PUSD District-Wide Online Program Spring 2010 Virtual Courses 21st Century Learning and Teaching

Welcome/Introductions

Welcome/Introductions Kathleen Porter, Director of Career & Technical Education Kathleen Porter, Director of Career & Technical Education Dr. Katherine Hayden, CSUSM Associate Professor Education Dr. Katherine Hayden, CSUSM Associate Professor Education Stacey Campo, Instructional Technology Specialist Stacey Campo, Instructional Technology Specialist Dr. Andrew Shean, Instructional Technology Specialist Dr. Andrew Shean, Instructional Technology Specialist Marina Henry, Teacher ~ Health Online Marina Henry, Teacher ~ Health Online Ken Faverty, Teacher ~ Automotive Online Ken Faverty, Teacher ~ Automotive Online Susan Michelena, Teacher ~ Civics Online Susan Michelena, Teacher ~ Civics Online

Overview 1.PUSD Online History/Higher Education Trends 2.Online Learning Research/PUSD Student Voices 3.Timeline of Courses 4.Expectations 5.Support (see handout) 6.Log-in and Day #1 to dos 7.Teacher Breakout Session

What is Online Learning? % of Content Delivered Online Type of CourseTypical Description 1 to 29%Web FacilitatedFace-Face enhanced by web-based LMS 30-79%HybridPortion of the content is delivered online 80%OnlineTypically no face- to-face meetings *Picciano & Seaman., K-12 Online Learning: A Survey of U.S. School District Administrators (2007)

Pilot Mid-term and final evaluations via survey and focus group Mid-term and final evaluations via survey and focus group

Overview 1.PUSD Online History/Higher Education Trends 2.Online Learning Research/PUSD Student Voices 3.Timeline of Courses 4.Expectations 5.Support (see handout) 6.Log-in and Day #1 to dos 7.Teacher Breakout Session

21 Current PUSD Site-Based / Teacher-Developed Courses College Algebra British LiteratureHealthOceanography Human Bio Civics US History Zoology World Literature

Current Data: Higher Ed Over 3.9 million students were taking at least one online course during fall 2007; a 12% increase from number reported last year. Over 3.9 million students were taking at least one online course during fall 2007; a 12% increase from number reported last year. 12.9% growth rate for online enrolments far exceeds the 1.2% growth of overall higher education student population. 12.9% growth rate for online enrolments far exceeds the 1.2% growth of overall higher education student population. Over 20% of all U.S. higher education students were taking at least one online course in the fall of Over 20% of all U.S. higher education students were taking at least one online course in the fall of *Allen, Elaine & Seaman, Jeff. Staying the Course: Online Education in the U.S, 2008

Overview 1.PUSD Online History/Higher Education Trends 2.Online Learning Research/PUSD Student Voices 3.Timeline of Courses 4.Expectations 5.Support (see handout) 6.Log-in and Day #1 to dos 7.Teacher Breakout Session

Research Supporting Online Learning.. students in online learning conditions performed better than those receiving face-to-face instruction. (Department of Education, 2009) Performance:.. students in online learning conditions performed better than those receiving face-to-face instruction. (Department of Education, 2009) Differentiation: Differentiation: Educators support online learning to support more successful differentiated learning strategies that personalize students educational experiences. (Blended Learning, 2009) Improved Practice: Improved Practice: The research shows that online teaching improves practices in both virtual and face-[to]-face settings. (Columbia University, 2009) Extended Learning: Extended Learning: EL/SPED students benefit from blended models because it gives learners opportunities to practice as often and as long as they need (Tom Ryan, CIO Albuquerque Public Schools).

PUSD Student Voices

Collaboration Discussion forums are a MAJOR part of the courses Discussion forums are a MAJOR part of the courses You have the opportunity to learn from students from across the district You have the opportunity to learn from students from across the district Every week you will need to post in the discussion forum and respond to peers, which will be facilitated by your teacher Every week you will need to post in the discussion forum and respond to peers, which will be facilitated by your teacher

Overview 1.PUSD Online History/Higher Education Trends 2.Online Learning Research/PUSD Student Voices 3.Timeline of Courses 4.Expectations 5.Support (see handout) 6.Log-in and Day #1 to dos 7.Teacher Breakout Session

Timeline of Courses Log-in enabled Log-in enabled Courses begin Courses begin Courses end *Civics will end Courses end *Civics will end Mid-terms, Tutorials, and Finals will be discussed in Teacher Breakout Session Mid-terms, Tutorials, and Finals will be discussed in Teacher Breakout Session

Overview 1.PUSD Online History/Higher Education Trends 2.Online Learning Research/PUSD Student Voices 3.Timeline of Courses 4.Expectations 5.Support (see handout) 6.Log-in and Day #1 to dos 7.Teacher Breakout Session

Expectations Consistent and timely participation in an on-line course is essential for successful completion of that course. Students are expected to spend 7 to 12 hours per week actively engaged in the course activities. Consistent and timely participation in an on-line course is essential for successful completion of that course. Students are expected to spend 7 to 12 hours per week actively engaged in the course activities. If, at any point during the duration of the course, a students grade falls below 70%, the student must attend weekly teacher tutorial hour(s). If, at any point during the duration of the course, a students grade falls below 70%, the student must attend weekly teacher tutorial hour(s). All exams will be proctored in a face-to-face, classroom environment. All exams will be proctored in a face-to-face, classroom environment. All students must adhere to PUSD policies and procedures (e.g., Copyright, Academic Honesty, Technology Acceptable Use, and Netiquette guidelines). All students must adhere to PUSD policies and procedures (e.g., Copyright, Academic Honesty, Technology Acceptable Use, and Netiquette guidelines).

Overview 1.PUSD Online History/Higher Education Trends 2.Online Learning Research/PUSD Student Voices 3.Timeline of Courses 4.Expectations 5.Support (see handout) 6.Log-in and Day #1 to dos 7.Teacher Breakout Session

Support Step 1 Teacher *See syllabus Step 2 Andrew: Stacey: Step 3 Kathleen

Overview 1.PUSD Online History/Higher Education Trends 2.Online Learning Research/PUSD Student Voices 3.Timeline of Courses 4.Expectations 5.Support (see handout) 6.Log-in and Day #1 to dos 7.Teacher Breakout Session

Day #1 ( )

Overview 1.PUSD Online History/Higher Education Trends 2.Online Learning Research/PUSD Student Voices 3.Timeline of Courses 4.Expectations 5.Support (see handout) 6.Log-in and Day #1 to dos 7.Teacher Breakout Session

Q&A

Parting Wisdom What is active learning? Active learning places the responsibility of organizing what is to be learned in the hands of the student. Learning is an active process involving situations which compel students to read, speak, listen, think deeply, write and CREATE. What is active learning? Active learning places the responsibility of organizing what is to be learned in the hands of the student. Learning is an active process involving situations which compel students to read, speak, listen, think deeply, write and CREATE. In times of change the learners will inherit the earth, while the learned will find themselves beautifully equipped to deal with a world that no longer exists. - Eric Hoffer

Teacher Breakout Session Automotive Technology (Ken Faverty SW4) Automotive Technology (Ken Faverty SW4) Civics (Susan Michelena 203) Civics (Susan Michelena 203) Health (Marina Henry SW5) Health (Marina Henry SW5)