This document discusses online and blended learning models being implemented in California schools. It provides an overview of different blended learning models such as rotation, flex, and hybrid virtual schools. It also summarizes the results of California's eLearning Census which found that around 18,600 students are enrolled in virtual schools while around 79,800 students participate in blended learning programs. The document emphasizes the importance of selecting high-quality online courses that are engaging, make good use of technology, and have been properly reviewed. It outlines several factors schools should consider when evaluating online courses.

1. Great eLearning
vs.
Online Road Kill
Kelly Schwirzke
Online Learning Coordinator, Santa Cruz COE
Brian Bridges
Director, California Learning Resource Network

2. Today’s Entrees
Who is eLearning & what models are they
using?
What’s the difference between a quality
online course and online roadkill?
How are schools blending instruction and
which models are being implemented?

3. Dessert Possibilities
What processes and tools can I use to
evaluate courses in alignment with our
district goals?
How do I take an online course for a
test drive and extract meaningful
feedback?

4. Learning
Resource
Network
Your one-stop source for
standards-aligned electronic
learning resources

5. Electronic Learning
Resources
Software, Internet, video, &
online courses
Six subject areas
Common Core State Standards
or original CA content standards

6. Free
Web Information
Links
• Reviews of 5,600 free and
commercial-free web sites
• Primary, secondary, &
reference materials
• Free software and web tools
• iPad & Android Apps

7. Required reading for
the revolution
Disrupting Class
 Clayton Christensen & Michael Horn
The Rise of K-12 Blended Learning
 Heather Staker
Keeping Pace
 Evergreen Group

8. How are your students
going to learn online?
Full-time virtual school
Blend online learning with classroom
instruction

9. The Rise of K-12
Blended Learning
May 2011
Michael Horn & Heather Staker

10. Blended learning
Blended learning is any time a student
learns at least in part at a supervised brick-
and-mortar location away from home and at
least in part through online delivery with
some element of student control over
time, place, path, and/or pace.

11. Blended Learning
Only 10% of students will join virtual
schools.
Blended learning (blended/hybrid) will
dominate
Four probable models

12. Four Blended Models
Rotation
Flex
Self-Blend
Enriched Virtual: Hybrid Virtual School

13. Rotation
Students rotate on a fixed schedule
between learning online in a one-to-
one, self-paced environment and sitting
in a classroom with a traditional face-to-
face teacher.

14. Rotation Varieties
Station Rotation
Lab Rotation
Individual Rotation
Flipped Classroom

15. Flex Model
Students take all or a majority of their
courses online (at school) and on-site
teachers or paraprofessionals provide
support.

16. Self-blend
Students take one or more courses
entirely online (at home or at school) to
supplement their traditional schedule.

17. Enriched Virtual:
Hybrid Virtual School
Independent Study or other students,
who take all or most of their courses
online, at home, but visit a physical
campus.

18. California eLearning
Census
 Analyze and blog about current eLearning
research
 http://brianbridges.org
 Assembled db of CA virtual schools
 Blogged about their problematic academic achievement
 Concerned with lack of data about who is blending
 Keeping Pace, 2011
 Lack of quality data about online learning in California

19. Census Motivation
Collect accurate virtual and blended
learning populations
Understand the blended models in use
Discover the publishers in play

20. Census Question Set
Collaborated with Evergreen
Education Group
Pestered Horn/Staker for updated
definitions

21. Question Set
Do your students participate in online
learning?
 If not, are you discussing or planning to implement
online learning?
Does your school operate an on-
campus virtual school?

22. Question Set
What blended learning models are
being utilized?
How many schools are participating?
Students from which grade levels are
participating?

23. Census Questions
How many students participating in
full-time virtual learning?
How many students are participating
in blended learning?
How many students learned online
during summer, 2011?

24. Census Questions
From which companies are you
purchasing content?
Which supplemental software, Internet
resources or open education
resources are involved?

25. Challenges
Building a spreadsheet of all districts
and direct-funded charters
Testing the question

26. Who is eLearning?
California eLearning Census
March 1, 2012 – May 1, 2012
1634 K-12 districts & direct-funded
charters
Current results from 414 districts (25%)

27. Districts vs. Direct-
Funded Charters
933 Districts (57%)
701 Charters (43%)
Districts
64%
36%

28. Who is eLearning?
No: 55%
Yes: 45%
Charter/District
No Difference

29. Who wants to eLearn
next year?
Yes 63%
32%

30. Starting Small
24% (33 districts) < 20 students online
Predominant model: Self-blend

31. Blended Model
Breakdown

32. eLearning by Grade
28%
50%
82%

33. Content Publishers
Apex
Odysseyware

34. Self-Built Courses & OER

35. So….How Many?
Virtual: 18,600
Blended: 79,800
Summer, 2011: 19,100

36. Blended Breakdown
146/185 districts/charters blending
One outlier: Riverside @ 22K students
Average: 394
 AVG doesn’t include RVS
Median: 75

37. Blended Breakdown
Top 20 districts: 65K students blending
 81% of blended total
Bottom 20 districts: 78 students
86 districts < 100 students blending
73 districts/charters utilized online
learning during summer

38. The 90/10 Prediction
Only 10% of students will learn full-time
at a virtual school
Remaining 90% will learning online AT
school
CA eLearning Census confirms their
prediction

39. Before you jump
on the
bandwagon….

40. Why eLearning?
What problem are you trying to solve?

41. Project Tomorrow
Why are Students choosing online
courses?

42. 2010: Benefits of Online
Learning

43. Online Course Non-Consumers
Orphan College Credit
Courses Summer
 AP anything
 World languages School
Independent Home School
Study
Credit
Recovery

44. Why do schools eLearn
and under which
conditions do things go
badly?

45. Course selection
pinball

46. How do you know
if it’s any good?

47. Has the course been
reviewed/approved by
any agencies?
CLRN
University of California a-g requirements
NCAA
College Board
TxVSN & WA DLD

48. Filters should only
serve as a first level
of review

49. Does it teach the
standards?

50. Content standards or
Common Core State
Standards
Quantity, Depth and
Degree

51. Not everything you read
on the Internet is true.
Or why all educational resources
should be vetted.

52. Virginia Textbook Scandal
Our Virginia: Past and Present
 4th grade history text
Black soldiers fought for the South
6K died at the Battle of Bull Run
 Actually, 22K
Hundreds of factual errors
Virginia’s review committee did not include
any trained historians

53. Self- Reviewing Resources
Just like you do now for high school
textbooks.

54. Has CLRN reviewed it?

55. CLRN’s Online Course
Reviews
Alignment to the Common Core State
Standards or to California’s original
content standards.

56. CLRN HOme

57. CLRN Home Page

58. Math Browse

59. List View

60. Individual Course Review

61. How does it compare to
other online courses?

62. iNACOL Standards for
Quality Online Courses

63. Standards for Online
Courses
Southern Regional Education Board
iNACOL
Texas Virtual School Network
California Learning Resource Network

64. iNACOL/TxVSN/CLRN
Online Course Standards
Content
Instructional Design
Student Assessment
Technology
Course Evaluation and Support

65. Content
Content depth and breadth
Information literacy skills
Learning resources and materials
Communication process between
teachers, parents, and students
Content accuracy and bias

66. Instructional Design
Course design and organization
Meaningful and authentic learning
experiences
Multiple learning paths for students to master
the content
Higher-order thinking skills
Instructor-student and student-student
interactions; and supplemental tools and

67. Student Assessment
Alignment between the course goals and
activities and its assessment strategies
Insure that there are adequate and
appropriate methods to assess students
Assure that students are constantly
aware of their progress.

68. Technology
Course architecture
User interface
Accessibility
Interoperability

69. Course Evaluation and
Support
Evaluating course effectiveness
Accreditation
Teacher and Student preparation and
support

70. Individual Course Review

71. Individual
Course: Online
Standards
Display

72. Standards Display 2

73. Are Teachers and
Students Prepared?
Virtual courses are not f2f
Teaching & learning differ

74. Online Vs. f2f
The Chronicle of Higher Education
51K students from 2004-2009
8% gap in completion (f2f/virtual)
Online students more likely to drop-out

75. Structure & isolation
Navigating online interfaces (students &
staff)
Time management issues (students)
Technical support needed
Extensive training in online-teaching
methods (teachers)

76. Instructor Preparation
E5: Professional development about
the online course delivery system is
offered by the provider to assure
effective use of the courseware and
various instructional media available.

77. Instructor Preparation
E7: Teachers have been provided
professional development in the
behavioral, social, and when
necessary, emotional, aspects of the
learning environment.

78. Instructor Preparation
E8: Instructor professional development
includes the support and use of a
variety of communication modes to
stimulate student engagement online.

79. Instructor Support
E9: The provider assures that
instructors are provided support, as
needed, to ensure their effectiveness
and success in meeting the needs of
online students.

80. Student Preparation
E10: Students are offered an
orientation for taking an online course
before starting the coursework.

81. Leading Edge Certification

82. Leading Edge
Certification
CUE & Partners
45 hour course
Based on iNACOL’s Standards for
Quality Online Teachers
Three units available

83. What is LEC?
 Highly-qualified online educator
 Based on iNACOL’s National Standards for
Quality Online Teaching
 Focused on how tools are implemented to
improve teaching and learning
 45-60 hours
 Course + portfolio = certification

84. LEC Modules
Online Learning: History & Concepts
Pedagogy
Building Community
Online Accessibility
Assessment and Evaluation
Policies and Preparation

85. What do other
educators and students
think about the course?

86. Individual Course Review

87. Feedback: Educator Q

88. Feedback Questions:
Educator
Would you recommend this course to
others?
To what extent does this online course meet
your overall expectations?
To what extent does this course engage
and maintain student interest?
To what extent did the online course
generally enable students to meet course
objectives?

89. Feedback Questions:
Educator
To what extent does the online course need
to be supplemented with face-to-face
instruction and student support?
To what extent was ongoing and periodic
student performance assessment accessible
online for you?
Please list the major strengths or specific

90. User Feedback: Complete Results

91. Feedback Questions:
Student

92. What was the reason for
taking this course?
Course was taken for credit recovery.
Course was a prerequisite for advanced level
courses.
Course was required for graduation.
Course was not offered at school of
attendance.
Course at school was unavailable due to
scheduled conflict.
 Other (explain)

93. Feedback: Students
Course procedures were clearly posted.
Necessary information and materials received
on time.
Instructions were clear for all materials &
activities.
Assignment and test grades were provided in a
timely manner.
Instructor feedback was timely and frequent.

94. Feedback: Students
Course was well organized.
Activities supported course goals.
Course provided opportunities for students
to learn from each other.
There were frequent tests and quizzes that
reflected course content.
Discussion groups were generally well
organized.

95. User Feedback: Complete Results

96. Selecting a great course
Or
How Not to Buy a Car

98. Right Process/ Wrong People
CCSC TTSC
Survey of Online Credit Recovery
Programs
August 2010

99. Describe the Selection
Process
Vendor demonstrations
Committee review
Open bid to vendors
UC approved
Cost

100. The Need for Multiple Filters
• CLRN
• Self-review of content and course standards
• Customer feedback

101. Have you taken the course
for a test drive?
Would you buy a car sight unseen?

102. Course Test Drive
Fully functioning demo
Student and Teacher accounts

103. Play as a student
Participate in several units, spread
across the course
Be a great student
Be a struggling student

104. Be a teacher
Access the LMS
Can you add content / projects?
Check for student progress
 Formative & summative assessments

105. Course Test Drive
Is the course engaging?
Does teach beyond Knowledge and
Comprehensive
Text based vs. multi-media

106. Laying the foundation
for future high-quality
courses
You don’t enter the online revolution
with the courses you want. You enter it
with the courses you have.

107. Course Evolution
Series of slides here about how courses
currently look/work vs. the vision laid out
in Disrupting Class.

108. What should we
expect from great
online courses?

109. What is not a great
online course
Class 1: Read, self-assess, self-grade, take
multiple choice test, repeat
Class 2: Watch lecture, complete
worksheets, take a multiple choice test,
repeat
Moving a textbook online is not a
foundation for a great course.

110. Expect more
A great online course should not look like a textbook.

111. High-quality course
Stimulating lectures Writing
Just-in-time reading Students create,
evaluate, and
Active learning
analyze.
Engaging activities
Variety of
that go beyond
assessment types
knowledge and
comprehension

112. Make use of the
medium
Rich media
 Lecture clips, video demonstrations and clips,
variety of multi-media, simulations,
Ease of use
 LMS helps inform instruction. Students/teachers
always know where they are.

113. Make use of the
medium
Multiple learning paths
 Teacher is informed of problems. Students are
provided alternative lessons.
Engaging
 Active learning, online discussions, writing &
analyzing, authentic activities

114. Has CLRN reviewed it?

115. CLRN OCR Expansion
Spring 2012
 History-social science
 Science
 Visual & Performing Arts (music & visual arts)
2012-13
 World languages
 CCSS high school math course standards
 New national science standards
 Planning for grades 6-8

116. e-Learning
Strategies
Symposium

117. eLearning Strategies
Symposium
 CLRN/CUE partnership
 December 7-8, 2012
 Hilton Orange County/Costa Mesa
http://elearns.org
Twitter: elearns

118. Call for Speakers
Early-bird deadline: April 27th
Strands
 Big Picture
 Content
 Capacity Building
 Gear
 Pedagogy

119. Symposium
Registration
Early Bird: $159
 Until June 30th
Pre-registration: $215
 Until November 30th
On-site registration
 If available: $299

120. eLearning Strategies
Symposium
http://elearns.org

121. Presentation slides and links
http://brianbridges.org

122. Great eLearning
vs.
Online Road Kill
Kelly Schwirzke
Online Learning Coordinator, Santa Cruz COE
Brian Bridges
Director, California Learning Resource Network