From Online Revolution to Mainstream Evolution: Are We There Yet?

Kerry Rice, Ed. D.Associate ProfessorDepartment of Educational TechnologyBoise State University

FROM ONLINE REVOLUTION TO MAINSTREAM EVOLUTION:

ARE WE THERE YET?

M.S. in Educational Technology

Masters in Educational Technology

Ed. D. in Educational Technology

Graduate Certificates:Online Teaching - K12 & Adult Learner

Technology Integration Specialist

School Technology Coordinator

K-12 Online Teaching Endorsement

Game Studio: Mobile Game Design

GoGo Labs: Learning Technology Design Lab

Adapted from Source: Good Thing http://www.it-is-funny.com/pictures/funny_pictures_of_evolution.php#_self

Evolutionary Timeline

Language

Brains/nervous system

Multicellular organisms

Technology

Danny HillisThinking Machine1994

Billion years

Million years

Decades

Milliseconds

The Evolution of Technological Change

TECHNOLOGY

Biological Evolution

Autocatalytic = the more it changes the faster it changes

Time

Huh? No wonder I’m so confused.

Evolution of Innovation

“Crowd accelerated innovation.” Cycles of improvement fueled by crowds leads to greater innovations more rapidly.

Chris Anderson: How web video powers global innovation http://www.ted.com/talks/chris_anderson_how_web_video_powers_global_innovation.html

• Surfing: James Seely Brown – the Power of the Pull (video cameras)

• Scientific advances: Journal of Visualized Experiments JOVE http://www.jove.com/

• Medical Treatments: Cure Together

Evolution of Learning

• “Getting Things Done”: Kickstarter, Odesk, Elance, The LogoLoft

• Open source: MIT/Harvard edX courses

• Thomas Suarez: 12 Year-Old Game Developer http://www.ted.com/talks/lang/en/thomas_suarez_a_12_year_old_app_developer.html

• 11 year old taking a course on game theory at Stanford http://www.forbes.com/sites/joshuagans/2012/05/07/what-my-11-year-olds-stanford-course-taught-me-about-online-education/

• Hole in the Wall Experiments, Sugata Mitra. SOLEhttp://www.ted.com/talks/lang/en/sugata_mitra_the_child_driven_education.html

“Education is self-organizing system, where learning is an emergent phenomenon” -Sugata Mitra

Evolution of Learning

Where is our evolution of education?

“If you judge a fish by its ability to climb a tree, it'll spend its whole life believing that it is stupid.” – Albert Einstein

TECHNOLOGY

Biological Evolution

Education

Time

Is lecture capture the worst educational technology? http://www.masmithers.com/2011/03/11/is-lecture-capture-the-worst-educational-technology/

“Students cannot, and will never, learn unless they are with me in my classroom – period. They can’t learn without me prodding them and being there to get the information from me personally and without me deciding for them what it is that they learn.”

“You simply cannot replace a teacher with a laptop.”

http://neatoday.org/2011/04/01/laptops-are-not-teachers/

"A teacher that can be replaced by a machine should be."

http://www.ted.com/talks/lang/en/sugata_mitra_the_child_driven_education.html

Online Learning Revolution

K-12 Online National Trends

*US Dept. of Education, National Center for Education Statistics (2011)**Anthony G. Picciano and Jeff Seaman, Sloan Consortium Report 2009

45,000 1,030,000

1.8 million*

5 – 6 million**

25 million½ of all high school courses

20002008

2016

2019

2010

K-12 Online Learning Continuum

Blended Learning

Heather Staker and Michael Horn, Innosight Institute: http://www.innosightinstitute.org/media-room/publications/education-publications/classifying-k-12-blended-learning/

“A formal education program in which a student learns in part through online delivery of content and instruction with some element of student control over time, place, path and/or pace.

and

at least in part at a supervised brick and mortar location away from home.

Models of K-12 Online

• Full-Time Virtual Schools (usually multi-district)– Connections Education (Acquired by Pearson)– K-12 Inc. (subsumed Kaplan, Insight, IQ Academy, KC Distance

Learning)– Advanced Academics– Pinnacle Education

• Consortiums and District-Led (VHS, Wisconsin eSchool)• State Supplemental Programs (MoVIP, IDLA, FVS, MVS) –

Many are facing defunding with increased private sector and district-led initiatives.

• Post-Secondary and Dual Credit – Missouri-Columbia University High School– Indiana University High School– Minn. Learning Commons– George Washington University & K12 Inc. – Private

college preparatory HS– American Public University & CA - Dual degree

HS/AA - success measured by completion (not seat time)

Models of K-12 Online

Key Trends in K-12 Online (2010-2011)

• Single district programs fastest growing segment. Most are blended.

• Full-time multi-district online schools continue growth. (25% increase)

• New online learning legislation in 5 states.• Common Core fuels consistent curriculum creation.• State virtual schools (supplemental programs) depend on

funding for sustainability. (19% increase)

Keeping Pace with K-12 Online Learning, 2011 http://kpk12.com

In our efforts to be innovative, we may be losing sight of the value of proven “traditional” full-time and online programs in our search for the next best thing. Continued growth in enrollments suggests there is still unmet demand for tens of thousands of students.

Transformations

• Policy• Schools • Teaching Practice

Transforming Policy

• Flexibility in how we view time (carnegie unit) “Students should be encouraged to go as far and as fast as they can.”

• Innovation for competency-based models that are outcome-based.

• Just-in-time summative assessments (NCLB).

• Consistent data collection and accountability systems.

Transformative Practices

Preservice Technology Standards

K-12 Online Teaching

StandardsPreK-12 Online

Teaching Endorsement

Competency

-Based

Transforming Policy

http://edtech.boisestate.edu/idaho-k-12-online-teaching-endorsement-program/

https://sites.google.com/a/boisestate.edu/idaho-online-endorsement/home

Transforming Schools

• Establish a one to one computer ratio in high school.

• Give teachers classroom tools.• Provide teacher training.

• Increased Access - Idaho Education Network

… "online course" means a course which delivers a sequential program of synchronous and/or asynchronous instruction primarily through the use of technology, in which the instructor is not physically located at the school or place in which the student is receiving instruction. Nothing in this definition shall prohibit a blended course that includes face-to-face, in person instruction, provided that a majority of the instruction is delivered as stated herein.”

Transforming Teaching Practice

Focus on Student-Centered Learning

– More emphasis on authentic learning experiences (PBL).

– Rethinking accountability for learning (badges).

– Increased student participation in their own learning (co-design).

– Adaptive learning management systems that use data to drive personal learning plans.

Transforming Teaching Practice

Leveraging Technology

for Learning

Changing Role of the

Teacher

Educator (vs.Teacher)Assign Learning TasksAssessGuide dev. of PLP’sCurriculum Dev.Course Design

Transforming Teaching Practice

PBL

Learner Autonomy

Active Participation

Collaboration and

Community Building

Authentic Assessment

LCP’s PBL Best Practice

21st Century Skills

Active Participation

21st Century Skills

Learner Autonomy

Active Participation

Authentic Assessment

Collaboration and

Community Building

Instructional Teaching Aids

NASA: Communications and the Lunar Outpost

Virtual Schoolhouse Bridges Project

Learner Autonomy

Multimedia ToolsLearner Autonomy

Online Communities

Collaboration and

Community Building

Collaborative Spaces

Collaboration and

Community Building

Participatory CultureActive

Participation

• Live presentations and lectures• Guest speakers• One-on-one tutorials and mentoring• Group discussions and activities• Informal chat sessions• Question and answer sessions

Active ParticipationReal-Time Communication

Real-World Applications

Authentic Assessment

“I started making this website because I had the Idea of instead of just doing a project paper for my class I could spread my information around the continents...”

Formative, Descriptive, and Empowering

Authentic Assessment

http://fold.it/portal/

21st Century Skills

• Global awareness• Digital, information, media

and social literacy• Financial, business and

economical literacy• Creativity• Critical thinking and

problem solving

• Communication and collaboration

• Flexibility and adaptability

• Initiative and self-direction

• Leadership and responsibility

• Productivity and accountability

A Flippin’ Framework for Strategy Development

https://docs.google.com/spreadsheet/ccc?key=0Ai3yKZKvaKCDdE5kZWZJeTVtZkxtNkR3Zkw5aGxZWFE#gid=0

Blending

STRATEGY CLASSROOM/SCHOOL/DISTRICT SUPPORTS EXAMPLE TOOLS

Beginner (10% - 25%)Digital Classroom

Internet resources (Global Collaborations, Scavenger Hunts)

Computers, open access, bandwidth, asset or content management system (My Big Campus),

Collaborate in descriptive writing on the Monster Exchange learning community. Other useful sites include virtual math manipulatives, simulations, games, tutorials, remediation.

Google Docs, Google Sites, Trailmeme, Grabbabeast, Phet, Zoom Kitchen Chemistry, National Library of Virtual Manipulatives

  Shared resource respositories Computers, bandwidth, open access Preload Diigo with resources. Students use the annotation tool to highlight and explain structure and context of materials.

Diigo, CiteULike, Pinterest, Delicious, only2clicks, symbaloo

  Lecture Capture (for remediation or absent students)

Central LMS or asset/content management system Record class lectures using a lecture capture tool. Upload to a central location for access when needed.

LMS (Blackboard, Moodle, Brain Honey), CMS (My Big Campus)

  Classroom Group Open access Communicate with parents Google Groups, Yahoo Groups, Facebook, Blog, Wiki

  Collaborative Brainstorming Computers, open access, bandwidth Teacher directed collaborative brainstorming Bubbl.us, Gliffy

Intermediate (25% - 50%)Digital Classroom

Internet Integration activities (WebQuests, Virtual Field Trips)

Computers, open access, small class sizes Students work in small groups to complete a Webquest (Groups of students work in groups around a single computer.)

Google Sites, LMS, Virtual Field Trip websites

  Collaborative document creation Computers, broadband capacity, open access Students work in small groups using online collaboration tools. (Students work at their own computer but belong to a group.)

Google Docs

  Online discussions Computers, open access, broadband capacity, microphone or headset

Practice language skills with others from the country of origin.

LMS, Voicethread, Skype, My Language Exchange

Advanced (> 50%)Blended Classroom

Digital Video resources (for delivery outside the classroom)

Computer access (one-to-one, after school labs, laptop checkout)

Khan Academy YouTube, WatchKnow, TeacherTube

  Digital Media Creation Computer access (one-to-one, after school labs, laptop checkout)

Teacher created videos explaining a complex concept using examples and materials from everyday life.

SnagIt, Jing, Camstudio, Camtasia, Screenr, Screencast, microphone, Webcam

  Mobile Learning Mobile device access Situated Simulations that superimpose historical elements over real-time locations.

Smartphone, iPad,

  Gaming Computer access (one-to-one, after school labs, laptop checkout)

Embed gaming elements into learning goals (badges, achievements, self-selection, leveling)

3-D GameLab quest-based learning management system

Digital Bloom’s

Image created using wordle: http://www.wordle.net/

In a review of empirical studies, the U.S. Department of Education concluded, “...on average, students in online learning conditions performed better than those receiving face-to-face classes.” (Evaluation of Evidence-based Practices in Online Learning, May 2009)

Key Findings

The effectiveness of online learning is tied to learning time, curriculum, pedagogy, and opportunities for collaboration.

Online learning can be enhanced by giving learners control of their interactions with media.

Online learning can be enhanced by prompting learner reflection.

Accountability

• “Florida Connections Academy 2009 State Test Scores Exceed Overall State Results” (Connections Academy)

• “Newly released state data reveal that e-schools perform better academically than Big 8 districts at lower cost “ (Ohio Alliance for Public Charter School)

• Minnesota, Colorado, California have noted smaller gains in online programs than in brick and mortar.

Best Practices in K-12 Online: Identify those online delivery methodologies that seem to produce exceptional educational results.

Let’s get past comparisons

Going Virtual! Research Series

Going Virtual! Research Series

• Who delivered/received PD? • When and how PD was delivered? • Content and sequence of PD?

2007: The Status of Professional Development

• Amount of PD?• Preferred delivery format?• Most important topics for PD?

2008: Unique Needs and Challenges

• Revisit questions from 2007 & 2008 • What PD have you had? What do you need?

2010: The Status of PD and Unique Needs of K-12 Online Teachers

• Pass Rate Predictive Model• Engagement• Association Rules

2011: Development of an Educational Data Mining model

Summary of Findings

• Teachers highly experienced– 99% credentialed– 60% Master’s degree+

• 12% of new online teachers have never taught f-2-f

• 25% of brand new online teachers received no training

• Who provides PD?– workplace (89%)– university (27%)

• PD is …– Dependent on the

organization– Driven by context– Online– Ongoing– Focused on skills

Self - Reported Needs 2010 (sorted by Online Teaching Experience)

• Working with students with disabilities in the online classroom (57%)

• Managing groups and online collaboration (52%)• Instructional design of online learning (53%)

O Years

• The area of design, including instructional design principles (46%)

• Design tools (41%) • Design of syllabi (38%)

1 - 5 Years

• Psychology of online learning (41%) • Promoting student autonomy (35%) • Student readiness (34%)

6 + Years

Leveraging Data Systems

PD Effectiveness

Quality

Usefulness

Engagement

Teacher Effectivenes

s

Change in teaching practice

Quantity AND Quality

of Interaction

Course Design

Student Outcomes

Satisfaction

Engagement

Dropout Rate

Performance

Learning Patterns

Self report

Self report Self report

Low-level data

Low-level data

Educational Data Mining

Hung, J., Hsu, Y., Rice, K. (in press). Integrating Data Mining in Program Evaluation of K-12 Online Education. Journal of Educational Technology and Society. Special Issue Learning and Knowledge Analytics http://www.ifets.info/

Are We There Yet?

Source: http://icanhascheezburger.com/2011/03/29/funny-pictures-reducing-the-drag/?from=recMap3

Reducing the Drag One Inch at a Time

InnovatorEarly AdopterMainstream

Real World Challenges

• Access • Learning Management Systems• Content – particularly in difficult subject-

areas• Computer Skills ??• Making use of data• Transformative teaching practices• Preservice teacher training• Barriers to innovation • Private vs. Public • “Inversion of Authority” phenomenon

“Online education, on the other hand, is often entirely a numbers game. The same lecture is viewed by the hundreds of thousands of people and takes no account of differences in understanding or circumstances. Though online education offers students flexibility on how and when to view a lecture, it offers professors no reciprocal flexibility to tailor their lectures to the unique abilities and interests of the students.”

Wh

at’s

wro

ng

wit

h t

his

pic

ture

?

TECHNOLOGY

Biological Evolution

Education

Time

The (Inevitable) Future of Education

How Will Your Classroom be Transformed?

Kerry RiceDepartment of Educational TechnologyBoise State Universitykrice@boisestate.edu

Questions?

Resources

• Queen, B., & Lewis, L. (2011). Distance Education Courses for Public Elementary and Secondary School Students: 2009–10 (NCES 2012-008). U.S. Department of Education, National Center for Education Statistics. Washington, DC: Government Printing Office. http://nces.ed.gov/pubs2012/2012008.pdf

• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones., K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Washington, DC: Government Printing Office. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

• Making the Move to K-12 Online Teaching: Research-Based Strategies and Practices www.pearsonhighered.com/rice1e

• A Flipping Framework: http://bit.ly/JahtdX • Innosight Institute: http://www.innosightinstitute.org/ • Edtech K-12 Online Endorsement Program:

http://edtech.boisestate.edu/idaho-k-12-online-teaching-endorsement-program/ • ISTE NETS Standards: http://www.iste.org/standards.aspx • Fast Facts About Online Learning: http://www.inacol.org/press/docs/nacol_fast_facts.pdf • 50 Innovative Education Startups for 2012: http://www.onlineschools.com/blog/50-innovative-education-

startups • Knewton Adaptive Learning Platform: http://www.knewton.com/adaptive-learning-white-paper/ • Crowdsourcing examples: http://crowdsourcingexamples.pbworks.com/w/page/16668404/FrontPage • TED-Ed: http://www.youtube.com/teded

Resources

• Clearing the Path: Creating Innovation Space for Serving Over-Age, Under-Credited Students in Competency-Based Pathways http://www.ednewscolorado.org/2011/10/04/25310-analysis-shows-half-of-online-students-leave-programs-within-a-year-but-funding-stays

• Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdf

• It’s Not a Matter of Time: Highlights from the 2011 Competency-Based Learning Summit http://www.inacol.org/research/docs/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdf

• Troubling Questions about Online Education: http://www.ednewscolorado.org/2011/10/04/25310-analysis-shows-half-of-online-students-leave-programs-within-a-year-but-funding-stays

• Viewpoint: Authorizing Online Learning http://www.inacol.org/research/docs/Vander%20Ark-Patrick%20Cyber%20Learning%20Viewpoint_August%202011.pdf

• State Strategies for Awarding Credit to Support Student Learning: http://www.edweek.org/media/23biz-state-1202educreditbrief.pdf

• Going Virtual! Research Series: http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm • The reality of virtual schools: A review of the literature. (2008). http://1.usa.gov/MLJwSF