Theme of conference
· Personalized learning-identify needs and interest of each student then personalize and differentiate learning
· Blended learning
· Compentency based learning
http://www.cde.state.co.us/cdeadult/download/pdf/CompetencyBasedEducation.pdf
Competency Based Education focuses on outcomes of learning. CBE addresses what the learners are expected to do rather than on what they are expected to learn about. CBE emerged in the United States in the 1970s and refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge, skills, and behaviors students should possess at the end of a course of study.

Competency Based Education is a functional approach to education that emphasizes life skills and evaluates mastery of those skills according to actual leaner performance. It was defined by the U.S. Office of Education as a “performance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in society”

· Need for staff development

This is what Pennsylvania did to offer online class across district lines

Regional Online Program.pdf---show Ward this powerPoint
Buffet Model of Online Learning Models
..\My Documents\Online Learning\Blended Learning Buffet Model iNOCAL.pdf
· Competency Based-Mastery Learning w/o seat time
· F2F with online course materials
IDLA’s 3 Tiered Professional Development Model
http://vss2010.wikispaces.com/simmons-walker

..\My Documents\IDLA Professional Development\IDLA%E2%80%99s+Three+Tiered+Professional+Development+Model.pdf
Level
Course
Objectives
1 (Pre-Teaching Requirement)
Orientation
Organization overview
Policy and procedure
Facilitation
Communication

1 (Pre-Teaching Requirement)
Summer Conference
HR
Technology
Policy and Procedure

1 (Pre-Teaching Requirement)
Teaching Online for IDLA (3 cr)
Technology
Facilitation
Course Design
Accessibility
Assessment and Feedback
Communication (Asynchronous and Synchronous)

Preparing a course
Reflection



2 (1-2 year teachers)
Intermediate Facilitation
Facilitation J
Web 2.0
Synchronous
Asynchronous
Feedback

2 (1-2 year teachers)
Intermediate Blackboard
Technology
Web 2.0
Synchronous
Asynchronous
Feedback

2 (1-2 year teachers)
Summer Conference
Technology
Facilitation

Updates



3 (3+ year teachers)
Individualized Paths
Tracks

Course Development
Technology
Facilitation
Mentoring

3 (3+ year teachers)
Summer Conference
Technology
Facilitation
Updates




Going Vitrual
Summary
Professional development opportunities & preferences:
· 72% have participated in ongoing training sessions in online teaching.
· 46% have completed over 45 hours of professional development in online teaching.
· The two least preferred delivery methods across all respondents (least preferred and somewhat preferred combined) are: 1) fully face‐to‐face instruction (62%), and 2) fully online, non‐facilitated (56%).
· The two most preferred delivery methods reported across all respondents (preferred and most preferred combined) are: 1) ongoing training (69%), and 2) fully online, facilitated (68%).


Critical professional development needs:
· Professional development needs rated as very important (rating of 4 on scale of 1‐4) included use of communication technologies (74%), time management strategies (62%), risks of academic dishonesty to learners (60%), and student internet safety (60%).


Other professional development needs:
We asked online teachers to identify themselves by 1) model of program, including virtual schools, supplemental programs, and brick and mortar online programs, and 2) years of teaching experience. Results below reflect comparisons among these groups:

Technology tools: Professional development in Web 2.0 technologies is reported as less important by virtual school teachers (46%), and is rated higher by brick and mortar online teachers (85%).

Facilitation: Highly rated facilitation topics included enable student autonomy, independence, and responsibility for lesson mastery (over 90%), time management strategies (88‐94%), and alternative interventions to address varied learning needs (81‐92%).

Online content development: More online teachers in brick and mortar online programs are required to develop content (67%) when compared to teachers in supplemental programs (44%) or virtual schools (37%). Over 90% of respondents reported Maintaining accuracy and currency of course content as important to very important.


Digital etiquette: 100% of online teachers in brick and mortar programs rated risks of academic dishonesty to learners as important to very important.


Assessment: Two professional development topics in the survey, peer review (58% or lower) and student self‐evaluation (79% or lower), received the lowest consistent ratings of all professional development needs in the survey.


Networking/community building: The importance of professional development in networking and community building had the lowest ratings among all categories i the survey.


Leadership: Ninety‐one percent of virtual school teachers rated the professional development need of management tasks as important to very importat.


Special needs: Virtual school teachers reported higher needs in modify, customize, and/or personalize activities (90%), intervention and/or enrichment (91%), and in team teaching (70%). Only 33% of supplemental and brick and mortar teachers reported team teaching as an important training topic.


Finding Online Learning Environments When Funding is Scarce
www.anytimelearning.edublogs.org


1. DocsTEach: use documents from the National Archives to create own interactive learning activity or ready to-go activities
2. HippoCampus :High School - organized by content area
3. BBC Dimensions: make real world places and events in history by overlaying how large an area of event compares to another area a student may be more familiar with
4. Kwout: "brilliant way to quote" - Firefox plug-in: allows to create image map by taking screen shots - but includes all hyperlinks and can then post to a number of different websites and can add annotations or just add embed code. At the bottom of any kwout page there is a link to the original source so an accurate bibliography can be created
5. Apture: Firefox plugin -provides detail by creating a mini pop up window without leaving the page - must have popup blocker turned off
6. Qwiki: curated information experience
1. Auditory and visual components
2. Lots of controls at the bottom of page
7. Embedit.in: accepts assorted document types into single file and sorts by tabs
1. Source docs
2. Assignments
3. Newsletters
4. Student work
8. SweetSearch: a search engine for Students - can use with google docs
9. Wetoku: two way video side-by-side
1. Stream it live and record to archive
10. Scribblar.com: online whiteboard-has and an embedded equation editor
1. Used as many as 5 students at a time
11. Jing: screencasting tool - static and also allows to make short videos (screen casts)
1. Has a pro version for $15/year
12. Pollweverywhere: create online surveys - works with cell phones as well - download as a spreadsheet
13. Google Docs: spreadsheet, word processor, presentation, drawing, form (survey)
STEM learning using PhET: A suite of free interactive simulations
Engage your students in STEM learning with free simulations from the PhET project. The 90 sims are animated, interactive, game-like environments which engage students in active thinking, encourage experimentation, and help develop visual and conceptual models of physical phenomena. This session will introduce the sims and the research that informs their design and use. Session participants will exchange ideas for using PhET sims with their online learning environment.

Here is a link to the PhET website:

http://phet.colorado.edu

Here is a link to the PhET blog:

http://phet.colorado.edu/blog/

Here is the most recent PhET newsletter:

PhET_Newsletter.pdf

Here are the slides we used in the session:

PhET_Slides.pdf

Here are guidelines on how to create inquiry lessons around PhET sims, and examples of PhET use in lecture and in homework:

PhET_Inquiry_Guidelines.pdf
PhET_In_Lecture.pdf
PhET_In_Homework.pdf

Here is a list of PhET sims aligned with middle and high school science content:

PhET_Sims.pdf

Here are a couple of papers on the PhET project:

PhET_Paper_Science.pdf
PhET_Paper_Physics_Teacher.pdf



Open High School
Take an in-depth look at the elements that make the Open High School of Utah unique in the virtual arena: an innovative, individualized teaching model plus an open source curriculum compiled of teacher created materials and exiting open educational resources that allows teachers the flexibility to adjust curriculum to best fit learner needs as they prepare to succeed in the global marketplace.
http://www.openhighschool.org/
· Highrise---Great tool to keep track of teacher/student/parent interactions

· Kuglin: I've been working with Galileo School of Math & Science in Colorado Springs, CO. They've been working with five main (cloud) applications: Google Docs, Google Earth, SlideRocket, MindMeister, and SchoolFusion.
· The teachers learned those five tools, and once they got a feel for it, then they could start mixing in additional technologies. Before that, they were chasing every technology, which is frustrating. They needed a focal point. That grant was so successful, that the feds funded a second project at another school. They'll have the same thing implemented.
· In order to work as a 21st century educator--we still have students and teachers carrying around thumb drives, which are so 1990s--we need storage and storage online. When online, it can sync on all applications. There is a service called Dropbox that is very powerful because of the sharing capability; it syncs with every computer you have, and you can share. That would be a sixth component.
· Other resources recommended by Kuglin include: //Aviary// and Khan //Academy//.


[[file:///C:/Documents and Settings/pstephan/Desktop/Cost of 2010 NROC Network Membership.pdf|Cost of 2010 NROC netork]]

Review of Regional Online Program

Needs Survey

http://www.inacol.org/about/snap.php/

iNACOL Announces First Published Book: Lessons Learned from Virtual Schools: Experiences and Recommendations from the Field (Do we want to order?)
Do we need to connect with San Jose County---Jeff Tooker networked with them…they are doing online courses between districts.
Mmtrible on delicious
Toondoo---create cartoons
http://www.toondoo.com/
VSS Pre-conference notes
Tungle.com-scheduling made easy
Textthemob.com
Go2web2.0.net
Jing-uploads to You Tube
ScreenJelly--Screenjelly records your screen activity with your voice so you can spread it via Twitter or email.
Screencast---online storage
Handbrake- HandBrake is an open-source program designed to convert MPEG video (including DVD-Video) into an MPEG-4 video file in MPEG-4 Part 14 (.mp4) or Matroska (.mkv) containers


Cinch-The easiest way to record and share audio on the web! Share rich voice messages with friends, family and the world Add your voice to Facebook, Twitter and your blog Broadcast from anywhere, anytime.
Ustream.tv-- Watershed is Ustream's self-serve platform for live, interactive video. Flexible for everyone, Watershed offers plug-and-play as well as robust API integration solution
Backchannels in the Classroom--- back channel - A means of communication from users to content providers. At the same time that content providers are transmitting interactive television (analog or digital) to users, users can connect through a back channel to a Web site--for example, for the original content provider or an advertiser

Ed Tech Leaders- Professional Development

EdTech Leaders Online offers two professional development programs that build your organization's capacity to incorporate high-quality online professional development into your local program. These programs, described below, train facilitators and course designers to meet local professional development needs.

HippoCampus—Teaching With The Power of Digital Learning
http://www.hippocampus.org/

NCROC Courses-National Repository of Online Courses
http://www.montereyinstitute.org/nroc/nrocdemos.html
NROC course content is an Open Educational Resource (OER) and is available at no cost for individual use here at our website. If your organization would like to integrate NROC content into your institutional curriculum, please contact us for information about NROC Network membership at info@montereyinstitute.org.


Animoro.com


SlideRocket- Reinventing Presentations

RTI Workhop—3 Tier Approach
Student & Teacher Assistance Team (STAT)
· What do you want students to learn?
o Each unit
o Each grade level
o Each course
· How will you know they have learned?
· What will you do if they don’t learn (systematic system in place0
· What will you do if they already know (extended learning)


Intervention Strategies
· Peer assistant
· Online tutorials
· Study Island
· My Santori
· Elluminate sessions
· Campus Counselor collaboration
· Intensive tutorial
· Differentiated instruction

Screening

· Online learner attributes

· Academic

· Attendance

· Standardize test

· Course load-time commitments outside of school

· New to online learning

· Support and Feedback

· Teachers watch

· Counselors watch

· Universal screeners

Moodle Outcome Management System

· Assign objects to the course

· View reports from quizzes

· Available to teachers/students

· Lessons

· Scorm activities

· Quizzes

Committee Reviews

· Discuss data

· Review course

· Develop intervention

· Notifications of support, parent, student, teacher, learning specialists

Progress Monitors

· Academic Grades & Pacing

· Behavior-attendance, compliance

· Social-community, life family

· Purpose-learnig a spec skill, standard or concept. Measure, intervene, Guide to next

Pre-Stat Referral

· Student

· Fidelity Check

· Intervention applied

· Implementation of plan

· Schedule follow-up

· Monitor research

RTI Online---Moodle 7 Elluminate

· Classroom-STAT, norms and procedures….RTI pyramid

· Training for RTI & STAT-forms

· Teachers

· Counselor

Lincoln Interactive
http://www.nndsonline.org/lincolninteractive/index.html
Lincoln Interactive offers 250 + online, self-paced semester courses (basic and advanced) to serve the needs of a variety of different students interested in accelerated courses, expanded curriculum options, alternative education, credit recovery, special education, or simply to learn from the safety of their own homes. In partnership with NNDS, Lincoln Interactive can be used to expand learning opportunities in schools as well as bridge educational gaps with its courses for core subjects as well as electives.




Google Stuff

“As part of Google continued effort to collaborate with teachers and help students get a better sense of places across the globe, Google Earth Pro is now available to educators for free through the Google Earth for Educators site (http://sitescontent.google.come/google-earth-for-educators). Educators from higher educational and academic institutions who demonstrate a need for the Pro features in their classrooms can now apply for a single license for themselves or site licenses for their computer labs. A similar program exists for SketchUp Pro through the Google SketchUp Pro Statewide License Grant, which is currently being provided via grants to 11 states, and available to all others at the K-12 level at no cost.”

They also had this other section about virtual field trips: http://confluence.org/index.php. “The Confluence Project is to visit and record photographically the point of intersection for every line of latitude and longitude on Earth’s land surface. Have students visit points in countries they are studying to make observation about physical and human features.”
How to Develop an Online Program
http://vss2010.wikispaces.com/wicks
http://vss2010.wikispaces.com/Wicks.GettingStarted




Open High School-Utah- http://openhighschool.com/

Using OER (Open Education Resources)

Flexible office hours, use google chat, texting, skype, google video…They look a data, student initiated as well as teacher initiated.

Content is interactive…use voice thread, tweet, games, giving immediate feedback

They tweeted a field trip…for those students who were unable to attend….so they knew what was happening and could partake in the discussions.

Sharing DATA

High Rise-data gathered daily---helps to target students—online journal of teacher/student/parent interaction to share with other teachers and administration. Individual successes and best practices are posted for all to see. Helps targeted students.

LMS—Moodle Rooms

Time spend on page, digital footprint, mastery of state core standards by deciles

Great Qualitative Data

Cross curricular instruction offers relevancy