Ehrhardt Oesis Mechanics of Online Ed

7/29/2019 Ehrhardt Oesis Mechanics of Online Ed

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Mechanics of Launching

an Online Initiative

Michael Ehrhardt, Ed.D.

Head of School

Marshall School, Duluth MN


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2http://sunburstkissesrowena.wordpress.com

orOops, what have I gotten us into?
http://sunburstkissesrowena.wordpress.com/http://sunburstkissesrowena.wordpress.com/http://sunburstkissesrowena.wordpress.com/


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The Big Bang in Online Learning


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The Big Bang in Online Learning


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Many methods for engagement

Traveling the path to your online goals

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Scope RelationshipNexus Entry Point

Supplemental

OR

Full-Time

Institution

OR

Individualstudents

Buy intoexpertise

OR

Build fromscratch

Partner

OR

Customer


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Face-to-Face OnlineBlendedType

Delivery

Low HighModerate

Elementary HSMSGrades

Regional GlobalNationalReach

Interaction

Source: Adapted from Gregg Vanourek, A Primer on Virtual Charter Schools (2006) and Keeping Pace (2012)

Factors to evaluate when you review programs / partnerships

Dimensions of Online Programs

Async Co-SyncSynch


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Benefits associated with collaborative model

Rationale

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Mission Integrating 21st century skills into curriculum

ProgramExpanding course catalog beyond what can be offeredlocally

Professional Capturing faculty ready to move and pushing otherfaculty to find ways to integrate new skills

Costs

Sharing research and development and economies of

scale


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Different groups will require different approaches

Conversations

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Trustees Linking online learning to mission of the school

FacultyOvercoming conservative tendencies / answeringpractical questions

Parents Differentiating from remedial reputation of manyonline classes

StudentsDispelling myths of the gut course


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Five years from now on the Web for

free youll be able to find the bestlectures in the world. It will be betterthan any single university.

Bill Gates in 2010


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Federal meta-study points to learning advantages of online andblended learning

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Data supports benefits of online ed

Enhanced Performance

Students who took all or part of their class onlineperformed better, on average, than those taking the samecourse through traditional face-to-face instruction.

Benefits for all types The effectiveness of online learning approaches appears to

be quite broad across different content and learner types.

Source: Evaluation of Evidence-Based Practices in Online Learning, US Department of Education (2009)


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Increased student engagement

Development of innovation

skills -- critical thinking and

creativity

Increased collaboration and

more self-directed learning

Mobile tools fit goals of online schools

Source: The William and Ida Friday Institute for Educational Innovation at North Carolina State University (March 2011)


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By 2015, as many college students will be exclusively online as

are exclusively on face-to-face campuses

College students in online courses

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0

20

40

60

80

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014Source: Babson Research Group and Ambient Insight

Current

Projected


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80%Percentage of states that havestate virtual schools or state-led online learning initiatives

75% of districts report

courses developed elsewhereMost common provider:universities

Source: iNACOL Fast Facts about Online Learning (February 2012)


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Key questions to consider before you get started

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Setting up the program

Who grants the credit? / What do you put on your

transcripts?

What courses do you allow (graduation requirements)?

Which students can take online courses?

When and where are the courses scheduled?

Drop/add policies and mixed start/end times

Who provides the in-house support for your students?



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Timeline of groups to be included

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The Process

Study Group(s): Mission, Landscape, Whys, Hows

Action Committee:Try out options/expand research

Pilot Project:Test with limited grade, group

Policy: Determine rules of the game

Launch: Faculty, Students, Parents, Trustees

Ongoing Communication: Highlight Innovation/Successes



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Variety of ways to leverage outside expertise to build program

Case Studies

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School-Led

Consortium

Student-Led

Courses

Faculty-Led

MOOCs

Large catalog of AP and elective

courses expands options for

students. Teachers receive

training to teach VHS courses

to other students in

collaborative. Classes capped at

25 students.

Students must apply and be

accepted into program

individually. Courses taught via

web video and blended learning

approach. Students can remain

enrolled in regular school.

Separate OHS transcript issued.

Individual teachers can embed

certain elements of a MOOC

into their regular course, and

supplement with discussion,

projects and essays. For a fee, a

student can purchase credentials

in the Signature Track.


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VHS Collaborative in Action


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http://mehrhardt.wordpress.com/bibliography/

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Bibliography

Keeping Pace 2012

Babson Survey of Online Education in the US

US Dept of Ed Online Learning Metastudy

NAIS Online Education Literature Review

Natl Center for Ed Stats: Condition of Education

iNACOL Course Standards

http://mehrhardt.wordpress.com/bibliography/http://mehrhardt.wordpress.com/bibliography/


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Evaluating the quality of online curriculum

iNACOL Online Standards

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The course providesonline learners withmultiple ways ofengaging with learning

experiences that promotetheir mastery of contentand are aligned with stateor national contentstandards.

Content

The course uses learningactivities that engagestudents in activelearning; providesstudents with multiplelearning paths to master;the content is based onstudent needs; andprovides ampleopportunities forinteraction andcommunication.

Design

The course uses multiplestrategies and activities toassess student readinessfor and progress in coursecontent and providesstudents with feedback ontheir progress.

Assessment

The course takes fulladvantage of a variety oftechnology tools, has auser-friendly interfaceand meets accessibilitystandards forinteroperability andaccess for learners withspecial needs.

Technology

The course is evaluatedregularly for effectiveness,using a variety ofassessment strategies, andthe findings are used as abasis for improvement.The course is kept up todate, both in content andin the application of newresearch on course designand technologies. Onlineinstructors are providedsupport during thecourse.

Evaluation

Source: iNACOL Online Course Standards (2011)


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Online courses provide massive choice


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Michael Ehrhardt, [email protected]

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