Virtual School Novice 2012 Badge

Intent to have completed the Virtual School Novice Badge

I am announcing my intent to have completed the Virtual School Novice Badge. Following are my post links.  There are 2-3 post that include the summary and blogging activity for each of the 8 topics.  I learned a great deal while participating in the MOOC.  Thank you for all of your efforts. http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/viewing-youtube-video-by-michael.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/1.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/history-of-k-12-online-learning-activity.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/history-of-k-12-online-learning-summary.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/research-into-k-12-online-learning.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/research-into-k-12-online-learning_18.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/research-into-k-12-online-learning_7563.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/research-into-design-of-k-12-online.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/research-into-design-of-k-12-online_20.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/research-into-teaching-of-k-12-online.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/research-into-teaching-of-k-12-online_24.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/research-into-facilitation-of-k-12.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/09/research-into-facilitation-of-k-12_27.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/10/international-research-into-k-12-online.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/10/international-research-into-k-12-online_1.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/10/concluding-introduction-to-k-12-online.html http://medt7472uwgvirtualschoolmooc2012.blogspot.com/2012/10/concluding-introduction-to-k-12-online_4.html

Concluding the Introduction to K-12 Online Learning Research MOOC blogging activity

1.  The comparative literature references above focuses solely on the supplemental K-12 online learning environment. Locate one research article that focuses specifically on comparing student performance in the full-time K-12 online learning environment with student performance in the traditional brick-and-mortar environment and critique that study.

     Although this study focuses only on math, it encompasses the above criteria.  Two assessments were used to determine the outcome of the study.  "Three virtual and three traditional schools in three different states participated" (Hughes, McLeod, Brown, Maeda, & Choi, 2007).  The article does speak to the blog summary that was previously posted regarding research that already is existing and its "conflicting results" (Hughes et al., 2007).
     One question that was asked by Hughes, McLeod, Brown, Maeda, and Choi (2007) is as follows.  "Does Algebra achievement differ between online and traditional face-to-face students?"  According to the results published in The American Journal of Distance Education in 2007, the online learners outperformed the traditional students in the areas that were tested.
     Other characteristics and findings are also included in the report.  Some of the results indicate that "online courses can provide successful, alternative learning opportunities  (Hughes et al, 2007) including students that might be on different high school paths to graduation.  It was  mentioned that a larger sample size could have been beneficial to the study as noted in the blog post summary as well.

Hughes, J.E., McLeod, S., Brown, R., Maeda, Y., & Choi, J. (2007). Academic achievement

       and perceptions of the learning environment in virtual and traditional secondary

       mathematics classrooms. American Journal of Distance Education, 21(4). Retrieved
       from https://www2.bc.edu/christopher-brunner/Hughes%202007%20
       Online%20Learning.pdf

Concluding the Introduction to K-12 Online Learning Research MOOC Summary

     In the article by Barbour, it appears that the research is minimal for K-12 online learning when comparing to traditional learning.  This applies worldwide as well and not just in the United States.  The amount of research has been increasing over the last few years however.  There are many specific areas that have been targeted in the research such as benefit, educational choice, access issues, and challenge among others according to Barbour.  There have also been several problems along the way with the research such as the sample size.  Quite a bit is unknown about K-12 online learning and its impact on students without the vast amount of research We are awaiting more research in the near future on the effectiveness of K-12 online learning to show its worthiness.

Barbour, M. (2012).  Concluding the introduction to K-12 online learning research MOOC. 
       Retrieved from http://virtualschoolmooc.wikispaces.com/conclusion

International Research into K-12 Online Learning Summary

     After reading the article by Bacsich and Bristow (2012), I was amazed at the vastness of online learning within not only the United States but the world.  Online schools touch many areas even if just in a small way. When viewing the USA number of online learners, it seems like a large one, but when you look at the percentage, you realize that only a small percentage of US students are reached by online learning.  Canada fell in the range of a bit below or a little above the US percentage of 3% as noted in the article.  The specific information was taken from the VISCED Wiki (http://virtualcampuses.eu/index.php/Main_Page) per the article.  I find interesting some of the statistics about the European Virtual Schools.  In particular, it appears that the largest school has 14,000 students.  The comma is in an unusual place in the article.  Perhaps, it is 1,400 students.  If so, it is still a rather large school.
     The European Virtual Schools addressed the characteristics of pupil exclusion which included "pregnant young women."  This really caught my attention as well as "students with specific language needs".  As I understand it, these students must attend the European Virtual School.  A huge majority of the students at my school would meet the "students with specific language needs."  Fortunately at my school we have no "pregnant young women" that I know of.  According to the article, Australia has many virtual schools likely due to the large geographic region.
     In Asia, there are virtual schools in many areas.  I was just amazed as I viewed the list of other virtual schools is so many parts of the earth including Africa, the Middle-East (Higher Education only at this time), Latin America, and Oceania.  Other areas in the world also have online programs for education.  It obviously is expanding rapidly for many reasons.  There are many key factors that contribute to the success of an online program.  Some of which include the extent to which regular evaluations occur, leadership skills, and learning outcomes.  All of these factors are addressed in the article by Bacsich and Bristow (2012).  Several case studies were also presented of virtual schools around the world as part of the VISCED Project.


Bacsich, P., & Bristow, S. (2012). International research into K-12 online learning. 
       Retrieved from http://virtualschoolmooc.wikispaces.com/international

International Research into K-12 Online Learning Blogging Activity

For your institution, consider the criteria on the next page and decide on one of three tasks:      
1.  Decide on the relevance to your institution’s/sector’s future success

     I chose number one for the task for this blogging activity.  I currently work in an elementary school that is not virtual and does not have any immediate plans to offer online education.  Our county does have an online school although elementary is not included at the moment.  It will be added at a future date.  All students in my county have the option to choose the online campus if their grade level is offered.  
     I reviewed the criteria for Quality, Benchmarking and Success Factors for Virtual Colleges and Schools by Paul Bacsich, and I do not find it relevant to my current institution.  At the present, we do not offer any type of virtual schooling.  I think online learning is terrific, but I am not sure of the impact on the students that I have at my school.  I work in a low income Title I school.  Many of our students do not have a computer and/or internet at home.  
     We had parent/teacher conferences at my school today for example.  After the conferences, the parents came to the media center to complete a parent perception survey online.  Many came as they do not have the access at home. In addition, a parent came to me today asking for help with multiplication for her daughter.  She wanted information about a tutor as well.  She also wanted to know where her daughter could use a free computer after school hours for educational purposes.  I suggested the public library, and she explained that the time was so limited and the lines were long for the computers at the library. I sure do not want to rule out online learning for our students.  Perhaps, they could participate at some level during the school day.  However, this would not give them the full benefit of online learning.  Our students must have access before leaping into the virtual world.  The future success is dependent upon this access.

Research into the Facilitation of K-12 Online Learning Summary

     Some online learners need assistance other than the online teacher that presents material, gives assignments, and grades.  All students do not have the same skills to learn online.  Based on the article, facilitators are typically in the classroom with the students, and the online teacher is at a remote location away from the students.  The teacher is the one that presents content.
     There has been more research on the online teacher and not so much on the facilitator, but it is known that the dropout rate in online courses was lowered with a facilitator present.  Some facilitators even seem to take on a more instructional role than others, however, it is not a requirement or expectation of a facilitator.  Facilitators are beneficial in an online course to help and assist students in many different ways.

Irvin, M. (2012). Research into the facilitation of K-12 online learning.  Retrieved
       from http://virtualschoolmooc.wikispaces.com/facilitator

Research into the Facilitation of K-12 Online Learning Blogging Activity

I have not been or have not known a facilitator of an online course as far as I can remember, so I thought it was best for me to choose the alternate set of questions.

2. Do you agree that facilitators play an important role in online learning? Why or why not?

     After reading the article, I do agree that facilitators play a huge role in online learning.   Students that do not work well independently, are not extremely motivated, and struggle with time management need a facilitator to be successful in an online course.  They need guidance and direction from someone they can see. Some students just need to be accountable to a "real" person.  Even though most often it is the online teacher that is giving the assignments and grades, just having person in the room can motivate and prod a student along that needs the extra push.
     From the article, research has even been shown that having a facilitator lowered the dropout rate among students of online classes.  I can see why.  It was interesting for me to see through the article that facilitators take on different roles in different online courses.  Whatever the role, facilitators are an extremely important part of online learning.

Irvin, M. (2012). Research into the facilitation of K-12 online learning.  Retrieved
       from http://virtualschoolmooc.wikispaces.com/facilitator

Research into the Teaching of K-12 Online Learning Blogging Activity

1. Pick at least two of the resources provided by the contributors located below. These resources are illustrated in RED font.
2. Reflect on these resources by creating an artifact using a Web 2.0 tool and posting a link on your blog or by writing a blog entry.

http://www.youtube.com/watch?v=eG7j9FE5Oic&feature=g-upl

Research into the Teaching of K-12 Online Learning Summary

     The readings and other media for this portion of the MOOC really got my attention.  Kathryn Kennedy introduces the resources and reminds us that all 50 states have some online learning opportunities for K-12 students based on "Keeping Pace with K-12 Online Learning:  An Annual Review of Policy and Practice" by Watson, Murin, Vashaw, Gemin, & Rapp in 2011.  As well, we were reminded that some states are requiring students to take at least one online course before they graduate from high school (Watson et al., 2011).
     If you haven't watched "A Vision for K-12 Students", "Paying Attention", and " A Vision of a 21st Century teacher", you must.  They are amazing and really are a wake up call to use innovative technology in the classroom in a big way.  We are to engage our students.  On the blog activity, I reviewed the resource from my state and found it very eye opening.  It appears that we are on the cutting edge of implementation with all teachers.  I know in my county we are in the initial stages of blended and online learning, but it is moving at a rapid pace.
     As well, I reviewed the resource "Future Directions in Teacher Preparation" video.  It pointed out some low points in the future of online learning.  Those were also highlighted in the blog activity. There are as well many other wonderful resources in this part of the MOOC that I reviewed regarding research into the teaching of K-12 online learning.

Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2011). Keeping Pace with
          K–12 Online Learning: An Annual Review of Policy and Practice. Evergreen,
          CO: Evergreen Education Group.

Research into the Design of K-12 Online Learning Activity

1. Critique the iNACOL National Standards for Quality Online Courses based on the literature related to asynchronous course design (both K-12 and higher education).

     The National Standards for Quality Online Courses is extremely thorough.  Included within the document is also a diagram of Blended Learning Models.  Some of the standards are the same as with a face-to-face class course design.  For example Section A number 1.  "The goals and objectives clearly state what the participants will know or be able to do at the end of the course.  The goals and objectives are measurable in multiple ways." There are many others that are similar too and would apply to both online and face-to-face.  
     Some of the standards seem very easy to note if present or not.  An example would be Section A number 6. "A clear, complete course overview and syllabus are included in the course."  Others have room for some interpretation such as Section A number 3.  "The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed."  Perhaps, this would require an opinion and evaluation to determine if this standard was met in a satisfactory fashion.  Again, Section B number 3 "The course instruction includes activities that engage students in active learning" is as well open for interpretation.  
     I was interested in the course evaluation (course effectiveness) in Section E.  In every online course that I have taken, I always have completed an assessment or survey about the course.  The information is gathered to make improvements in the course.  An orientation has always been offered as well in one form or another.  It seems as if the course should be accessible to all students.  On the other hand, it seems that you must have the technology requirements and prerequisite skills.  Perhaps, this would be provided if necessary.  The feedback (Section C number 3) is a very important part of an online course.  This provides ongoing assessments to make sure that the student understands the content presented.  Over the next few weeks in a distance education course at UWG, we will have the opportunity to evaluate a course using the National Standards for Quality Online Courses.

Research into the Design of K-12 Online Learning – Summary

Week 2 Part 2

     We have previously identified that the role of the teacher will change in online learning.  It is very different than the role of a teacher in a traditional classroom.  Davis (2007) and other researchers are responsible for the “Teacher Education Goes Into Virtual Schooling” (TEGIVS) project.  Davis’ responsibilities include the role of designer, teacher, and facilitator.  The Davis (2007) roles are much less defined than the Ferdig et al. (2009) online teacher roles which include eight responsibilities.  They are instructor designer, teacher, online facilitator, local key contact, mentor, technology coordinator, guidance counselor, and administrator.

     There was also some discussion in the article relating to learning styles.  Although research has been conducted on learning styles, it appears that it is not conclusive.  Online learning should be accessible to all students as discussed in a previous post.  I have attended several sessions on differentiated learning and as the reading indicates, it could be used to assist students with disabilities.  Some jurisdictions have adopted the National Standards for Quality Online Courses (INACOL) to use in the design of K-12 online programs.  I am reviewing these standards for an upcoming post.

Barbour, M. (2012). Research into the design of K-12 online learning. Retreived from
             http://virtualschoolmooc.wikispaces.com/design

 

Davis, N. E. (2007). Teacher's education goes into virtual schooling. A
             paper presented at the FIPSE Comprehensive Conference. Retrieved from

 http://ctlt.iastate.edu/~tegivs/TEGIVS/publications/VS%20Symposium2007.
             pdf

Ferdig, R., Cavanaugh, C., DiPietro, M., Black, E., & Dawson, K. (2009). Virtual
             schooling standards and best practices for teacher education. Journal of 
             Technology and Teacher Education, 17(4), 479-503.

Research into K-12 Online Learning Summary

Research into K-12 Online Learning Summary Week 2 Part 1 

     After reviewing the information for this week in the MOOC, it appears that we have to know and understand what we are looking for in the research.  We must know what questions to ask.  When we look at online learning, we question whether it works for all people all of the time.  Perhaps, it works some of the time for some of the people.  Do we really know?   When does it work?  Why does it work for some and not for others?  Ferdig mentioned the conditions for online learning.  Are they important?  Can we control them?
     As I see it, we need much more funding for additional research to determine further answers.  In the meantime, we must use the data that we have and not compare online learning to face-to-face as the article states.  Teachers must learn to teach in an online situation.  It requires different skills than a traditional classroom.  Teachers play a huge part in the success of an online learner.  Additionally, technology is a key component in online learning .  There are also many critics of online learning.  Some of them question the social connections of online students.  Others question the quality of the program.  Overall, we have much to learn about the impact of online learning.

Ferdig, R. (2012). Research into K-12 online learning. Retrieved from
        http://virtualschoolmooc.wikispaces.com/research

Research into K-12 Online Learning Blogging Activity 2

2. Given your specific interest in K-12 virtual schooling research, where questions are left unanswered? Why is that question (or those questions) important?

     I am interested in research for elementary students, because I am the media specialist at a K-5 school.  There is a good bit of research for higher education and high school.  There is not so much for middle school and minimal to none for the elementary level.  Will it work for most elementary students?  Will it work most of the time?  Will it work for students with special needs?  Will it work in most situations?  Will we have the funding for online education?  Will the role of teachers change?  Will my role as a media specialist change? 
     I have thoughts on each of these questions but no real answers.  I use the word “most” instead of “all”, because we know that nothing really works for everyone.  I have more questions than answers on the topic of online learning for elementary students.  These are all questions that are important to me as someone interested in online learning.  I am currently taking a course on distance education because it is of interest to me.  It is our future in one way or another.  I just need the answer to the questions to know the direction.

Research into K-12 Online Learning Blogging Activity 1

What did the report tell you about the current state of research in K-12 online schooling?  What surprised you?  What was confirmed for you?

      This is a report that I have previously reviewed.  The report indicates that K-12 online/blended learning is increasing at a rapid pace over the entire country and is here to stay. The Keeping Pace with K-12 Online Learning Annual Review (2011) states that “online and blended learning opportunities exist for at least some students in all 50 states” (pg. 4). Online and Blended Learning is increasing partly because of the implementation of The Common Core State Standards.

     It was confirmed for me that many schools of higher education and high schools are taking hold of the online/blended learning ahead of middle and then elementary schools. I work in an elementary school, and it seems logical to me that elementary students would be the last targeted.  It did surprise me that Florida was the only state that had any online program for elementary students at the time the report was released.  It also was confirmed in the student ethnicity (p. 35) portion of the report that Hispanic, Black, and Asian students are underrepresented in online/blended learning.  Again, I was not surprised with this information, because I work in a school with almost 100% of my students falling into these categories.  Furthermore, the report indicated in the special populations section (p. 35) that the free/reduced lunch students were “severely” underrepresented. This does not surprise me at all. Many of these students do not have the access to the internet at home. 

     I was a bit surprised when I read some of the information relating to special education students.  It was mentioned that there is an emphasis to meet the needs of special education students in blended & online learning due to the response to the federal government.  We always should try to include special education students if at all possible or come up with an alternate plan.  I do think that many times it is important to have a special education student in a face-to-face class.  My husband is a high school special education teacher, and it would be nearly impossible to teach his students using any online format. 

 Keeping pace with K-12 online learning: An annual review of policy and practice.
       (2011). Retrieved from
       http://kpk12.com/cms/wp-content/uploads/KeepingPace2011.pdf

History of K-12 Online Learning Summary

     I had no idea that distance learning had been around for so long until I read the article the History of K-12 Online Learning by Tom Clark.  I do remember my mother mentioning taking a correspondence course in the mid 1960s.  The school mailed her assignments to her via snail mail, and she mailed her coursework back when it was complete.  The idea of distance education was the same as today, but the means of delivery was much different.  K-12 online learning has progressed throughout the years from delivery with the postal service as mentioned above to online learning via the computer.  Along the way film, radio, educational television, telephone networks, videoconferencing, broadcast networks, and satellite were all introduced.  All of these progressions have made online learning instantaneous from assignment being given and assessments being turned in.

     When I was in high school, students had the option of choosing Independent Study as a class.  It is still in existence at my daughter’s school today but is now called Directed Studies.  Many of these classes are in the realm of K-12 online learning, because the subject/topic/curriculum area is not taught in the brick and mortar school building. 

     Clark mentions some issues associated with the progression of distance education in the History of K-12 Online Learning article.  They include equitable access of opportunity, support and funding, concern of student outcomes and academic effectiveness (directly related to the blogging activity post), public attitude, and the lack of research.  Distance education continues to grow as new technologies become available, and these issues continue to require a rationale or purpose for distance learning.   Because of technology, it is much easier to participate in distance education today than in years past, but everyone is still not on board.  It is so important that we review and understand the history of K-12 online learning and its progression through the decades.  It makes me think.  Just what will distance learning in K-12 look like in the future?  It is intriguing.

Clark, T. (2012). History of K-12 Online Learning. Retrieved from

          http://virtualschoolmooc.wikispaces.com/history

History of K-12 Online Learning Activity

Blogging Activity Week 1 Part 2

I originally was working on the blogging activity in response to what lessons can we learn from the historical antecedents of K-12 online and blended learning?  It appears that the question changed from the original choice to the following.  I realize that the MOOC is ever changing.  It is a great experience, and I am learning to adjust with each of the readings.

1. Make a case either that K-12 online learning must achieve (a) equivalent student outcomes or (b) improved student outcomes, to justify its use in expanding access to curricula or providing educational choices.

There is pressure in all areas of education to perform and meet and exceed the standards that have been set forth.  This is true for a traditional brick and mortar school as well as for distance learning.  My perception is that distance learning has a more difficult task at hand in showing improved student outcomes for justification its existence as a choice in education.  We have seen the same regarding the private school and home school.  Anything out of the norm of the traditional school must prove that it is a useful and relevant tool in education.  Even in the world of business, a new product or company must show that it is “better” than something that is currently in existence to earn its place in society.  It is just the same with education.  Once you have established the credibility, equivalent student outcomes will suffice, but improved student outcomes are always better.  However, initially K-12 online learning must achieve improved student outcomes to move forward in society. 

Five K-12 online learning programs and classifications

1. Select five K-12 online and/or blended learning programs and describe them using one or more of the various classifications and descriptors above.

These were listed in the previous post in detail, but I am listing them on a separate post for clarification.

·        Online class during a class period at local public high school – Blended Online Learning

·        Community School Online Drivers Education Class – Hybrid Class

·        Gwinnett Online Campus – Cyber School

·        Georgia Virtual School – Virtual School

·        The Georgia Cyber Academy School – Cyber School

Classifying Online Learning K-12 MOOC

     After viewing the YouTube video by Michael Barbour and the readings for this week, I realized many of the differences in the classification of online learning.  Prior to the readings, I just thought of it as online learning with various components.  I also found it extremely interesting that the international community has so many inconsistencies in their online learning as compared with the United States.
     I can think of several examples in my community and state of online learning.  At our local high school, the Latin program was discontinued last year, and the students that wanted to continue in the program were offered an online option.  These students go to a class period in the school with a facilitator, but the entire course is actually online.  I would consider this to be blended online learning.  My daughter took driver's education online through the community school which is associated with our local high school.  She completed this course entirely at home online with the exception of the driving portion.  I think this would be a hybrid class because of the driving component.  I guess it could also be virtual because she took other classes at our local high school as well, and it would be supplemental.  Our county has an online campus which just graduated its first class in 2012 http://www.gwinnettonlinecampus.com/.  It served just high school (9th-12th) last year and has added middle school students (6th-8th) for this school year.  Next year, the campus will expand to upper elementary school students.  It is considered a full-time charter school and is a cyber school.
     Currently, I am aware of two online public schools in the state of Georgia.  One is the Georgia Virtual School http://www.gavirtualschool.org/ operated by the Georgia Department of Education, and the other is the Georgia Cyber Academy http://www.k12.com/gca currently for K-11 students.  The Georgia Virtual School offers particular courses to middle and high school students.  It appears to be a virtual school.  The name says it all.  The Georgia Cyber Academy School is a cyber school.  Again, the name follows the description in the readings for this week of the MOOC.  Most of the courses that I took to complete my Master's Degree were hybrid with some face-to-face and some online at different times.  Some of the content was synchronous online.
     Flipped was mentioned as part of blended learning in the readings.  This has been a hot topic at several conferences that I have attended.  It is a unique concept.  I don't know if it would be feasible for the technology portion at home for a school like mine which is Title I and very low income, but it is for sure an interesting idea.

Introduction

I am a media specialist in a K-5 school located in a county northeast of Atlanta, Georgia.  This MOOC is a requirement of a distance education course that I am currently taking at the University of West Georgia.  I am looking forward to this learning experience.