1	Online Teaching for Middle and High Schools Hybridization and Distance Education
2	Why Online Education? Pros Alleviates constraints time place scheduling school size class size Innovative= Interesting Cons Criticisms “impersonal” “non-rigorous” all-the-time everywhere contractual infrastructure
3	Online Education A Brief History Colleges and Universities Corporate Professional Development K-12 (EXAMPLES) Virtual High School (7 years) http://www.govhs.org/website.nsf (pdf) 150 schools; 3000 students; 150 courses Fees for participation (training & sponsorship) Florida Virtual School (2-6 years) http://www.flvs.net/ (pdf) 10,000 students; 65 counties; some out of state No fee in state
4	Online Education ADTECH Consortium http://www.adtech.org/ (pdf) University Classes; High School Classes; Middle School Classes; Exec Dir – Paula Johnson CSUDH – Dr. Warren Ashley (music, art, marine biology, drama) High School – Dr. Ray Gen (American government; economics) Middle School – Matt Gold (web page design)
5	Who should learn online? Students who enjoy or need independence work at their own pace need greater flexibility have special needs GATE/Physical Disadvantages love the technology prefer non-traditional environments
6	Who should not learn online? Students who require frequent face-to-face interaction and supervision are generally not responsible for their own learning rely on traditional social interactions are technologically phobic
7	Successful Characteristics… Virtual Classrooms (pdf) 24/7 Access Real Teacher (no canned programs)
8	Hybrid Classrooms Seamless combination of the best from the F2F and Virtual Classrooms. Discussions; Lecture; Lab; Collaboration; Research; Guided Practice; Assessments; Sample Outcomes
9	Comparing Online & F2F Discussions F2F discussions End when the class ends Discussions may not be remembered Dominated by a few, most do not speak Off-the-cuff Relatively fewer ideas developed
10	Comparing Online & F2F Discussions Online Discussions (pdf) Extends the reach of the classroom 24/7 Discussions are permanent and reviewable Mandated participation Premeditated comments Tends to encompass more developed ideas Online discussion do not supplant F2F but augments the capabilities of the classroom Online Chats (Instant Messenger/ICQ) (archived) (pdf)
11	Lectures, Presentations, Information Disseminations of information and ideas may be augmented by the Internet. Scarcity Media www.genconnection.com (pdf) SchoolNotes. Com (pdf)
12	Labs; Collaboration; Guided Practice Online virtual simulations (www.stocksquest.com) Group projects Lessons & Practice WellsFargo.Com Gazillionaire (http://www.gazillionaire.com/gaz.html)
13	Research
14	Electronic Assessment Tools BlackBoard; WebCT; etc. have modules for objective tests. Essay Assessment with Adobe Acrobat ETS – Criterion (pdf)
15	Student Information Systems PowerSchool Aries Eagle SASI Online School Max MAC School School Master
16	Concern: Access What about students who do not have computers at home? It is incumbent upon schools to provide computer access. Inside class assignments can be due on the same day Outside of the class assignments are due anywhere from 1 week to 6 weeks from the date assigned Before, after, and during school access
17	Institutional Infrastructure Needed (a) no time or location restrictions should be placed on online instructors; (b) instructors should be remunerated for their course development and training; (c) institutional services should support faculty efforts to serve underserved student populations; (d) line-item funding for the support of technology should be budgeted; (e) criteria for effective student-teacher contact in the delivery of online curriculum should be established; (f) online instruction should not be automated to protect academic quality and rigor, the appropriateness of content, relevance to standards, and dynamic interaction; (g) faculty evaluations for both online and face-to-face teachers should be based on peer review; (h) normal operation of online courses should be open and transparent; (i) faculty should be allowed to experiment with online instruction; (j) no faculty member should be forced to teach online; (k) the infrastructure should provide just-in-time technical support; (l) administrative oversight and clerical help should be provided to formalize and codify online instruction and ancillary services;
18	Institutional Infrastructure Needed (m) financial review and oversight should be formalized to ensure program viability; (n) intellectual property and course ownership should be decided in the favor of faculty; (o) online class size should be held to the same standards as their face-to-face counterparts: classes should range from 20 to 50 students; (p) contractual obligations such as office hours, student contact, grading, and class management should be reapplied to online classes; (q) online instructors should monitor classes daily; (r) online instructors should answer e-mail within 24 hours; (s) online instructors should assure student identity and testing security. (t) collaboration between teachers and administrators