PowerPoint - Virtual School Symposium 2007

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PowerPoint - Virtual School Symposium 2007

When Runaway PracticesPrecede PolicyFerdi SerimNational Network of Digital Schoolsferdi.serim@nndsonline.org


Why Online Learning?OnlineLearningProvides•A Bridge to 21 st Century Skills


Research FindingsE-learning isn't about digitaltechnologies any more than classroomteaching is about chalkboards.E-learning is about people and aboutusing technology systems to supportconstructive social interactions,including human learning.•Learning Point in NCREL Policy Issues 11: Virtual Schoolshttp://www.ncrel.org/policy/pubs/html/pivol11/apr2002d.htm


Research into PracticeE-learning and gaining21st Century Skills.What is the relationship betweenE-learning and the ISTE NETS“refresh”?•Learning Point in NCREL Policy Issues 11: Virtual Schoolshttp://www.ncrel.org/policy/pubs/html/pivol11/apr2002d.htm


Students demonstrate creative thinking,construct knowledge, and developinnovative products and processes usingtechnology.


Students use digital media andenvironments to communicate and workcollaboratively, including at a distance, tosupport individual learning and contributeto the learning of others.


Students apply digital tools to gather,evaluate, and use information.


Students use critical thinking skills toplan and conduct research, manageprojects, solve problems, and makeinformed decisions using appropriatedigital tools and resources.


Students understand human, cultural,and societal issues related totechnology and practice legal andethical behavior.


Students demonstrate a soundunderstanding of technology concepts,systems, and operations.


Gardens, Policy & Practice11


Gardens, Policy & PracticeGardens exists topromote what we want to grow andprotect it from threats.Gardens providea nurturing environment for growthand may address different needsthan the surrounding environment.12


Research Finding 1:Establish ConversationsInnovative technology leaders in thee-learning movement and establishedstate education policy leaders havenot established a basis forcommunication and dialogue oncritical policy issues relating to P-20online learning•Learning Point in NCREL Policy Issues 11: Virtual Schoolshttp://www.ncrel.org/policy/pubs/html/pivol11/apr2002d.htm


Research Finding 2:Professional Development isRequired for EffectivenessWhen provided with quality professionaldevelopment opportunities andsupervised online clinical experience,good traditional teachers also canbecome effective facilitators of onlinelearning.Similarly, well-qualified and experienced onlineinstructors can learn the more specializedinstructional design and implementation skillsthat are necessary to create quality onlinelearning materials based on their existingteaching experience and curricular expertise•Learning Point in NCREL Policy Issues 11: Virtual Schoolshttp://www.ncrel.org/policy/pubs/html/pivol11/apr2002d.htm


Research Finding 3:Hybrid Courses Most EffectiveHybrid courses (combining face-to-faceand online instruction) with smallerenrollments and clear linkages toapproved curriculum practice seem to offerhigher completion rates and arguablybetter quality learning outcomes thanonline courses alone•Learning Point in NCREL Policy Issues 11: Virtual Schoolshttp://www.ncrel.org/policy/pubs/html/pivol11/apr2002d.htm


Research Finding 4:Resource and Design “Best Practices”Not Yet DeterminedOptimal resource configurations andinstructional design practices that promoteeffective e-learning outcomes in P-20learning environments currently are notrecognized, generally understood, or agreedupon by e-learning producers, consumers,and education policy leaders.•Learning Point in NCREL Policy Issues 11: Virtual Schoolshttp://www.ncrel.org/policy/pubs/html/pivol11/apr2002d.htm


Research Finding 5:However... Instructional “BestPractices” Are Known!Researchers at McREL analyzed andsynthesized the results of more than 100research reports on instruction for the past30 years to identify categories ofinstructional strategies that have the mostprofound effect on student achievement.•A Theory Based Meta-Analysis of Research on Instructionwww.mcrel.org/instructionmetaanalysis.


Gardens & Policy18


E-Learning Priorities forPolicy:Costs and benefits; return on investmentQuality and equity of online learningopportunitiesFunding: formulas, sources, and strategiesAccountability and assessmentState or district planning, coordination,support, and evaluationTeacher certification and licensurehttp://theatrain.com/OLP.html


Costs and Benefits; Return on Investment(ROI)Rubric Levels:Startup costsknown, longterm costs andbenefitsunclearStartup costsand two yearsustainabilitycosts known; nomechanismprovided forevaluating ROIMulti-yearcostsprovided;systemprovided forevaluatingROIPlan forsustainingcosts provided;studentperformancedata showsbetter returnon investmentthan traditionalinstruction


Quality and equity of online learningQuality statedby vendor, notindependentlyverifiedopportunitiesRubric Levels:Quality isverified byusertestimonials,but is notindependentlyverified.Quality isindependentlyverified fortraditionallearners, butnot verified forall NCLBsubgroups.Curriculumquality isindependentlyverified andprovidesdifferentiatedinstruction forall NCLBsubgroups andlearning styles.


Funding: formulas, sources, strategiesProgram isfunded by“one time”grantsRubric Levels:Program isincorporatedinto operationalbudgets, but notpart of studentfunding formulaProgram isincorporatedwithin studentfundingformula, stateand federalEdTechfundingProgramoperationsoffsetexpenses andgenerateincome fromclassesoffered/taughtfor otherdistricts


Accountability and assessmentAccountabilityandassessmentlimited toperformancewithin systemRubric Levels:Accountabilityandassessmentlinked to stateCore ContentStandardsAccountabilityandassessmentdemonstratedto predictperformanceon standardsbasedassessmentAccountabilityandassessmentresult instudentperformanceexceedingstatewide andlocal trends fortraditionalinstruction.


State or district planning,coordination, support, and evaluationEfforts areimplementedwithoutcoordinationbetween state,regional and localentities.Rubric Levels:Sharedevaluationmethods areused amongstate, regionaland localentities.Technicalsupport isprovided andevaluationmethods areshared amongstate, regionaland localentities.Extensiveplanning,sustainedcoordination,support, andevaluation areprovided andincorporated ineach program


Teacher certification and licensureTeachercertificationand licensureissues are notaddressed.Rubric Levels:Teachercertification andlicensure issuesfor instructorsare addressed.Teachercertificationand licensureissues forinstructors andcoursedesigners areaddressed.Teachercertificationand licensureissues forinstructors,coursedesigners andonsitefacilitators areaddressed.


Gardens & Practice


E-Learning Priorities forTeaching and Learning• Professional DevelopmentConstructivist Teaching PracticePhilosophy Guiding Online LearningBest Practices (national, state, local)Quality Assurance (for online content)Technology equity (access, availability)http://theatrain.com/OLP


Professional developmentProfessionaldevelopmentlimited tooperation ofcourse deliverysoftware.Rubric Levels:Professionaldevelopment goesbeyond operationof course deliverysoftware toaddress requiredchanges inpedagogy.Professionaldevelopmentgoes beyondrequiredchanges inpedagogy toaddresscommunicationandcollaborationskills.Professionaldevelopmentgoes beyondrequiredchanges inpedagogy,communication/collaborationskills, to assiststudents andparents inmaking choicesabout furthereducation andcareer options.


Students use digital media andenvironments to communicate and workcollaboratively, including at a distance, tosupport individual learning and contributeto the learning of others.


Constructivist teaching practiceContent delivery,low interactivity,posing onlyquestions whereanswers arealready known.Rubric Levels:Studentsinteract withmaterials inways thatstrengthenproblem solvingand higherorder thinkingskills.Studentsinteract withmaterials inways thatapply problemsolving andhigher orderthinking skillsto authentictasks.Studentsinteract withmaterialsthroughcollaboration,applyingproblemsolving andhigher orderthinking skillsto authentictasks withintheir schoolsandcommunities.


Students use critical thinking skills toplan and conduct research, manageprojects, solve problems, and makeinformed decisions using appropriatedigital tools and resources.


Constructivist e-Learning


Gardens & Practice


Interaction withmaterials issufficient toimprove studentachievement onstandards basedassessments.Philosophy guiding onlinelearning programsRubric Levels:Interaction withmaterials producesinformation capable ofimproving instructionin core subject areas,and adapts materialspresented based uponsuccess or problemsencountered in priorlessons.Interactions withmaterials andinstructors produceinformation capableof improvinginstruction throughintegration with allsubject areas, andadapts materialspresented basedupon success orproblemsencountered in priorlessons.Student choicesfor learningunlimited byplace, time orpace; full rangeof technologiesconnect thestudents withthe rightinstructor andappropriatematerials;learning blendshuman andtechnologyresources.


Research Finding 5:However... Instructional “BestPractices” Are Known!Researchers at McREL analyzed andsynthesized the results of more than 100research reports on instruction for the past30 years to identify categories ofinstructional strategies that have the mostprofound effect on student achievement.•A Theory Based Meta-Analysis of Research on Instructionwww.mcrel.org/instructionmetaanalysis.


The Nine Most Effective StrategiesIdentifying Similarities And Differencesenhances students’ understanding of and ability to useenhanceknowledgestudents’by engagingabilitythemto synthesizein mentalinformationprocesses thatandinvolveorganizeidentifyingit in awayswayitemsthat capturesare aliketheandmaindifferent.enhances students’ understanding of the relationshipideasSummarizing And Note TakingReinforcing Effort And Providing RecognitionHomework and And Practicebetweensupportingeffort anddetails.achievement by addressingNonlinguistic RepresentationCooperative students with rewards Learning or praise for theiron knowledge using mental images.Setting Objectives And Providing Feedbackprocess.Generating And Testing HypothesesCues, Questions, And Advance Organizersextends students’ learning attitudes opportunities and beliefs about for students learning. to Provide practice,review enhances and students’ apply knowledge. ability to represent Enhances and students’ elaborate ability toreach accomplishments provides the students expected related with level opportunities of to proficiency the attainment to for interact a of skill a goal. with or eachprovide other in students groups in a ways direction that for enhance learning their and learning. informationenhances about how students’ well they understanding are performing of relative and ability to a to particular useknowledge learning goal by so engaging that they them can in improve mental their processes performance.enhances students’ ability to retrieve use and thatinvolve organize making what they and already testing hypotheses know about a topic.


Students demonstrate creative thinking,construct knowledge, and developinnovative products and processes usingtechnology.


Gardens &Best Practices


Best practices (national, state, local):Technology andstate educationleaders have notestablished a basisfor communicationand dialogue oncritical K-12 onlinelearning policyissuesEstablish ConversationsRubric Levels:Technology andstate educationleadersinformallycommunicateabout critical K-12 onlinelearning policyissuesTechnologyand stateeducationleaderscommunicateand dialogueannually aboutcritical K-12online learningpolicy issuesInnovativetechnologyleaders in the e-learningmovement andestablishedstate educationpolicy leadersroutinelycommunicateand collaborateon critical policyissues relatingto K-12 onlinelearning.


Students understand human, cultural,and societal issues related totechnology and practice legal andethical behavior.


Students apply digital tools to gather,evaluate, and use information.


Gardens & BestPractices


Best practices (national, state, local):Professional Development Required forTraditional teachersare not provided withquality professionaldevelopmentopportunities andsupervised onlineclinical experience,to become effectivefacilitators of onlinelearning.EffectivenessRubric Levels:Traditional teachersare prepared tobecome effectivefacilitators of onlinelearning. However,well-qualified andexperienced onlineinstructors are notprovided withappropriateprofessionaldevelopmentopportunitiesOnline instructorsare provided withprofessionaldevelopment to learnthe more specializedinstructional designand implementationskills, and createquality onlinelearning materialsbased on theirexisting teachingexperience andcurricular expertise.All educatorsare providedwith qualityprofessionaldevelopmentopportunitiesand supervisedonline clinicalexperience,and becomeeffectivefacilitators ofonline learning.


Best practices (national, state, local):Hybrid Courses Most EffectiveOnline instruction isused primarily as acost reductionstrategy, byincreasing classsize and reducingthe need forphysicalinstructional spacesand materials.Rubric Levels:Online and face-tofaceinstruction arenot coordinated anddon’t support oneanother. Forexample, onlinecourses are usedprimarily for creditrecovery and not toexpand the scope ofcurricular offerings.Face-to-faceinstructors relyupon dataproduced bystudentparticipation inonline learningopportunities, butdo not linkrespectivecurriculumactivities inmeaningful ways.Hybrid courses(combining faceto-faceandonlineinstruction) withsmallerenrollments andclear linkages toapprovedcurriculumpractice providehighercompletion ratesand improvedlearningoutcomes


Quality Assurance for content ofQuality statedby vendor, notindependentlyverifiedonline learning materialsRubric Levels:Quality isverified byusertestimonials,but is notindependentlyverified.Quality isindependentlyverified fortraditionallearners, butnot verified forall NCLBsubgroups.Curriculumquality isindependentlyverified andprovidesdifferentiatedinstruction forall NCLBsubgroups andlearning styles.


Students apply digital tools to gather,evaluate, and use information.


Gardens & Practice


Technology equity (access, usage)System does notincorporateUniversal Designfor Learning(UDL) fordifferentiatedinstructionRubric Levels:System providesaudio versions ofsome content, butdoes not providestudents with toolsfor independentaccess to allmaterialsSystemincorporatesUDL, providesstrategies forusingtechnologiesfordifferentiatedinstructionSystemintegratesUDL, preparesall learners inindependentuse ofappropriatetechnologies toharnessstrengths andbypassweaknesses


Students understand human, cultural,and societal issues related totechnology and practice legal andethical behavior.


Technology equity (availability)Rubric Levels:System requiresproprietarycontent, networkconfiguration andbandwidth;access onlyavailable fromspecific sites.System works onopen standards(ex: Internet andweb browser);supportsconcurrent use ofat least 50% ofschool/districtusers; no accessfrom home.System works onopen standards(ex: Internet andweb browser);supportsconcurrent useof at least 75%of school/districtusers andparents; accessfrom home.System workson openstandards (ex:Internet andweb browser);supportsconcurrent useby all users;access fromanywhere,anytime.


Students demonstrate a soundunderstanding of technology concepts,systems, and operations.


Take-Away 1:E-learning isn't about digitaltechnologies any more than classroomteaching is about chalkboards.E-learning is about people and aboutusing technology systems to supportconstructive social interactions,including human learning.•Learning Point in NCREL Policy Issues 11: Virtual Schoolshttp://www.ncrel.org/policy/pubs/html/pivol11/apr2002d.htm


Take-Away 2:Policy exists to protect and promote.Protect us from poor practices.Promote e-learning that usestechnology systems to supportconstructive social interactions,including human learning.


When Runaway PracticesPrecede PolicyFerdi SerimNational Network of Digital Schoolsferdi.serim@nndsonline.org

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