Online Learning in K-12 Schools

11

Online Learning Online Learning in in

K-12 SchoolsK-12 Schools

Online Learning Online Learning in in

K-12 SchoolsK-12 Schools

Alexandria FelixAlexandria FelixWalden UniversityWalden University

New and Emerging Technologies New and Emerging Technologies EDUC 6715I-1EDUC 6715I-1

Walden Walden UniversityUniversityWAldenWAldenK-12 SchK-12 Sch

K-12 SchoolsK-12 Schools

Alexandria FelixAlexandria FelixWalden UniversityWalden University

New and Emerging Technologies New and Emerging Technologies EDUC 6715I-1EDUC 6715I-1

Walden Walden UniversityUniversityWAldenWAldenK-12 SchK-12 Sch

K-12 SchoolsK-12 Schools

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Table of ContentsTable of ContentsTable of ContentsTable of ContentsHow Technology Supports Learning Theories and UDL

A Comparison: Traditional, Blended and the Online Classroom

Millennium Learning Styles

Lack of Response to 4 Change Agents and The Instructional Gap

K12 Students Benefiting from Online Learning Options

What IB Diploma Programme Students are Saying

Tips for Success in the Virtual Classroom

The Implementation Dip

Trends of K12 Online Learning Worldwide and in Post-Secondary Ed.

Future Technologies

How Technology Supports Learning Theories and UDL

A Comparison: Traditional, Blended and the Online Classroom

Millennium Learning Styles

Lack of Response to 4 Change Agents and The Instructional Gap

K12 Students Benefiting from Online Learning Options

What IB Diploma Programme Students are Saying

Tips for Success in the Virtual Classroom

The Implementation Dip

Trends of K12 Online Learning Worldwide and in Post-Secondary Ed.

Future Technologies

33

How Technology Supports Learning Theories

How Technology Supports Learning Theories

PLE’s

Multimedia

formats

Supportive

Technology

Flexible Curriculu

m

Figure 1: (Vixstar, 2011)

44

PLE’s provide Vygotsky’s “zone

of proximal development”

catering to students’ unique learning zones

PLE’s

(Howard, 2004, p. 26)

55

Multimedia formats respect

Gardener’s “multiple

intelligences” allowing students

to create knowledge

according to their learning

preference(Smith, 2008)

Multimedia formats

66

UDL Learning system

activate all three brain networks

Multiple modes of

presentation

Multiple modes of expression

Multiple modes of

engagement

(Rose & Meyer, 2007)

Flexible Curriculu

m

77

Supportive technologies

differentiate instruction by

readiness, interest and

learning profile to enhance

motivation and meaningful

learning

games

voice to text

practice exercises

tutorials

Tomlinson, 2005Supporti

ve Technolo

gy

88

Online Learning: a little or a Online Learning: a little or a lotlot

Online Learning: a little or a Online Learning: a little or a lotlot

Virtual Schools:

online curricula as

part of school

program

Supplemental Materials:

“lesson plans, games, practice exercises, help tutorials” (Venable,

2011)

Home schoolin

g

Special Needs: National

Repository for Online CoursesNROC

“Students can complete an entire curriculum online,

just take one course, or use available

tutorials and exercises for extra help. Teachers can

teach in online schools or augment

their traditional classroom lessons

with online materials” (Venable, 2011)

99

Face-to-Face + Web Facilitated Face-to-Face + Web Facilitated InstructionInstruction

Face-to-Face + Web Facilitated Face-to-Face + Web Facilitated InstructionInstruction

1-29% of content is

taught online

Sometimes you just have to be there!

Online tutorials to revisit the lesson

Class schedule outline of tasks,

post assignments

Collaborate with peersdiscussionsfeedback

Figure 2:: Associated Press (2006)

(Allen & Seaman, 2010)

1010

Blended InstructionBlended InstructionBlended InstructionBlended Instruction

30-79% of content is taughtonline to enhance

face-to-face instruction

Figure 3: PC’s for Maine. (2013) (Allen & Seaman, 2010)

1111

Online InstructionOnline InstructionOnline InstructionOnline Instruction

80+% of content is

taught online

Figure 4: Sayfa, A. (2013)

(Allen & Seaman, 2010)

1212

Millennium Learning Styles

Caution: Cell Caution: Cell phones may phones may

promote promote learning!learning!

Caution: Cell Caution: Cell phones may phones may

promote promote learning!learning!

“They multitask and expect 24/7 access to

information with zero tolerance for delays” (Johnston, 2007, p. 30)

“They multitask and expect 24/7 access to

information with zero tolerance for delays” (Johnston, 2007, p. 30)

.

Figure 5: Doyle, 2012)

1313

If schools do not respond to the If schools do not respond to the ““4 change agents4 change agents””students will not respond to the teacherstudents will not respond to the teacher

If schools do not respond to the If schools do not respond to the ““4 change agents4 change agents””students will not respond to the teacherstudents will not respond to the teacher

Figure 6: CEVA Chandigarh, 2012)

(Lemke & Coughlin, 2009)

students access as much knowledge as teachers

students producing their own knowledge

expect to interact and have a voice in everything they do” (Lemke & Coughlin, 2009, p. 56)

Multimodal Learning

Authentic Learning

Participatory Learning

Democratic Knowledge

1414

Students Benefiting From Online Students Benefiting From Online LearningLearning

Students Benefiting From Online Students Benefiting From Online LearningLearning

Students with illness or disability

accelerated learners bored with the standard pace or students needing more time

Students pursuing the music, arts, or athletics who have demanding training schedule

Students who are bullied or for some reason do not fit in socially

Students on the move or are isolated by region or language

Students with illness or disability

accelerated learners bored with the standard pace or students needing more time

Students pursuing the music, arts, or athletics who have demanding training schedule

Students who are bullied or for some reason do not fit in socially

Students on the move or are isolated by region or language

Figure 7: Peak Performance Swim Camp (Felix, 2013)

1515

Two K12 StudentsTwo K12 Students’’ Online Learning Online Learning

ExperienceExperience Two K12 StudentsTwo K12 Students’’ Online Learning Online Learning

ExperienceExperience

Video: Implement a Virtual School Program with Your School District (5:39 min)(K12 Inc., 2013)

1616

Global Students: Global Students: on the goon the goStudents who live abroad due to parents’ careers might not adjust to the culture

or language of local schools, or can afford expensive international

schools

... is there an affordable alternative for these students?

Figure 9: NTU, 2007-2013)Figure 8: Only American in Mandarin School (Soultravelers3, 2011)

1717

Online Learning in the IB Diploma Online Learning in the IB Diploma ProgrammeProgramme

Online Learning in the IB Diploma Online Learning in the IB Diploma ProgrammeProgramme

Video: What is a Pamoja Education online IB Diploma Programme course? (3:06 min)

1818

What IB Students Are Saying About Online Learning

What IB Students Are Saying About Online Learning

Critical Thinking skills: e-portfolios organize course outline, work and feedback all in one place knowledge synthesis

Global Perspectives: Online collaboration with diverse students builds

global perspectives and open-mindedness

Less expense: save on cost of paper, textbooks and time

Independence

Flexibility: Lessons are asynchronous students can work when, where and how often they need

Empathy student feels teacher genuinely cares by time taken for one-to-one feedback online

Personalized Learning Environment (PLE) customized to your needs

Develops 21st Century Skills with multimedia tools to build connections between content and real experiences

Critical Thinking skills: e-portfolios organize course outline, work and feedback all in one place knowledge synthesis

Global Perspectives: Online collaboration with diverse students builds

global perspectives and open-mindedness

Less expense: save on cost of paper, textbooks and time

Independence

Flexibility: Lessons are asynchronous students can work when, where and how often they need

Empathy student feels teacher genuinely cares by time taken for one-to-one feedback online

Personalized Learning Environment (PLE) customized to your needs

Develops 21st Century Skills with multimedia tools to build connections between content and real experiences

1919

Basic technology skills

academic skills

strategies to prevent

plagiarism

course structure

oral practice

Internet safety

self-discipline

one-to-one mentoring

Tips for Success in the Virtual Classroom

2020

Prepare for the initial Prepare for the initial ““Implementation dipImplementation dip”” of Online of Online

LearningLearning

Prepare for the initial Prepare for the initial ““Implementation dipImplementation dip”” of Online of Online

LearningLearning

“The failure of online education programs is not logistical, nor

political, nor economic: it’s cultural, rooted in our

perspectives and biases about how learning happens and how

the internet works” (Morris & Stommel, 2013)

2121

Trends of K12 Online Learning Trends of K12 Online Learning WorldwideWorldwide

Trends of K12 Online Learning Trends of K12 Online Learning WorldwideWorldwide

By 2019 By 2019 about 50% of about 50% of courses will courses will be delivered be delivered

online online (Christenson & Horn, 2008)(Christenson & Horn, 2008)

K12 online learning

beginning to emerge (Cavanaugh &

Clark, 2007)

Technology used in schools

but K12 online learning very

limited. (Cavanaugh & Clark, 2007)

History of K12 distance

education and offer K12

online learning (Cavanaugh & Clark, 2007)

UK

Australia

AfricaAsia

Continental Europe

2222

Is Online Learning Strategic for post-secondary Is Online Learning Strategic for post-secondary education?education?

Is Online Learning Strategic for post-secondary Is Online Learning Strategic for post-secondary education?education?

Graph: Academic leaders' perceptions of online learning as strategic. (Babson Survey Research Group, 2013)

2323

Future Trends in Educational Future Trends in Educational TechnologyTechnology

Future Trends in Educational Future Trends in Educational TechnologyTechnology

Mobile devices for

skill practice,

note-taking or data

collection

Game-based

learning for skills practice

Augmented Reality such as 3D projection

Flexible Displays

for robotics, science

and textbooks

Collaborative sharing

of knowledge

2424

Online Learning In a Online Learning In a NutshellNutshell

Online Learning In a Online Learning In a NutshellNutshell Supports theories of

learning

Blended Classroom offers the best of both

worlds by integrating Millennium

learning styles into the traditional

classroom

Differentiates instruction in the way content is

presented, knowledge is

expressed and interest is engaged

Students are experts in texting, gaming, music

uploads and “browsing the Web”

Students are NOT yet experts as “informed

consumers, intelligent learners, creative producers

and effective communicators”; it is the teachers job

to deliver this expertise!(Lemke & Couphlin, 2009, p. 54)

(Lemke & Couphlin, 2009, p. 54)

Expands the curriculum and

offers an

affordable alternative for

students who do not fit into the traditional

classroom

2525

Allen, E. & Seaman, J. (2010). Class differences. In Online Education in the United States. Retrieved from http://sloanconsortium.org/publications/survey/class_differences

Cavanaugh, C., & Clark, T. (2007). The landscape of K–12 online learning. In R. Blomeyer, & C. Cavanaugh (Eds.), What works in K–12 online learning (pp. 5–19). Eugene, OR: International Society for Technology in Education. Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=7db8a132-ff05-4a6f-9250-3eaeda16b2c4%40sessionmgr198&vid=2&hid=104

Christensen, C. M., & Horn, M. B. (2008). How do we transform our schools? Education Next, 8(3), 12–19. Retrieved from https://class.waldenu.edu/webapps/portal/

Culatta, R. (2013). Dual Coding Theory (A. Paivio). In Instructional Design. Retrieved from http://www.instructionaldesign.org/theories/dual-coding.html

Faria Systems, Inc., (2013). ManageBac. Planning, Assessment, & Reporting for IB Continuum. Retrieved from http://managebac.com

Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93.

Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer

Johnston, S. (2007). Developing quality virtual courses: Selecting instructional models. In R. Blomeyer, & C. Cavanaugh (Eds.), What works in K–12 online

learning (pp. 21–31). Eugene, OR: International Society for Technology in Education.

Retrieved from http://ehis.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=21a68ab1-2da8-4eb3-ab09-2c

50f4f7c3a7%40sessionmgr104&vid=2&hid=104

Johnson, L., Smith, R., Levine, A., and Haywood, K., (2010). 2010 Horizon Report: K-12 Edition.Austin, Texas: The New Media Consortium.K12 Inc. (2013). Online public schools. Retrieved from http://www.k12.com/schools-programs/online-public-schools#.UaDYoWT8-88

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1

Media consortium (2010). Horizon Report 2010 K-12 Edition. In The New Media Consortium Retrieved from http://www.nmc.org/pdf/2010-Horizon-Report-K12.pdf

Morris, S.M. & Stommel, J. (2013, April 8). Why online programs fail and 5 things we can do about it . [blog post]. Retrieved from http://www.hybridpedagogy.com/Journal/files/Why_Online_Programs_Fail.html

Pamoja Education (2009-2013). Teaching the IB online. Retrieved from http://www.pamojaeducation.com

Rose, D., & Meyer, A. (2002). What brain research tells us about learner differences (Ch. 2). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Shepard, C. (2013, January 30). Why some learning simply must be face-to-face. Retrieved from http://onlignment.com/2013/01/18-why-some-learning-simply-must-be-face-to-face/

Smith, M. K. (2002, 2008). Howard Gardner, multiple intelligences and education. Retrieved from http://www.infed.org/thinkers/gardner.htm

References

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