Nominate a Great Online/Blended Teacher or eLearning Advocate

Do you know or work with a great online or blended teacher at your school? Do you work with an eLearning leader, someone who has advocated for and led online and blended initiatives?

The eLearning Strategies Symposium is now accepting nominations for two eLearning awards, which will be presented on December 12th during the ESS keynote address.  The CUE and Stanislaus COE-sponsored eLearning Strategies Symposium is an annual California conference for K-12 educators, administrators, and advocates focused on online and blended learning.

Online Teacher of the Year

The Online Teacher of the Year Award recognizes an online teacher who has made a noteworthy contribution to eLearning in an online or blended setting. Supporting and engaging all students online is the key element in this award. Nominees must be currently teaching online with K-12 students. Nominations may be submitted by the individual nominee or by another person who is able to support the nomination through personal involvement with the nominee.

eLearning Advocate

The eLearning Advocate Award is presented to an individual or organization that has contributed significantly to promoting, advocating, or implementing eLearning at their school, district, county or state. It may include organizations, members of the state and/or federal legislature or their staffs, educators, or individuals who have made sustained and/or extraordinary efforts in promoting eLearning to advance student achievement.

Nominations are now open until September 15th. For more information, visit our ESS Awards page.

Early-bird registration for the Symposium is just $165 for groups of two or more or $179 for individuals. The symposium includes two keynote addresses and more than 60 concurrent sessions, all focused on online or blended learning. Visit our ESS registration page for more information.

Ramsey Musallam, a TED Talk alumnus and blended learning pioneer, will provide our closing keynote on Saturday and Amy Burvall, a YouTube sensation on the History for Music Lovers channel, is our opening keynote on Friday. We’ve also begun posing some of our accepted sessions on the main ESS page.

RIP CLRN: 1979 – June 30, 2014

The California Learning Resource Network passed away at 11:59PM June 30th due to complications caused by the Local Control Funding Formula. CLRN is survived by two sister projects, TechSETS and TICAL, by two offspring, the eLearning Strategies Symposium and the California eLearning Census and by several dedicated employees.

CLRN began as a CUE public domain software project, located at the San Mateo County Office of Education, where its mother, Ann Lathrop, worked as a library consultant. Given the name SOFTSWAP in 1980, the project was a staple at CUE conferences and in the CUE Newsletter. In 1982, when Governor Brown established the Teacher Education and Computer Centers (TECC), SOFTWAP was renamed the California Software Clearinghouse, with Ann continuing to shepherd reviews. When the Software Clearinghouse was asked to evaluate instructional video, Harry Bakker, later the Assistant Superintendent of Curriculum and Instruction at the Stanislaus County Office of Education, stepped forward to create the California Instructional Video Clearinghouse. By 1987, both Clearinghouses were reviewing resources from six subject areas and were publishing their reviews in Technology in the Curriculum (TIC) guides.

In 1989, Ann Lathrop moved to CSU Long Beach and took the Software Clearinghouse with her. At this time, work began to broadcast evaluations online.  Then, in 1995, both Clearinghouses combined to form the California Instructional Technology Clearinghouse. John Vaille, former CUE Executive Director, became the Clearinghouse’s first director. Brian Bridges was hired a year later.

When the content standards movement began in the late 1990s, new legislation to formalize the California Technology Assistance Project and several Statewide Educational Technology Services created an RFP for an electronic learning resource project. In 1999, the Clearinghouse became the California Learning Resource Network, and Brian moved to work with CTAP Region 6.  Several CLRN directors followed, but he returned as CLRN’s director in 2007.

CLRN will best be remembered for its impact on course quality, its development of national standards for quality online courses, the increasingly popular eLearning Strategies Symposium, and the California eLearning Census. While initially only 25% of online courses qualified to be CLRN Certified, publishers utilized reviewer comments to supplement content and add more interactive components. By CLRN’s passing, 70% of all courses earned certification, providing more high-quality teaching and learning experiences for California’s educators and students.

CRLN’s body will lie at rest at http://clrn.org for several years, hosting nearly 700 online course reviews, 3000+ electronic learning resource reviews, and 6000+ reviews of open educational resources. Remembrances should be sent to Governor Brown and the California legislature to remind them of the damage that the Local Control Funding Formula has created.

Amy Burvall to Keynote 2014 eLearning Strategies Symposium

Costa Mesa, Calif., June 16, 2014 — Today, CUE and the Stanislaus County Office of Education announced that Amy Burvall will provide the opening keynote for the third annual eLearning Strategies Symposium, a conference dedicated to highlighting and exploring effective strategies for online and blended education.

A Humanities teacher for more than 20 years, Amy is currently teaching Theory of Knowledge at Le Jardin Academy International Baccalaureate (IB) “world school” in Kailua, Hawaii. Her work in the History for Music Lovers YouTube channel (aka “Historyteachers”), which features history-based parody music videos with more than 10 million views, has appeared in Wired magazine, The Washington Post, The New Yorker, Honolulu Magazine, CBC, NPR, and international blogs and media. She was privileged to present at TEDxHonolulu 2011 and served as co-curator for TEDxHonoluluED 2013.

In her keynote, “The Cafe, the Studio and the Stage: Re-Imagining Spaces for Blended and Online Learning”, Amy will re-imagine the environments in which our students learn, whether traditional, blended, or completely online. She will answer such questions as what are the essential elements of these “spaces” and what tools are useful in managing student learning, production, and amplification of student work.

“We are thrilled that Amy Burvall will be our kick-off keynote speaker at eSS,” said CUE’s Executive Director, Mike Lawrence. “Her innovative approaches to education and her willingness to explore all avenues of content delivery and creation will be the perfect way to start the symposium.”

Early Bird Symposium registration is now open until October 10th. Just $179, registration includes Friday and Saturday sessions and a keynote/lunch on Friday and a closing keynote on Saturday. Groups of two or more who are from the same school, district, or organization may register for $165. San Mateo Marriott rooms for the symposium are just $139 per night.

For more information, visit the eLearning Strategies Symposium website, www.elearns.org.

 

Common Core & eLearning

Given that blended learning skyrocketed 49% last year, we’re pleased to include a Common Core strand at this year’s eLearning Strategies Symposium. Join us in December for these and other great sessions about eLearning’s pedagogy, content, big picture, capacity building, and gear.

Blended and Online Common Core: Creating Dynamic Thinkers in All Subject Areas
Courtney Calfee

Blended and Online Common Core: Creating Dynamic Thinkers in All Subject Areas is an interactive training that will equip educators with an understanding of their role in addressing the instructional shifts required by the Common Core State Standards (CCSS). Applying CCSS across all subject areas helps transform students who are accustomed to thinking about text-explicit concepts into dynamic thinkers able to draw inferences and reach evidence-based conclusions no matter what course they are in. Learn ways that higher-order questioning can be infused into Live Lessons/Collaborations and be the beginning of an exciting change in learning outcomes.

Technology in the Common Core Age
Dennis Large

Common Core and the Smarter Balanced assessments are changing our classrooms.  K-12 online and blended learning environments are poised to lead the change. This session examines the specific role of technology in this transformation – including research and best practices. We will examine some of the ideas and the applications gaining traction as teachers make the connections between ed tech and the Common Core.

The Core of the Common Core
Kyle Brumbaugh

The Common Core State Standards (CCSS) are now a part of all classrooms, but how can you quickly and easily create and develop lessons that will allow you to meet multiple CCSS and Next Generation Science Standards (NGSS)?  This session will provide you with strategies on how to develop tool sets, workflows and power lessons that will allow you to supercharge the teaching and learning in your classroom.  This session will also allow you to get the students to teach each other and in turn deepen their own learning.

Authoring and Adapting Online Content with CK12 – the Leading OER Platform
Stephen Politzer

CK-12 is the leading Open Educational Resource (OER) for quality, free common core aligned online courses and curriculum concepts. Find a complete course or curriculum concept and use it directly out of the box… or copy it, edit and adapt it, and make it your own by adding your words, links, and resources. In this session, you’ll get an overview of the CK-12 OER system, learn how to search for and find courses and concepts, copy and edit courses and concepts, and even author and publish your own courses and concepts. Quality AND free… CK-12!

Discussion Boards: Purpose and Power
David Dillon

Participants will explore the purpose and power of Discussion Boards.  Discussion Boards can be used for the following three purposes: 1) deepening a student’s knowledge, 2) initiating peer tutoring, and 3) demonstrating mastery of material.  Discussion boards are powerful tools for meeting many ELA Common Core Anchor Standards.  In this workshop participants will take an in-depth look at how to use Discussion Boards effectively.  Key concepts that will be looked at include developing essential questions, online deliberation, and argumentation.  Be prepared to discuss these concepts.

The eLearning Strategies Symposium returns December 12th and 13th, 2014 and focuses on K12 educators, administrators, policymakers, industry, and advocates. The San Mateo Mariott will host the two-day event. Pre-registration for the eLearning Strategies Symposium is now open until October 3rd.   Individual pre-registration is currently $179 and groups of two or more may register for $165 each.

The San Mateo Marriott, a short, free shuttle ride from San Francisco International Airport, is centrally located by Highways 92 and 101 on the San Francisco Peninsula. Single and double rooms, which are $139 per night, include free wi-fi and self-parking. Room reservations must be made by Friday, November 25, 2014 to ensure the ESS group rate.  Secure your room through the eSS hotel reservation page,

 

ESS Call for Speakers Deadline Extended

ess

Call for Presenters

Deadline Extended

 

By popular demand, we’ve extended our Call for Presenters for the 2014 eLearning Strategies Symposium until Friday, May 23rd. However, please accept my apology if you’ve already submitted a proposal. Having exceeded our expectations last year, we’re looking for a variety of sessions about all facets of online and blended learning: pedagogy, teaching and learning, professional development, technology infrastructure, tools, planning, and curriculum.

The symposium will be held at the San Mateo Marriott on December 12th and 13th, 2014. Three-hour workshops will be offered on Thursday, December 11th and Saturday, December 13th. We invite you to share your eLearning expertise with K12 educators, administrators, policy makers, and industry representatives.

Two session proposal windows are offered. During this Early Bird window, which closes Friday, May 23th, we’ll be filling two-thirds of the concurrent sessions. A shorter, Just in Time, proposal window opens mid-August for the final third. Speaker acceptances for the first round will be mailed out the week of June 2nd. All speakers will receive a complementary registration to the symposium. Industry-sponsored sessions must include a Corporate Partnership Application.

Symposium presentations should focus on one of eSS’ five strands:

  • Big Picture, which includes administration, management, evaluation, research, policy or advocacy;
  • Content (curriculum and online course development, best practices, accessibility, or instructional design);
  • Capacity Building (professional development);
  • Gear (tools, technologies, learning management systems, or application development); or
  • Pedagogy (engaging students, teaching and learning pedagogies, blended learning models, learning communities, or assessment).

Symposium presentations are one-hour in duration with one session each hour being live-streamed and recorded for future distribution. Speakers may opt-out of live-streaming.

eLearning Strategies Symposium Call for Speakers

 

eSS Web Site

http://elearns.org

Twitter: @elearns

 

Governor Brown’s Disingenuous Support for Online and Blended Learning

Today, Governor Brown, in his Budget “May Revise” again expressed his strong endorsement for online and blended learning. In addition to his support statements last January, he’s supplemented the May Revise budget with several additional changes he’d like to support online and blended learning.

From last January, “The Governor’s Budget proposed to streamline and expand the instructional opportunities available through independent study by authorizing local educational agencies to offer course‑based independent study options for students in grades 9‑12 and site‑based blended learning programs for grades K‑12.”

The May Revision “proposes a series of changes to the Administration’s January proposal, including:

• Eliminating the requirement that certificated teachers and students meet weekly to assess if a student is making satisfactory academic progress in a school site‑based blended learning independent study program. Teachers and students in these programs already interact frequently enough to monitor student progress.

• Providing schools with the ability to offer site‑based blended learning, utilizing a universal learning agreement for all students enrolled in the same course or courses.

• Promoting equitable funding by funding students enrolled in course‑based independent study programs on the basis of average daily attendance, and not enrollment, and applying the statewide excused absence rate to average daily attendance (ADA) claimed by local educational agencies”

This is all very good news for those districts that are implementing virtual or blended learning, particularly at a time that CLRN’s eLearning census has shown that 53% of districts are implementing eLearning and that blended learning is spreading to a greater number of schools.

Governor Brown’s budget statement is shortsighted, though. To express support for blended learning while eliminating the only agency that guarantees that online courses teach all the content standards, involve students in active learning, and require student work that goes beyond knowledge and comprehension is disingenuous.  When CLRN began reviewing online courses three years ago, only 25% of them earned our certification, meaning that they taught at least 80% of the content standards and met at least 80% of INACOL’s Standards for Quality Online Courses. Though our partnership with the University of California, publishers worked to improve their courses and re-submit them to CLRN for re-review. As a result, 73% of the courses now published on our site have earned CLRN Certification. With blended learning skyrocketing throughout California with Governor Brown’s blessing, who will be minding the store? How will districts know if courses teach the Common Core, the Next Generation Science Standards, or other content standards and if courses are high quality?

No one and they won’t.

The Local Control Funding Formula ended most categorical programs, including CLRN.

eLearning Census: Blended Population Quartiles

The California Learning Resource Network (CLRN) began conducting the California eLearning Census in 2012 to better understand how full-time virtual and blended learning are evolving in California. On February 1st, 2014, CLRN distributed the survey to 1810 California public school districts and  direct-funded charters, receiving responses from 569 districts & charters (31%). The entire census report may be found here.

In order to understand how blended learning was growing in acceptance, we analyzed data by quartiles for the three years we’ve conducted this census and while this chart may not look exciting, it demonstrates that this year’s population is spread across a greater number of districts and charters.

In 2012, 25% of the responding school districts and charters accounted for 90% of the blended student population, with the next quartile adding just 8% and the third quartile adding 2% more. In 2013, we began to see a shift with the top quartile taking 87% while the next quartile added 8%. When taken together, the top two quartiles contributed 98% in 2012, lowering to 95% in 2013.  In 2014, the top quartile contributed 83% of the total, while the top two quartiles accounted for 95% of the population. The second quartile increased from 8% in 2013 to 12% in 2014. Even the third quartile, which began at 2% in 2012 grew to 4% in 2014. While the top 25% of districts and charters continue to contribute a significant proportion of the total eLearning population, the trend lines show that eLearning adoption is broadening among a greater percentage of schools. What has begun with some schools offering blended options for a few non-consumers has continued to grow as acceptance increases. Increases in total population as well as the median populations in 2014 confirm this trend.

census-quartiles

The Bottom Quartile

When looking at populations through quartiles, the three-year trend shows consistent growth both in population numbers and in median populations within the bottom quartile, even though it has yet to contribute more than 1% to the overall population total. In 2014, the bottom quartile only accounted for 1352 students with a median of 20 as compared to the top quartile with its 124,713 student population and a 750 median. The figure below demonstrates the steady climb in both total population and median population numbers in the bottom quartile. While the overall numbers may seem insignificant as compared with the top quartile, the long-term trend, in this and in other charts, indicates that blended learning is continuing to mature and gain acceptance in California’s schools.

census-bottom

eLearning Census: Population Trends at Charter and Traditional Districts

The California Learning Resource Network (CLRN) began conducting the California eLearning Census in 2012 to better understand how full-time virtual and blended learning are evolving in California. On February 1st, 2014, CLRN distributed the survey to 1810 California public school districts and  direct-funded charters, receiving responses from 569 districts & charters (31%). The entire census report may be downloaded here.

While the blended learning population grew 49% this year, the majority of that growth has occurred in charter schools. While the full-time virtual population has remained fairly flat over time, charter schools are experiencing slight gains in virtual students. However, much of the growth experienced this year in blended learning is due to adoption at charter schools. While blended learning in traditional districts has grown 43% since 2012, charters have experienced a 287% growth in blended learning students.

Blended Learning Trends: Traditional vs. Charter

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Virtual Learning Trends: Traditional vs. Charter

census-virtual trend