wide supplemental program Created by policy action of Illinois State Board of Education, but no formal legislation Mission – focus on providing opportunities to those traditionally underserved Beliefs: Importance of teacher in online learning experience Local schools are partners / non-competitive Target audience: 9-12 Funding: state allocation, federal grants, and fees Collaboration with stakeholders: active steering committee
Pre-conference Questions & Answers Funding is a big question: How can we support students while keeping costs within ADA limits? Participant questions?
Pre-conference How to Start an Online Learning Program Basic Infrastructure - Lisa Gillis - Allison Powell - Cindy Lohan - Matthew Wicks
Pre-conference Policy and Regulations #1 - Determine the political and regulatory landscape!!! Does your state allow for any type of online learning? Keeping Pace Report #2 – Understand the different types of programs 1. State-virtual schools –created by legislation or state- level agency and administered by state agency – funded by appropriations or grant Examples: Idaho Digital Learning Academy, Kentucky Virtual High School, Michigan Virtual School
Pre-conference Policy and Regulations – Different Types of Programs 2. State-led online initiatives – offer resources and tools, but no centralized student base Examples include: Massachusetts Online Network for Education (MassONE) 3. Full time online programs – cyberschools – Insight, Connections Academy, K12, etc. 4. Single District programs – for students who reside within the district 5. Multi-district programs – state-led, consortium or network
Pre-conference Policy and Regulations – Key Questions to ask Is online education allowed in my state? If yes, what type is allowed? Is there an enrollment cap in place? Wisconsin, Arkansas, etc How are online programs/schools funded? Apportionment, Attendance, Grants What are the requirements for students to be funded? Does the money follow the child? What type of program do you want? Charter school, Independent Study, District based
Pre-conference Policy and Regulations – Key Questions to Ask If not allowed, what needs to be done? Legislative action Amendment to the Education Code Creation or amendment of local board policy Designation of district program
Pre-conference Policy and Regulations – Types of Regulatory Bodies Federal policies (Title 1, NCLB, etc) State policies (Department of Education) Application requirements Is a non-profit required? Statues for establishing a non-profit – arms- length What about an MOU with authorizer? Local policies Reporting requirements Compliance reports
Pre-conference Learning Management Systems Scalability Total Cost Integration with other systems (SIS, Content, etc) Extra Tools- ex. Collaboration Data, Reporting Reliability Customization
Pre-conference Administrative Systems Student Information Systems Registration Content Management Systems – Curriculum Development Technical Support Email Communication – IM, Skype, Phone Synchronous Tools – Elluminate, WebEx, etc.
Pre-conference Quality Assurance & Evaluation iNACOL has three voluntary national standards of quality iNACOL National Standards of Quality for Online Courses (published September, 2007) iNACOL National Standards for Quality Online Teaching (published February, 2008) iNACOL National Standards for Quality Online Programs (published October, 2009) Program Evaluation Internal Evaluation External Evaluation
Pre-conference Questions & Answers We have a very small program? What are some strategies for growing and structuring our staff so that we can keep up with the growth of the program? We have a small district program with students physically at our school, but not in a structured class. We have a 1-to-1 initiative and are looking at using Elluminate? What recommendations do you have for us as we grow? Participant questions?
Pre-conference How to Start an Online Learning Program Curriculum - Bruce Friend - Jonathan Morrison - Dave Haglund - Terri Rowenhorst
Pre-conference Learning Continuum in RUSD Virtual Learning Environment Blended Learning Environment Traditional Classroom Environment
Pre-conference RUSD-RVS Course Types Content Management System Graduation Requirements Advanced Placement Credit Recovery Strategic Intervention / Support Web Enabled Courses
Pre-conference RUSD–RVS Curriculum Development Course Distribution Virtual Learning Environments Traditional Classrooms Course Creation Publishers/VendorsPartners Internal Resources Needs Assessment Content Standards Assessment Data Student Requests
Pre-conference Content Decision Point How/where do we acquire online courses? What are the options? Pros and Cons of the various options? Influencing factors? Answers vary based on goals and structure of your program Lets share our experiences!
Pre-conference Content Decision Point What are the options for acquiring courses? 1.Develop your own 2.License 3.Purchase Influencing factors include: Time Personnel $$$ Instructional plans? Courses to be offered? What do you already have access to?
Pre-conference Content Decision Point Pros and Cons of the options 1.Develop your own 2.License 3.Purchase Other options? Free and open source materials to assist your efforts
Pre-conference At the heart of the movement toward Open Educational Resources is the simple and powerful idea that the worlds knowledge is a public good and that technology in general and the Worldwide Web in particular provide an extraordinary opportunity for everyone to share, use, and re-use knowledge. Teaching, learning and research resources, In the public domain or, Released under a license that permits free use or re-purposing by others. For examples, see CreativeCommons.org OERs include full courses, course materials, modules, textbooks, Streaming videos, audio, text, software, tools, or techniques Used to support access to knowledge.
Pre-conference To benefit society by increasing access to quality educational resources at little or no cost to anyone seeking to learn. To share and leverage scarce educational resources To create more transparency among learning institutions To provide different means of access and reuse, depending on the source of the content. Why OER?
Pre-conference So, if OER is GOOD, and its FREE, why isnt everyone using it?
Pre-conference OER Check List What you are looking for in OER... curricular complete quality easy to use teaching tool
Pre-conference Unique Among OERs Curricular content for both secondary and post-secondary Complete course foundations with a flexible learning object structure Sustaining membership to maintain and grow the repository
Pre-conference High School Course Foundations College Prep Physics I College Prep Physics II Algebra 1a Algebra 1b Curso de Algebra 1A (Spanish) Curso de Algebra 1B (Spanish) College Course Foundations US History I US History II American Government Religions of the World Psychology Elementary Algebra Introductory Calculus I Introductory Calculus II General Calculus I General Calculus II Calculo General I (Spanish) Calculo General II (Spanish) Statistics for the Social Sciences Introductory Physics I (algebra-based) Introductory Physics II (algebra-based) General Physics I (calculus-based) General Physics II (calculus-based) Non-Majors Biology Environmental Science Advanced Placement Course Foundations AP Biology AP Environmental Science AP Physics B I AP Physics B II AP Physics C I AP Physics C II AP US History I AP US History II AP US Government and Politics AP Calculus AB I AP Calculus AB II AP Calculus BC I AP Calculus BC II Coming in 2010 Algebra 1 (NEW) Developmental Mathematics Series High School American Government Spanish Statistics for the Social Sciences NROC Library 2009
Pre-conference The Challenge of OER... sustainability problems plague open educational resources... the inherent contradiction in the idea of sustaining and upgrading a product that is given away. The Promise of Open Educational Resources, Marshall S. Smith and Catherine M. Casserly, Change, September/October 2006
Pre-conference Forms High School Code Request Form (CEEB Code Application) - The College Board / ETS - Code Control - firstname.lastname@example.org High School Information Form - NCAA Eligibility Center - Requires CEEB Code
Pre-conference Contacts NCAA Eligibility Center - https://web1.ncaa.org/eligibilitycenter/common/index.html https://web1.ncaa.org/eligibilitycenter/common/index.html - Nicholas Sproull - Assistant Director of High School Review - Mark Hicks - Associate Director of High School Review - Lisa Mills - Director of High School Review
Pre-conference Breakout Session Tuesday, November 17, 2009 Conference Day 2 1:45 – 2:45 pm NCAA Eligibility Center 101 - Nicholas Sproull with Lisa Mills, Mark Hicks, & Jonathan Morrison This session is designed to provide the online community with an overview of the NCAA initial-eligibility process & the means by which prospective student- athletes become academically eligible to participate in intercollegiate athletics in their freshmen year as well as the process that takes place for schools/programs to register their courses with the NCAA Eligibility Center along with current trends & issues with the eligibility process will be discussed. Question and answer time included.
Pre-conference Questions & Answers What are the economic and quality considerations related to having ones own teachers develop courseware? What are best practices for fully online vs. hybrid models? How does a school approve the content to go into an online format (i.e. a clearing house for review of content and also appropriate technology)? Participant questions?
Pre-conference How to Start an Online Learning Program Teachers - Cindy Lohan - Connie Radtke - Trina Trimm
Pre-conference Going Virtual! Research Series http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm
Pre-conference Going Virtual! Research Series Who is teaching online? Experienced teachers, new to online 99% Credentialed teachers 73% Six+ years teaching experience 55% Masters degree+ 24% Special endorsement Only 2% have never taught prior to online 93% in online teaching less than 5 years http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm
Pre-conference How to Start an Online Learning Program Teacher Recruitment
Pre-conference Get the RIGHT people on the BUS WHO Minimum Requirements Flexibility Students First Meets your goals HOW Interview strategies Software/Programs
Pre-conference Teacher Recruitment Choices and Challenges Full-time, Part-Time or Extended-Time Employees or Independent Contractors Compensation Workload School Year or Year Round Certifications and Qualifications
Pre-conference Research – Teacher Preparation Unique Needs and Challenges of Online Teachers First Year Online Teaching Experience Isolation Technology Time Management http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm
Pre-conference How to Start an Online Learning Program Teacher Preparation
Pre-conference Getting Onboard Online Training Formal Onboarding Grade first assign First Call Shadowing
Pre-conference Teacher Preparation BEFORE Teaching Online 30 hours of training, (DPI Guidelines posted July 2009) Online Facilitation: Taming the World of Online Learning As Begin to Teach Online Just in Time (teacher training) Mentors
Pre-conference How to Start an Online Learning Program Teacher Support
Pre-conference LAYERS of Support FORMAL Training PD Mentoring INFORMAL Who are you going to call? Just in time
Pre-conference Teacher Support Mentors Ongoing Training Staff Meetings Additional modules, webinars etc. Evaluation/Professional Growth Process Accountability and Evaluations
Pre-conference Research – Teacher Support What are your unique needs and challenges as a K-12 online teacher? Time management (71) Student responsibility (61) Learning New Technologies (54) Communication (54) Parental Support (53) Isolation (46) Workload (42) Teacher/student ratio (34) Special needs (23) http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm PD issues (22) Administrative support (14) Curriculum issues (12) Best practice (12) Compensation (11) Accurate assessment (8) Credibility (7) Copyright/plagiarism (7) Organizational skills (5)
Pre-conference Resources – Lisa Dawley, Ph.D. G oing Virtual Research Series http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm
Pre-conference Questions & Answers What is a good ratio of students to teachers? What guidelines should be part of a teacher professional development for teachers new to online instruction? What are best practices for fully online programs vs. hybrid models? I am interested in creating an online professional development program for my state. What recommendation do you have for me? I am interested in adult online program development more along the lines of continuing education. Do you have any recommendations as far as resources go? Participant questions?
Pre-conference How to Start an Online Learning Program Students - Dave Haglund - Heather OMara - Trina Trimm
Pre-conference Hope Online: Community-driven student recruitment, support and access Hope Online Learning Academy Co-Op is a k – 12 public charter school available to all Colorado students. 3,000 students attend community-based Learning Centers. Over 50 Learning Centers are located across the state to foster learning within the communities they serve. www.HopeOnline.org
Pre-conference RUSD-RVS: Student Recruitment Riverside Virtual School Concurrent RUSD Partner Districts Full-time Southern California
Pre-conference RUSD-RVS: Student Support Office Hours Tutorials (onsite & online) Wet Lab Sessions Recorded Sessions Academic Support Online (FAQ-DBs-IM-Wimba) Telephone Drop-in Computer Labs Site-based Help Desk Support Technical Support
Pre-conference RUSD-RVS: Access Access Smart Riverside Digital Inclusion Community Libraries School Labs Loaner Equipment
Pre-conference Questions & Answers What are the meta-cognitive skills that students need to develop in order to be successful online learners? How do you help a student transfer their school skills to an online learning environment? What is the optimal frequency and type of social activities for full-time virtual students? How do I meet the needs of Special Education students, especially if they are remote from our location? How do I create the most successful environment for at-risk students using online as a last resort and gifted students all in one program? How do I successfully market a program in a state that isnt supportive of online learning? Participant questions?
Pre-conference How to Start an Online Learning Program Closing