California eLearning Census

California eLearning Census

Brian BridgesDirector, California Learning Resource Network

California Learning Resource Network

Your one-stop source for standards-aligned electronic

learning resources

CLRN.ORG

Electronic Learning Resources

Software, Internet, video, & online courses

Six subject areas

Common Core State Standards or original CA content standards

FreeWeb Information Links

• Reviews of 5,600 free and commercial-free web sites

• Primary, secondary, & reference materials

• Free software and web tools

• iPad & Android Apps

CLRN HOme

CLRN Home Page

Math Browse

List View

Individual Course Review

Content standards or Common Core State Standards

Quantity, Depth and Degree

Standards for Online Courses

Southern Regional Education Board

iNACOL

Texas Virtual School Network

California Learning Resource Network

iNACOL/TxVSN/CLRN Online Course Standards

Content

Instructional Design

Student Assessment

Technology

Course Evaluation and Support

Content

Content depth and breadthInformation literacy skillsLearning resources and materialsCommunication process between teachers, parents, and students

Content accuracy and bias

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 resources.

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.

Technology

Course architecture

User interface

Accessibility

Interoperability

Course Evaluation and Support

Evaluating course effectiveness

Accreditation

Teacher and Student preparation and support


Analyze and blog about current eLearning researchhttp://brianbridges.org

Assembled db of CA virtual schoolsBlogged about their problematic academic achievementConcerned with lack of data about who is blending

Keeping Pace, 2011 Lack of quality data about online learning in California

http://brianbridges.org/

Census Motivation

Collect accurate virtual and blended learning populations

Understand the blended models in use

Discover the publishers in play

Census Question Set

Collaborated with Evergreen Education Group

Pestered Horn/Staker for updated definitions

The Rise of K-12 Blended Learning

May 2011Michael Horn & Heather Staker

Blended Learning

Only 10% of students will join virtual schools.

Blended learning (blended/hybrid) will dominate

Four probable models

Four Blended Models

Rotation

Flex

Self-Blend

Remote: Hybrid Virtual School

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.

Rotation Varieties

Station Rotation

Lab Rotation

Individual Rotation

Flex Model

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

Self-blend

Students take one or more courses entirely online (at home or at school) to supplement their traditional schedule.

Remote: Hybrid Virtual School

Independent Study or other students, who take all or most of their courses online, at home, but visit a physical campus.

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?

Question Set

What blended learning models are being utilized?

How many schools are participating?

Students from which grade levels are participating?

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?

Census Questions

From which companies are you purchasing content?

Which supplemental software, Internet resources or open education resources are involved?

Challenges

Building a spreadsheet of all districts and direct-funded charters

Testing the question

Who is eLearning?


March 1, 2012 – May 1, 2012

1634 K-12 districts & direct-funded charters

Current results from 374 districts (23%)

Districts vs. Direct-Funded Charters

930 Districts (57%)701 Charters (43%)

36%

Who is eLearning?

46%

Who wants to eLearn?

28%29%61%

Starting Small

24% (33 districts) < 20 students online

Predominant model: Self-blend

Blended Model Breakdown

eLearning by Grade

82%

51%

29%

Content PublishersApex

Odysseyware

Self-Built Courses & OER

So….How Many?

Virtual: 18,500

Blended: 76,300

Summer, 2011: 17,500

Blended Breakdown

135/171 districts/charters blending

One outlier: Riverside @ 22K students

Average: 400AVG doesn’t include RVS

Median: 75

Blended Breakdown

Top 20 districts: 64K students blending

Bottom 20 districts: 86 students

80 districts < 100 students blending

68 districts/charters utilized online learning during summer

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


Individual Course: Online

Standards Display

Standards Display 2


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?

Feedback Questions: EducatorTo 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 improvements needed.

User Feedback: Complete Results

Feedback Questions: Student

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)

Feedback: StudentsCourse 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.

Students are offered an orientation

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.

Course is appropriate for an online environment.

User Feedback: Complete Results

CLRN OCR Expansion

Spring 2012History-social scienceScienceVisual & Performing Arts (music & visual arts)

2012-13World languagesCCSS high school math standardsNew national science standardsPlanning for grade 6-8

e-Learning Strategies Symposium

eLearning Strategies Symposium

CLRN/CUE partnership

December 7-8, 2012

Hilton Orange County/Costa Mesa

http://elearns.org

Twitter: elearns

Call for Speakers

Early-bird deadline: April 27th

StrandsBig PictureContentCapacity BuildingGearPedagogy

Symposium Registration

Early Bird: $159Until June 30th

Pre-registration: $215Until November 30th

On-site registrationIf available: $299

http://elearns.org

eLearning Strategies Symposium

Presentation slides and links

http://brianbridges.org

http://brianbridges.org/