MoDLA Keynote

1. Kerry Rice, Ed. D.
Associate Professor
Department of Educational Technology
Boise State University

2. M.S. in Educational Technology
Masters in Educational Technology
Ed. D. in Educational Technology
Graduate Certificates:
Online Teaching - K12 & Adult Learner
Technology Integration Specialist
School Technology Coordinator
K-12 Online Teaching Endorsement
Game Studio: Mobile Game Design
GoGo Labs: Learning Technology
Design Lab

3. Adapted from Source: Good Thing http://www.it-is-
funny.com/pictures/funny_pictures_of_evolution.php#_self

4. Evolutionary Timeline
Milliseconds Technology
Decades Language Danny Hillis
Thinking Machine
1994
Brains/nervous
Million years
system
Billion years Multicellular organisms

5. The Evolution of Technological Change
Autocatalytic =
the more it
changes the
faster it changes
TECHNOLOGY
Biological Evolution
Time

8. Huh? No
wonder I’m so
confused.

9. Evolution of Innovation
“Crowd accelerated innovation.” Cycles of
improvement fueled by crowds leads to
greater innovations more rapidly.
Chris Anderson: How web video powers global innovation
http://www.ted.com/talks/chris_anderson_how_web_video_powers_global_innovation.html

10. Evolution of Learning
• Surfing: James Seely Brown – the Power of the Pull (video
cameras)
• Scientific advances: Journal of Visualized Experiments JOVE
http://www.jove.com/
• Medical Treatments: Cure Together
• “Getting Things Done”:
Kickstarter, Odesk, Elance,
The LogoLoft
• Open source: MIT/Harvard
edX courses

11. Evolution of Learning
• Thomas Suarez: 12 Year-Old Game
Developer
http://www.ted.com/talks/lang/en/thomas_suarez_
a_12_year_old_app_developer.html
• 11 year old taking a course on game
theory at Stanford
http://www.forbes.com/sites/joshuagans/2012/05/0
7/what-my-11-year-olds-stanford-course-taught-me-
about-online-education/
• Hole in the Wall Experiments,
Sugata Mitra.
SOLEhttp://www.ted.com/talks/lang/en/sugata_ “Education is self-organizing
mitra_the_child_driven_education.html system, where learning is an emergent
phenomenon” -Sugata Mitra

12. Where is our evolution of education?
“If you judge a fish by its ability to climb a tree, it'll spend its whole life
believing that it is stupid.” – Albert Einstein

13. TECHNOLOGY
Biological Evolution
Education
Time

14. “Students cannot, and will never,
learn unless they are with me in my
classroom – period. They can’t
learn without me prodding them
and being there to get the
information from me personally and
without me deciding for them what
it is that they learn.”
Is lecture capture the worst educational technology?
http://www.masmithers.com/2011/03/11/is-lecture-capture-the-worst-educational-technology/

15. “You simply cannot "A teacher that can be
replace a teacher with replaced by a machine
a laptop.” should be."
http://neatoday.org/2011/04/01/laptops-are-not- http://www.ted.com/talks/lang/en/sugata_mitra_th
teachers/ e_child_driven_education.html

17. Online Learning Revolution

18. K-12 Online National Trends
2019
25 million
2016 ½ of all
high
2010 5–6 school
million** courses
2008 1.8 million*
2000
45,000 1,030,000
*US Dept. of Education, National Center for Education Statistics (2011)
**Anthony G. Picciano and Jeff Seaman, Sloan Consortium Report 2009

19. K-12 Online Learning Continuum

20. Blended Learning
“A formal education program in
which a student learns in part
through online delivery of
content and instruction with
some element of student control
over time, place, path and/or
pace.
and
at least in part at a supervised
brick and mortar location away
from home.
Heather Staker and Michael Horn, Innosight Institute:
http://www.innosightinstitute.org/media-room/publications/education-publications/classifying-k-12-
blended-learning/

21. Models of K-12 Online
• Full-Time Virtual Schools (usually multi-district)
– Connections Education (Acquired by Pearson)
– K-12 Inc. (subsumed Kaplan, Insight, IQ Academy, KC Distance
Learning)
– Advanced Academics
– Pinnacle Education
• Consortiums and District-Led (VHS, Wisconsin eSchool)
• State Supplemental Programs (MoVIP, IDLA, FVS, MVS) –
Many are facing defunding with increased private sector and
district-led initiatives.

22. Models of K-12 Online
• Post-Secondary and Dual Credit
– Missouri-Columbia University High School
– Indiana University High School
– Minn. Learning Commons
– George Washington University & K12 Inc. – Private
college preparatory HS
– American Public University & CA - Dual degree
HS/AA - success measured by completion (not
seat time)

23. Key Trends in K-12 Online (2010-2011)
• Single district programs fastest growing segment. Most are
blended.
• Full-time multi-district online schools continue growth. (25%
increase)
• New online learning legislation in 5 states.
• Common Core fuels consistent curriculum creation.
• State virtual schools (supplemental programs) depend on
funding for sustainability. (19% increase)
In our efforts to be innovative, we may be losing sight of the
value of proven “traditional” full-time and online programs in
our search for the next best thing. Continued growth in
enrollments suggests there is still unmet demand for tens of
thousands of students.
Keeping Pace with K-12 Online Learning, 2011 http://kpk12.com

24. Transformations
• Policy
• Schools
• Teaching Practice

25. Transforming Policy
• Flexibility in how we view time
(carnegie unit) “Students should
be encouraged to go as far and as
fast as they can.”
• Innovation for competency-based
models that are outcome-based.
• Just-in-time summative
assessments (NCLB).
• Consistent data collection and
accountability systems.

26. Transforming Policy
K-12 Online
Teaching
Standards
PreK-12
Preservice
Online
Technology
Teaching
Standards
Endorsement
Transformative
Practices
http://edtech.boisestate.edu/idaho-k-12-online-teaching-endorsement-program/
https://sites.google.com/a/boisestate.edu/idaho-online-endorsement/home

27. Transforming Schools
• Establish a one to one
computer ratio in high school.
• Give teachers classroom tools.
• Provide teacher training.
• Increased Access -
Idaho Education
Network

29. … "online course" means a course which delivers a
sequential program of synchronous and/or
asynchronous instruction primarily through the use of
technology, in which the instructor is not physically
located at the school or place in which the student is
receiving instruction. Nothing in this definition shall
prohibit a blended course that includes face-to-face, in
person instruction, provided that a majority of the
instruction is delivered as stated herein.”

30. Transforming Teaching Practice
Focus on Student-Centered
Learning
– More emphasis on authentic
learning experiences (PBL).
– Rethinking accountability for
learning (badges).
– Increased student participation in
their own learning (co-design).
– Adaptive learning management
systems that use data to drive
personal learning plans.

31. Transforming Teaching Practice

32. Transforming Teaching Practice
Leveraging
Technology
for
Learning
Educator (vs.Teacher)
Assign Learning Tasks
Assess
Guide dev. of PLP’s
Curriculum Dev.
Course Design
Changing
Role of the
Teacher

33. LCP’s PBL Best Practice
Collaboration
Active and
Participation Community
Building
Learner Authentic
Autonomy Assessment
PBL
21st Century Skills

35. Learner Active
Active
Autonomy Participation
Participation
21st Century Skills
Collaboration
and Authentic
Community Assessment
Building

36. Learner
Autonomy
Virtual Schoolhouse Bridges Project
NASA: Communications and the Lunar Outpost

37. Learner
Autonomy

38. Collaboration
and
Community
Building

39. Collaboration
and
Community
Building

40. Active
Participation

41. Active
Participation
• Live presentations and lectures
• Guest speakers
• One-on-one tutorials and mentoring
• Group discussions and activities
• Informal chat sessions
• Question and answer sessions

42. “I started making this website because I had the
Idea of instead of just doing a project paper for my Authentic
class I could spread my information around the Assessment
continents...”

43. Authentic
Assessment
http://fold.it/portal/

44. • Global awareness • Communication and
• Digital, information, media collaboration
and social literacy • Flexibility and adaptability
• Financial, business and • Initiative and self-
economical literacy direction
• Creativity • Leadership and
• Critical thinking and responsibility
problem solving • Productivity and
accountability
21st Century Skills

45. A Flippin’ Framework
for Strategy Development
STRATEGY CLASSROOM/SCHOOL/DISTRICT SUPPORTS EXAMPLE TOOLS
Blending
Internet resources (Global Collaborations, Computers, open access, bandwidth, asset or Collaborate in descriptive writing on the Monster Google Docs, Google Sites, Trailmeme,
Beginner (10% - 25%) Scavenger Hunts) content management system (My Big Campus), Exchange learning community. Other useful sites Grabbabeast, Phet, Zoom Kitchen
Digital Classroom include virtual math manipulatives, simulations, Chemistry, National Library of Virtual
games, tutorials, remediation. Manipulatives
Shared resource respositories Computers, bandwidth, open access Preload Diigo with resources. Students use the Diigo, CiteULike, Pinterest, Delicious,
annotation tool to highlight and explain structure only2clicks, symbaloo
and context of materials.
Lecture Capture (for remediation or absent Central LMS or asset/content management system Record class lectures using a lecture capture LMS (Blackboard, Moodle, Brain Honey),
students) tool. Upload to a central location for access when CMS (My Big Campus)
needed.
Classroom Group Open access Communicate with parents Google Groups, Yahoo Groups,
Facebook, Blog, Wiki
Collaborative Brainstorming Computers, open access, bandwidth Teacher directed collaborative brainstorming Bubbl.us, Gliffy
Intermediate (25% - 50%) Internet Integration activities (WebQuests, Computers, open access, small class sizes Students work in small groups to complete a Google Sites, LMS, Virtual Field Trip
Digital Classroom Virtual Field Trips) Webquest (Groups of students work in groups websites
around a single computer.)
Collaborative document creation Computers, broadband capacity, open access Students work in small groups using online Google Docs
collaboration tools. (Students work at their own
computer but belong to a group.)
Online discussions Computers, open access, broadband capacity, Practice language skills with others from the LMS, Voicethread, Skype, My Language
microphone or headset country of origin. Exchange
Advanced (> 50%) Digital Video resources (for delivery outside Computer access (one-to-one, after school labs, Khan Academy YouTube, WatchKnow, TeacherTube
Blended Classroom the classroom) laptop checkout)
Digital Media Creation Computer access (one-to-one, after school labs, Teacher created videos explaining a complex SnagIt, Jing, Camstudio, Camtasia,
laptop checkout) concept using examples and materials from Screenr, Screencast, microphone,
everyday life. Webcam
Mobile Learning Mobile device access Situated Simulations that superimpose historical Smartphone, iPad,
elements over real-time locations.
Gaming Computer access (one-to-one, after school labs, Embed gaming elements into learning goals 3-D GameLab quest-based learning
laptop checkout) (badges, achievements, self-selection, leveling) management system
https://docs.google.com/spreadsheet/ccc?key=0Ai3yKZKvaKCDdE5kZWZJeTVtZkxtNkR3Zkw5aGxZWFE

46. Digital Bloom’s

47. Image created using wordle: http://www.wordle.net/

48. In a review of empirical studies, the U.S. Department of
Education concluded, “...on average, students in online learning
conditions performed better than those receiving face-to-face
classes.” (Evaluation of Evidence-based Practices in Online
Learning, May 2009)
Key Findings
The effectiveness of online learning is tied to
learning time, curriculum, pedagogy, and
opportunities for collaboration.
Online learning can be enhanced
by giving learners control of their
interactions with media.
Online learning can be enhanced
by prompting learner reflection.

49. Accountability
• “Florida Connections Academy 2009 State Test Scores
Exceed Overall State Results” (Connections Academy)
• “Newly released state data reveal that e-schools
perform better academically than Big 8 districts at
lower cost “ (Ohio Alliance for Public Charter School)
• Minnesota, Colorado, California have noted smaller
gains in online programs than in brick and mortar.
Let’s get past
Best Practices in K-12 Online: comparisons
Identify those online delivery
methodologies that seem to produce
exceptional educational results.

50. Going Virtual! Research Series

51. Going Virtual! Research Series
2007: The Status of Professional Development
• Who delivered/received PD?
• When and how PD was delivered?
• Content and sequence of PD?
2008: Unique Needs and Challenges
• Amount of PD?
• Preferred delivery format?
• Most important topics for PD?
2010: The Status of PD and Unique Needs of K-12 Online Teachers
• Revisit questions from 2007 & 2008
• What PD have you had? What do you need?
2011: Development of an Educational Data Mining model
• Pass Rate Predictive Model
• Engagement
• Association Rules

52. Summary of Findings
• Teachers highly • Who provides PD?
experienced – workplace (89%)
– 99% credentialed – university (27%)
– 60% Master’s degree+ • PD is …
• 12% of new online – Dependent on the
teachers have never organization
taught f-2-f – Driven by context
– Online
• 25% of brand new
– Ongoing
online teachers
received no training – Focused on skills

53. Self - Reported Needs 2010
(sorted by Online Teaching Experience)
O Years
• Working with students with disabilities in the online classroom
(57%)
• Managing groups and online collaboration (52%)
• Instructional design of online learning (53%)
1 - 5 Years
• The area of design, including instructional design principles (46%)
• Design tools (41%)
• Design of syllabi (38%)
6 + Years
• Psychology of online learning (41%)
• Promoting student autonomy (35%)
• Student readiness (34%)

54. Leveraging Data Systems
PD Teacher Student
Effectiveness Effectiveness Outcomes
Change in
Quality teaching Satisfaction
practice
Self report
Self report
Quantity
AND Quality
Usefulness of Engagement
Interaction
Self report
Course Dropout
Engagement Design Rate
Low-level data
Performanc
e
Low-level data
Learning
Patterns

55. Educational Data Mining
Hung, J., Hsu, Y., Rice, K. (in press). Integrating Data Mining in Program Evaluation of K-12 Online
Education. Journal of Educational Technology and Society. Special Issue Learning and Knowledge
Analytics http://www.ifets.info/

56. Are We There Yet?
Early Innovator
Mainstream Adopter
Reducing the Drag One Inch at a Time
Source: http://icanhascheezburger.com/2011/03/29/funny-pictures-reducing-the-drag/?from=recMap3

57. Real World Challenges
• Access
• Learning Management Systems
• Content – particularly in difficult subject-
areas
• Computer Skills ??
• Making use of data
• Transformative teaching practices
• Preservice teacher training
• Barriers to innovation
• Private vs. Public
• “Inversion of Authority” phenomenon

58. What’s wrong with this picture?
“Online education, on the other hand, is often entirely a numbers game. The
same lecture is viewed by the hundreds of thousands of people and takes no
account of differences in understanding or circumstances. Though online
education offers students flexibility on how and when to view a lecture, it offers
professors no reciprocal flexibility to tailor their lectures to the unique abilities
and interests of the students.”

59. The (Inevitable) Future of Education
TECHNOLOGY
Biological Evolution
Education
Time

60. How Will Your
Classroom be
Transformed?
Kerry Rice
Department of Educational Technology
Boise State University
krice@boisestate.edu
Questions?

61. Resources
• Queen, B., & Lewis, L. (2011). Distance Education Courses for Public Elementary and Secondary School
Students: 2009–10 (NCES 2012-008). U.S. Department of Education, National Center for Education Statistics.
Washington, DC: Government Printing Office. http://nces.ed.gov/pubs2012/2012008.pdf
• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones., K. (2009). Evaluation of evidence-based practices in
online learning: A meta-analysis and review of online learning studies. U.S. Department of Education, Office of
Planning, Evaluation, and Policy Development, Washington, DC: Government Printing Office.
http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
• Making the Move to K-12 Online Teaching: Research-Based Strategies and Practices
www.pearsonhighered.com/rice1e
• A Flipping Framework: http://bit.ly/JahtdX
• Innosight Institute: http://www.innosightinstitute.org/
• Edtech K-12 Online Endorsement Program: http://edtech.boisestate.edu/idaho-k-12-online-teaching-
endorsement-program/
• ISTE NETS Standards: http://www.iste.org/standards.aspx
• Fast Facts About Online Learning: http://www.inacol.org/press/docs/nacol_fast_facts.pdf
• 50 Innovative Education Startups for 2012: http://www.onlineschools.com/blog/50-innovative-education-
startups
• Knewton Adaptive Learning Platform: http://www.knewton.com/adaptive-learning-white-paper/
• Crowdsourcing examples: http://crowdsourcingexamples.pbworks.com/w/page/16668404/FrontPage
• TED-Ed: http://www.youtube.com/teded

62. Resources
• Clearing the Path: Creating Innovation Space for Serving Over-Age, Under-Credited Students in
Competency-Based Pathways http://www.ednewscolorado.org/2011/10/04/25310-analysis-shows-half-of-
online-students-leave-programs-within-a-year-but-funding-stays
• Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning
http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdf
• It’s Not a Matter of Time: Highlights from the 2011 Competency-Based Learning Summit
http://www.inacol.org/research/docs/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdf
• Troubling Questions about Online Education: http://www.ednewscolorado.org/2011/10/04/25310-
analysis-shows-half-of-online-students-leave-programs-within-a-year-but-funding-stays
• Viewpoint: Authorizing Online Learning http://www.inacol.org/research/docs/Vander%20Ark-
Patrick%20Cyber%20Learning%20Viewpoint_August%202011.pdf
• State Strategies for Awarding Credit to Support Student Learning: http://www.edweek.org/media/23biz-
state-1202educreditbrief.pdf
• Going Virtual! Research Series: http://edtech.boisestate.edu/goingvirtual/goingvirtual.htm
• The reality of virtual schools: A review of the literature. (2008). http://1.usa.gov/MLJwSF