1. Online Learning In a Hybrid World
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Gerald Herbert/AP

2. Our Moderator
Michelle Davis Senior writer, Education Week Digital Directions
Blogger at Digital Education

3. 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.

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.

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

6. Online Course Definitions Allen & Seaman, 2007

8. 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)
The future will be in moblie, online learning with more artificial intelligence and adaptive technologies, and blended approaches.

9. 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
Blended takes advantage of the best of both worlds and can optimize both environments in ways impossible in other formats. Digital content, curriculum, LMS, online assessments, data system, AI, simulations
Requires a shift in instructional model and training
We’re working with the VOISE academy - high school in Chicago Public Schools, helping them develop the training to create a fundamentally different school model, use of time, resources, online courses and, changing the model in the classroom and using the same $$ - to build a truly replicable model.
Need to push concepts of what schools of the future look like, what is possible, how differently they operate.
Struggling student, low-engagement,
(More direct student support needed)
Self-direction, high engagement,
(Less direct student support needed)

10. 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

11. 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

12. Pace of adoption

13. 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.”

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

15. the same course through traditional face-to-face instruction...
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

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

17. 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

18. 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

19. 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

20. 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 school year.
Expended to 100 seats for

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

22. 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

23. 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.

24. 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.

25. 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)

26. 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.

27. 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

28. Question & Answer Session
Questions and Answers

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31. - Tina Farrell, Asst. Superintendent of Curr and Instruction
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

32. Challenge: Integrating Technology in the Classroom
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

33. 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.