online learning in a hybrid world view all upcoming webinars @ sponsored by: gerald herbert/ap
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Online Learning In a Hybrid World
View all upcoming webinars @
www.edweek.org/go/webinar
Sponsored by:
Gerald Herbert/AP
Our Moderator
Michelle DavisSenior writer, Education Week Digital Directions
Blogger at Digital Educationwww.edweek.org/go/diged
Featured Guests
Prakash PatelComputer science teacher, Quakertown Community Senior High School, Quakertown, Pa.
Susan B. PatrickPresident and CEO, International Association for K-12 Online Learning (iNACOL)
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Susan Patrick, President and CEO
International Association for K-12 Online Learning (iNACOL)
Trends in K-12 Education: Next Generation Models of
Hybrid and BlendedOnline Learning
Online Course DefinitionsAllen & Seaman, 2007
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)
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)
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
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
Pace of adoption
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.”
www.k12perspectives.com
Students who took all or part of their class
online performed better, on average, than those takingthe same course
through traditional face-to-face instruction...
U.S. Department of Education, 2009
Virtual High School at Quakertown Community Senior High School
Prakash PatelVHS Site Coordinator
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
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
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
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
Why VHS platform for offering online courses?
• VHS would allow us to integrate the best of traditional classroom setting and 21st century technology.
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
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.
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.
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)
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.
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
Question & Answer Session
Questions and Answers
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Challenge: Access
Provide all students with the optimal learner
experience through 24/7 access to learning.
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
Clear Creek Independent School District
Blackboard
Case Study
• 35,000+ students• 4,000+ teachers
and staff• 39 schools• Texas
Blackboard
Case Study
Digital Harbor High School, Baltimore City Public Schools
• 1,050 students• Maryland
Challenge: Integrating Technology in the ClassroomPrepare 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.
• 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)
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Blackboard LearnCommon 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