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

Dr. Katherine Hayden, CSUSM Associate Professor Education

Stacey Campo, Instructional Technology Specialist

Dr. Andrew Shean, Instructional Technology Specialist

Marina Henry, Teacher ~ Health Online

Ken Faverty, Teacher ~ Automotive 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 do’s”

7. Teacher Breakout Session

What is Online Learning? % of Content Delivered Online

Type of Course Typical Description

1 to 29% Web Facilitated Face-Face enhanced by web-based LMS

30-79% Hybrid Portion of the content is delivered online

80% Online Typically 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

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 do’s”

7. Teacher Breakout Session

21 Current PUSD Site-Based / Teacher-Developed

Courses

College Algebra British Literature Health Oceanography

Human BioCivics

US History

Zoology

World Literature

Current Data: Higher EdOver 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.

Over 20% of all U.S. higher education students were taking at least one online course in the fall of 2007.*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 do’s”

7. Teacher Breakout Session

Research Supporting Online LearningPerformance:

“.. students in online learning conditions performed better than those receiving face-to-face instruction.”(Department of Education, 2009)

Differentiation:“Educators support online learning to support more successful differentiated learning strategies that personalize students educational experiences.” (Blended Learning, 2009)

Improved Practice:“The research shows that online teaching improves practices in both virtual and face-[to]-face settings.” (Columbia University, 2009)

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

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

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 do’s”

7. Teacher Breakout Session

Timeline of Courses

Log-in enabled 3-05-2010

Courses begin 3-08-2010

Courses end 6-08-2010*Civics will end 6-04-2010

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 do’s”

7. Teacher Breakout Session

ExpectationsConsistent 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 student’s 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 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 do’s”

7. Teacher Breakout Session

Support

Step

1

Teacher

*See syllabus

Step

2

Andrew:

Stacey:

Step

3

Kathleen

http://www.powayusd.com/pusdvs/Resources/

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 do’s”

7. Teacher Breakout Session

Day #1 (3-08-2010)

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 do’s”

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.

“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)

Civics(Susan Michelena 203)

Health(Marina Henry SW5)