Dr. Marie Ballance, Education DeveloperOctober 15 & 17, 2012
Goals At the end of the session, you will:know the research-based profile of a successful online learnerhow to support online education in your school or districtwhat the instructional platforms (LMS) look likehow ORVED facilitates online learning.
Paul Peterson, Director, firstname.lastname@example.org Kerri Smith, Principal, email@example.com Marie Ballance, Ed.D., Education Developer, firstname.lastname@example.org Sue Nelson, Registrar, email@example.com Scott Deckelmann, Teacher Support, firstname.lastname@example.org Amy Alexander, Technologist, email@example.com Sharon Meeuwsen, Admin Assistant, firstname.lastname@example.org
Characteristics for SuccessFactors for/against SuccessEquity & RetentionFAQs
High-Quality Curriculum:Oregon certified teachersAligned to the Common CoreGrades 6-12
Increased Flexibility for Students:Personalized pace and scheduleStudents can participate in athletics, band, choir, and other activities without scheduling conflicts
Increased Flexibility for Schools:Resolve scheduling conflictsAdditional course offeringsAffordable, public education
Superintendent Gaston School District
The question isnt will your students take courses online, the question is will it be a program that works with and supports public schools or a for-profit company that only cares about the bottom line.
Being a part of online learning lets you meet a students needs that cannot be accommodated in the traditional school model. Montessa Young, Science & Math
I see ORVED as supplemental to the traditional school setting and as a way for some students tosucceed at their [own] pace. Connie Heath, Language Arts
[ORVED is a] more personalized education system [that] offers flexibility to families and students. Natalie Winchester, PE/Health
Academic self-conceptTechnologically savvyStrong reading and writing skillsInternal locus of controlSelf-directed and self-reflective in learningEffective time manager
Problem-solverFlexibleWants to learn online
Image courtesy of Ambro/freedigitalphotos.net
Scheduling conflictsAccess to additional coursesCredit recoveryStudent preferenceAccelerated/decelerated paceMeet TAG plan requirementsMedical conditionsDisciplinary reasonsHome school options
Student does not have consistent access to technology.Student has no desire to learn online.
Some points to consider:Students who do not meet the profile of a successful online student as well as students who have a history of poor grades may need extra support in order to be successful in an online environment.
Personal attributesSupportive, involved adultsSupport teaching self-advocacyChoiceLocus of controlImage courtesy of imagemajestic/freedigitalphotos.net
I find a connection with them.Montessa Young, Science & Math
They are willing to correct and return assignments. Connie Heath, Language Arts
They are motivated! Heidi Larson, Family & Consumer Science
Theyhave chosen the online classroom for intelligent and worthwhile reasons and are well supported by their families.Robert Brown, Science
They are willing to check in with me at least twice a week. Scott Ryan, Social Studies, Business, ESOL
Less face timeIsolationLack of accessDifficulties with instructional platform
Equity Considerations:Access to computers/internet for all studentsAccess to modifications for IEPs
Be clear about expectationsSet clear goals for the semesterStay involvedProvide face-to-face interactions
Things to consider:Student/Parent Orientation NightsORVED presentation to school boardBack-to-School Nights for online students
I have a student who doesnt match all the profile can I still enroll him with ORVED?
I have a student who is a slow reader. Will online learning work for her?
My student types slowly. Will this hinder his progress? (www.learn2type.com)
Can students with disabilities enroll in online courses?
A Few FactsEnrolling studentsChoosing instructional platformsWhat to expectWho to contact for help
250,000 students in grades K-12Billion dollar industryMostly for-profit companies (K-12 Inc., Connections Academy)Can be impersonalCan have higher dropout rates, lower achievement ratesOregons 3% rule
Not-for-profit public charterCreated by Oregon educatorsOregon licensed, highly qualified teachersGrades 6-12Teachers have 2, two-way conversations with each student each weekDesigned to provide support to districtsImage courtesy of Stuart Miles/freedigitalphotos.net
Welcome Call2, two-way conversations each weekEmails, phone, text, specific feedback.Why? Research into student learning and retentionImage courtesy of digitalart/freedigitalphotos.net
Student interactionsConnectionsPersonalized educationMentoringCompleted curriculum
Most students 1-2 classes onlineWhat is a charter school student?PT/FTAssigned to sponsoring districtGaston School District (West ORVED)Sherman County School District (East ORVED)$ shared with home district
Go to www.orved.orgConsult the Course Catalog Click on Register a Student (upper left corner)Fill out formThe registrar will contact student, parent, and counselor to confirm registration.
Under Quick Links click on Register a Student
It is important that ORVED receives as much contact information as possible.
Contact registrar for Multiple Enrollment FormFill out and submit form via emailStudents will be processed and enrolled within three daysCounselors, parents, and students receive notification via email upon enrollment
Go to www.orved.orgConsult the Course Catalog Click on Register a StudentIn the Comments box, list the courses the student wishes to take in one semester.The registrar will contact student, parent, and counselor regarding enrollment.
Quarterly meetings with academic advisorEducational Plan and ProfileProgress Tracking for GraduationUnder the Cooperative AgreementAccess to home district for services, extra-curricularsState testing through home districtImage courtesy of Sheelamohan/freedigitalphotos.net
Currently, ORVED uses multiple platforms, also known as LMS (Learning Management Systems)Brain Honey (FLVS curriculum, PT & FT)MoodleEdOptions (STARS)AccelerateGradPoint (TTSD only)Goal: consolidate platforms for a more consistent experience\
Ash, K. (2012). Report: Full-Time Virtual Ed. Lacking Accountability. Education Week.Camins, A. (2012). The Difference Between Live and Taped Lectures. The Washington Post.Carter, D. (2010). Study: Online Learning Less Effective for Some. Colorado, J.T. and Eberle, J. (2010). Student Demographics and Success in Online Learning Environments. Emporia State Research Studies, 46(1), 4-10.*Dabbagh, N. (2007). The Online Learner: Characteristics and Pedagogical Implications. Contemporary Issues in Technology and Teacher Education, 7(3).Dillon, E. and Tucker, B. (2011). Lessons for Online Learning. Education Sector. www.educationsector.org/print/publications/lessons-online-learningFrankola, K. Why Online Learners Drop Out. Workforce: HR Trends & Tools for Business Results.Illinois Online Network. What Makes a Successful Online Student? www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.aspMiron, G. and Urschel, J.L. (2012). Understanding and Improving Full-Time Virtual Schools: A Study of Student Characteristics, School Finance, and School Performance in Schools Operated by K12 Inc. National Education Policy Center.ORS: 584-036-0017, 342.156, 342.120Rose, R. and Blomeyer, R. Accessibility and Equity in Online Classes and Virtual Schools. NACOL (North American Council for Online Learning) Research Committee Issues Brief.Wimmer, L. and Krugel, M. (2012). A Revolution in the Making. Todays OEA.
For more information, questions, or comments, please contact:Dr. Marie Ballance, Education Developer(503) 679-7023, email@example.com