Distance Learning for Integrated Programs

1. Distance Learning for Integrated Programs

2. Essential Question What Is Distance Learning? A Few Thoughts About Distance Learning Same Page Terminology Targeted Student Populations Distance Learning Goals & Objectives Student Outcomes Alignment to OACE Program Model Standards Presentation Overview • Placement & Assessment • Some Suggested Distance Learning Resources • Challenges And Solutions • What Does It Take? • Data And Planning • Further Areas of Inquiry

3. Essential Question for the Summer Planning Project How will/can Distance Learning support the Integrated Programs goals and objectives?

4. What is Distance Learning? Distance Learning refers to any learning environment in which all or part of the instruction takes place asynchronously; i.e.: the teacher and student(s) are not together in the same physical space How Has Distance Learning Been Used in YourPrograms? • no/low tech (paper-and pencil home study holiday packets) • medium tech (DVD/video checkout with accompanying packets) • high tech (online instruction) • future plans for the expansion of Distance Learning include exploration of possible broadcast and podcast options, including video conferencing, Skype and other modes which include both synchronous and asynchronous delivery possibilities

5. A Few Thoughts on Distance Learning • Distance Learning is an instructional model which supports traditional classroom instruction, blended learning and independent study through the use of interactive web resources • Distance Learning can be customized to individual student needs • Distance Learning resources are selected to support a constructivist approach to education • Distance Learning goals are parallel and in sync with traditional classroom goals

6. Same Page Terminology • Course Management System: a software system designed to support teaching and learning in an educational setting. Examples include Blackboard and Moodle. • Web-Based Resources: any interactive resources available on the Internet, including wikis, blogs, online scrapbooking, etc. as well as content provided for specific subject areas, such as USALearns, supplemental textbook resources from publishers’ websites, etc. These may or may not be free of charge • Asynchronous: not at the same time • F2F: face-to-face (used to refer to traditional classrooms) • Open Lab: a computer lab available for students to complete web-based/online work independently, supervised by a teacher • Blended Learning: courses that use both F2F and Distance Learning strategies and materials • Ancillary Materials: CDs, DVDs, etc. provided as supplemental textbook resources; not web-based

7. Targeted Student Populations • Students who missed the Managed Enrollment window • Students who are wait-listed for a seat in a traditional class • Students who need and/or would like an additional class or additional instruction • Students who cannot or choose not to attend regularly

8. Distance Learning Goals & Objectives • Serve as many of our students as possible with increasingly limited human and fiscal resources • Provide customized instruction based on individual student goals, skills and needs • Expose students to multiple uses of technology

9. Student Outcomes • Distance Learning throughout OACE will prepare students for transition to the CTE, GED or high school diploma programs, post-secondary education and/or the workplace with: • Targeted assignments that address students’ individual needs in language literacy, numeracy, specific job skills, soft skills • Increased computer and technological literacy • Improved ability to work independently in a supported environment

10. Alignment to OACE Program Model Standards • All resources are aligned to OACE Model Standards which define entry and exit criteria for each level • Students may be assigned customized resources depending on goals and needs • Distance Learning resources can be coordinated with classroom instruction when possible, such as using ancillary electronic and digital materials from textbooks

11. Placement & Assessment • Students enrolled in traditional classes will be placed based on their class level • Students not enrolled in traditional classes will be initially placed based on CASAS testing in ESL and other assessments in other programs as appropriate throughout OACE • Students may be in discrete levels in different skills depending on needs

12. Suggested Distance Learning Resources • Interactive self-paced web-based resources (for example, in ESL: USALearns and Rosetta Stone) • Teacher-created level-aligned materials stored in commonly accessible curriculum pools in Moodle • Ancillary materials from class texts and other supplementary resources (CDs; DVDs; publisher website resources) • Web-based non-ESL resources such as wikis, Voxopop, online scrapbooking, video sharing and other resources • Social networking sites such as Facebook

13. Challenges And Proposed Solutions • Limited computer lab time • Extend access across all programs • Limit students to two hours per day or four hours per week when others are waiting • Limited resources to train teachers in this model of instruction • Integrate training into our PLC and Technology Learning Circles • Distance Learning Coordinator works with teachers individually during class time (demonstration lessons, co-teaching, etc.) • Student lack of prior computer literacy • Establish one-to-two week “bridge to online learning” course • Student lack of off-site Internet access • Develop resources accessible by cell phone • Support student connections with OTX to provide them with free- used Internet-ready computers • Data Collection • Establish guidelines for most essential and useful types of data and processes for collecting it, analyzing it and using it to drive instruction and planning

14. What Does It Take? • Vision: ability to imagine a new model of instruction • Commitment: to serving multiple levels in multiple ways • Organization: ability to manage multiple streams of activity and coordinate with instructional assistants, classroom teachers and students coming and going on a drop-in basis • Communication: between and among the Distance Learning coordinator, program administrator, classroom teachers and students • Strong teachers: who are comfortable in a non-traditional environment, quick learners, tech savvy, knowledgeable about web resources and able to move seamlessly among many simultaneously occurring activities

15. and it also takes… • Excitement: a sustained interest in and passion for creating the best outcomes for students • Focused Materials: that address a multiplicity of skills and a multiplicity of student needs • Flexibility: teachers who are able to adjust to ever-shifting resources (funding and web-based) and create positive outcomes • Quick decision-making skills: able to prioritize, assess and address program and student needs based on a clear understanding of program goals and other concerns • A system that is clear to the students, teachers, administrators and office staff

16. Data And Planning • Data, such as attendance, activities started and completed, assessment scores, etc. is collected by some content-based resources such as USALearns • Some web-based resources offer some more limited types of data, such as log-in histories, dates and time on task, and comparison of student work samples (such as in wikis) • CASAS test scores and benchmarks will be tracked and correlated for students exclusively in Distance Learning, in both Distance Learning and traditional classes, and only in traditional classes • Students will also fill out evaluations of Distance Learning to see if it is serving their needs and how it can be improved

17. Further Areas Of Inquiry • Development of high-quality web-based resources for adult ed instruction which meet best practices criteria • Improved collection of data and creation of models to use the data to drive instruction • Integration of goal-setting into the Distance Learning classroom • Implementation of ongoing teacher training and collaboration • Offering quality instruction to all comers with limited resources • Student entry, mid-term and exit interviews to see if and how their goals were or were not met • Distance Learning and traditional classroom teacher feedback on student engagement, performance and assessment • Creation and maintenance of a system of forms, documents, and records

18. How Will Distance Learning Support I.P.? What Obstacles/Challenges Do We Face?