Storyboard for K-12 Distance Education

1. Storyboard for K-12 Distance Education Bianca Lochner 8841 Walden University

2. Distance Education • Distance education represents an important alternative to address current challenges and to make education accessible to all. • Distance education represents the transmission of knowledge through various media and information channels to provide more flexible educational models. • Distance education courses are credit-granting courses offered to elementary and secondary school students enrolled in the a school district in which the teacher and students are in different locations.

3. Needs To provide access to educational experiences that are more flexible in time and space than traditional, campus-based education. To integrate and adapt to the affordances of the Internet and Web 2.0 tools. To expand learning environments beyond physical boundaries. To provide access to a wide range of training and learning resources. To generate new revenue. To transform and rethink content and pedagogy to address information age learning styles.

4. Research – Journals • The American Journal of Distance Education –Pennsylvania State University • Distance Learning journal – Information Age Publishing • Educational Technology, Educational Technology Publications • Educational Technology Research and Development – Springer Publishing • Quarterly Review of Distance Education – Information Age Publishing • Tech Trends –Springer Publishing

5. Research • Distance education provides students with a rewarding experience that is just as challenging and effective as a traditional face -to -face learning environment (Anderson, 2008). • Simonson developed the equivalency theory as a framework to distinguish between distance and face-to-face education and emphasized that DE should not be identical with education practiced in a F2F environment Laureate, 2008). DE should have the same learning outcomes as traditional education and should provide equivalent learning experiences to meet these outcomes (Laureate, 2008). • Using technologies, theoretical approaches and appropriate instructional strategies, combining synchronous and asynchronous instruction are all methods that enhance distance education outcomes (Anderson, 2008).

6. Research • Distance education instructional designers should have knowledge of how students learn and of learning theories in order to design effective distance learning environments (Ally, 2008). • Up to 50% of all high school courses will be delivered online by 2019 (Hoover Institute, 2010) • Up to 80% of all instruction will be computer-based by 2024 (Christensen, 2008).

7. Development – Intended Audience • Corporations • Post-secondary Institutions • K-12 Educational Environments

8. Development - District Concerns • What is the cost for the adoption of the distance education model? • What is the preparedness level of faculty to transfer content to the online format successfully ? • How may faculty be supported to develop new instructional strategies and to deliver successful online courses ? • What are the needed policies?

9. Development - Faculty Concerns • Are distance education learning outcomes equivalent to those students achieve in traditional courses? • Will faculty-students and students-students interaction decrease? • Will the level of student collaboration diminish compared to face-to-face courses? • What are the benefits for the faculty? • Is there a support system in place? • What are the promotion approaches for the distance education program?

10. Development – Student and Parents Concerns • What is the quality of distance education compared with face-to-face ? • What is the cost for online courses? • Are there guidelines in place for security and privacy policies to protect institution and student records? • Is the district’s distance education program accredited?

11. Commercialization • Accreditation • Online Learning Platforms • Distance Education Courseware • Web 2.0 Tools

12. Educational tools

13. Innovation-Decision Process Introduction Rogers’s (2003) Stages Knowledge Persuasion Decision Implementation Confirmation

14. Innovation-Decision Process Introduction ● Only few school districts in Arizona have considered district offering education courses ● The district will be a pioneer ● The following is an estimated timeline for the district to implement

15. Innovation Decision Process Rogers’s (2003) Stages Knowledge-Persuasion-DecisionImplementation –Confirmation District Level District & School Level Timeline: The district will have to set up its own timeline. Communication channels: All inter-school and inter-district communication channels are per the usual district procedures for communicating course offerings.

16. Innovation Decision Process Rogers’s (2003) Stages ● Knowledge, Persuasion, and Decision would occur at the district level ● Implementation and Confirmation would occur at the individual school level

17. Innovation Decision Process Rogers’s (2003) Stages Knowledge, Persuasion, and Decision District level Timeline: occurring with this presentation Communication channel: this presentation School/teacher level Timeline: schools will not have input in the distance education model development process Communication channel: district will convey the adoption of its distance education model per usual district dissemination channels

18. Innovation Decision Process Rogers’s (2003) Stages Implementation District level Timeline: District’s distance education model will have to be approved by the Arizona Department of Education Develop the infrastructure to support the extension of traditional courses Make changes to policy to ensure that distance learning is well-integrated with the rest of the district Communication channel: District will convey the availability of online courses policy per usual district dissemination channels School level Timeline: Schools will implement distance education model per district’s given timeline. Communication channel: Schools will convey the availability of online courses policy per usual district dissemination channels

19. Innovation Decision Process Rogers’s (2003) Stages Confirmation School level Timeline: Schools to give feedback to district each quarter Communication channel: Schools convey the results per usual inter-district communication policy District level Timeline: District may re-invent (modify) distance education model after feedback from schools. Then the cycle restarts at the a new or revised implementation stage.

20. Rate of Adoption S-Curve Few academic research on K-12 distance education adoption rate because: ● Innovation is still new for K-12 educational environments ● Currently at the bottom of the S-curve.

21. Rate of Adoption S-Curve Innovators: The School Board who would approve and adopt a distance education module. Early adopters: District- and school-level school administration Early Majority: Teachers who are already using an LMS Late Majority: High School faculty Laggards: Elementary-level faculty

22. References • Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 15–44). Edmonton, AB: Athabasca University Press.Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 45–74). Edmonton, AB: Athabasca University Press. • Christensen, C. M. (2008). Disruptively deploying computers. In Disrupting class: How disruptive innovations will change the way the world learns (pp. 89–119). New York: McGraw-Hill. Laureate Education, Inc. (Executive Producer). (2008a). Distance Education: The Next Generation [Video]. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2008b). Equivalency Theory [Video]. Baltimore, MD: Author. • Simmons, D. E. (2002). The forum report: E-learning adoption rates and barriers. In A. Rossett (Ed.), The ASTD e-learning handbook (pp. 19-23). New York:, NY: McGraw-Hill. • Simonson, M. (2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions for Teaching & Learning, (84), 29. Retrieved from EBSCOhost.