Distance Education in Oregon

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1 Distance Educatin in Oregn Educatin Cmmissin f the States 700 Bradway, Suite 1200 Denver, CO Fax: PK-20 Virtual e-learning/distance Educatin Octber 2004 Intrductin Ever evlving virtual e-learning and ther distance educatin technlgies can ffer supprt fr the mst prmising strategies fr active learning. A statewide distance educatin system can enhance teaching and learning pprtunities fr all learners; with effective implementatin, distance educatin can ffer widespread access, academic excellence, equity and new educatinal pprtunities. The terms virtual e- Learning and distance educatin encmpass a wide variety f learning mdes, including: nline tutrials; prvisin f an nline r televised curse (interactive r nt) within an therwise traditinal, classrm-based curse f study; prvisin f nline curses; prvisin f teacher prfessinal develpment thrugh nline curses r resurces; prvisin f all f an institutin s curses via the Internet r ther technlgy; student interactin with a cmputer within a classrm setting (i.e., accessing a teacher s web page fr research tips, hmewrk assignments, etc.); the use f electrnic textbks; and the use f electrnic assessments. With the rapid wrldwide grwth f teaching and learning thrugh the Internet and ther cmmunicatins technlgies, almst every state in the natin is engaged in sme kind f virtual e-learning and distance educatin effrt. In less than tw years, Oregn has accmplished a great deal twards transfrming student learning and bringing resurces t all Oregn learners thrugh technlgy. Clearly, the state is n the leading edge f distance educatin fr all learners; hwever, wrk remains t be dne. The fllwing tpical plicy brief presents a cmpilatin f Oregn educatin plicies and statewide prgrams related t virtual e-learning and distance educatin. In additin, the brief includes relevant perfrmance data fr Oregn related t virtual e-learning and distance educatin, examples frm ther states, plicy questins, and cnsideratins fr discussin as Oregn determines the next steps fr their distance educatin system. The plicy questins and ptins are intended as a starting pint fr discussin and deliberatin amng Oregn educatin plicymakers and ther stakehlders. Data Surces and Methdlgy ECS used a variety f surces t btain the data and infrmatin reprted in this dcument, including staff in several departments and agencies within the state f Oregn as well as a number f natinal educatin plicy rganizatins and research reprts. This dcument presents a sample f the available data n Oregn perfrmance related t virtual e-learning and distance educatin; it is nt an exhaustive representatin f Oregn s effrts. Additinal data surces exist and are wrth examining. Oregn Plicies and Prgrams Related t Virtual e-learning/distance Educatin In 1995 the Oregn Public Educatin Netwrk (OPEN) was funded as a grassrts effrt and frmalized as an Oregn Assciated Educatin Service District-spnsred (OAESD) prject. The netwrk's missin is t enable all f Oregn's K-12 schls t participate in a crdinated infrmatin netwrk that allws students and educatrs access t technlgy-based classes and resurces. OPEN helps bring the Internet t Oregn's classrms by facilitating netwrk cnnectins and servicing thse cnnectins thrugh technical and user supprt services. Established by a cnsrtium t prvide high speed Internet t schls, OPEN builds n ECS Plicy Brief ~ Octber 2004 Page 1 e-learning/distance Educatin

2 successful reginal netwrks t ffer a wide range f educatinal services targeted at Oregn students and educatrs. OPEN is a rbust and reliable cnnectivity system fr data fr districts and Educatin Service Districts (ESDs). In 1999 the State Superintendent f Public Instructin appinted a Distance Educatin Cuncil that met frm t frmulate strategies t bring t fruitin a statewide distance educatin prgram. In 1999 the Oregn Legislature enacted Senate Bill 622, a telecmmunicatins act that allcated $50 millin t be administered by the Oregn Department f Educatin fr the purpse f building cnnectivity infrastructure and prviding videcnferencing hardware t all f Oregn s high schls and ESDs. Supprted in kind by the Oregn Assciatin f Educatin Services Districts and the Oregn Public Educatin Netwrk (OPEN), spnsrship f this legislatin was based n a recgnized need t bring critical learning and teaching resurces t all Oregn learners and t link the statewide educatin cmmunity thrugh technlgy. The legislatin has led t the fllwing: The establishment f a dedicated frame relay vide netwrk. Videcnferencing equipment and systems were prvided t all 287 Oregn high schls and 21 ESDs n an as-ready basis (VTEL brand PC-based videcnferencing systems). The installatin was cmpleted December 31, 2001, resulting in the Oregn Access Netwrk, ne f the first statewide IP (Internet Prtcl) vide netwrks in the natin and ne f the largest f its kind. The cmpletin f a statewide data netwrk fr all Oregn schls, bringing high-speed Internet access t every schl building in the state. (This cmpleted the OPEN develpment f high-speed cnnectivity fr K-12 schls, bringing a direct cnnectin t the data netwrk fr every remte r underserved area in the state.) The blstering f a high-speed, bradband netwrk that supprts data and vide infrastructure, installatin f videcnference equipment, and develpment f telecmmunicatins prgrams in every K-12 schl district in the state. The develpment f lcal area netwrks (LANs) in every schl building in which they did nt already exist. In 2000, the Oregn Access Netwrk, Oregn s Internet prtcl-based, tw-way interactive videcnference netwrk, was established statewide as a result f Senate Bill 622. Crdinated primarily by the Oregn Department f Educatin, the Oregn Access Netwrk allws fr interactin and delivery f classrm and prfessinal develpment cntent in ver 150 high schls and 20 ESDs. The netwrk als supprts cmmunity cllege and higher educatin cnnectins. The netwrk is used t cnnect educatrs and classrms thrughut Oregn, thereby creating a statewide virtual educatin cmmunity. Administratrs and schl leaders use the netwrk t attend meetings remtely, teachers use it t access wrkshps and ther prfessinal develpment pprtunities, including certificatin and licensure prgrams, and students use it t access critical cntent, like freign language and advanced placement science curses, and ther learning pprtunities, such as virtual field trips and lectures, that they wuld therwise nt have within their reach. A VTEL videcnferencing unit has been installed in high schls and ESD's thrughut Oregn. Videcnferencers are able t see themselves n ne mnitr while viewing remte participants n a secnd mnitr. Table micrphnes allw videcnferencers t push a buttn t pint the lcal camera in their directin. Each unit is cmputer-based and ffers multi-media functins like the use f videtapes, websites, and PwerPint presentatins. Reginal hubs prvide bridging services fr multi-pint cnferences and scheduling sftware t manage the system. There are eight reginal ESD hubs lcated thrughut the state. Sme f Oregn's ESDs have pted t aggregate vide cnnectins using a reginal netwrk apprach. This allws fr the use f existing infrastructure, with bth data and vide running ver the same circuit, and prvides a cst savings t all participating sites. Reginal cnnectins have the same capacity as sites cnnected t the state centralized hub. ECS Plicy Brief ~ Octber 2004 Page 2 e-learning/distance Educatin

3 Centralized netwrk hubbing and scheduling services are prvided thrugh the State f Oregn's vide hub, Enterprise Netwrk Services (ENS). Partnerships are being frmed with cntent prviders like the Oregn Museum f Science and Industry (OMSI), Oregn Public Bradcasting (OPB) and the Oregn Symphny t bring learning pprtunities t all Oregn high schl students and teachers. Many resurces and training pprtunities exist n the Netwrk s website, hsted by the Oregn Department f Educatin: In 2003, a petitin t amend Oregn Administrative Rule (OAR) arse frm the need t ffer schls effective distance learning frm a qualified, licensed teacher at a remte site withut the burden f duplicating licensed staff at the receiving site. Given that distance learning curse cntent, student instructin, and assessments are designed, delivered and assessed by a remtely lcated licensed teacher, the petitin was apprved and the rule was amended by deleting the sectin requiring a licensed teacher t be present in a classrm during a distance learning presentatin. OAR states, (1) Except as prvided by sectin (4) any teacher emplyed by a distance learning prgram in Oregn shall hld a valid Oregn teaching license apprpriate fr the grade level and subject matter being taught. (2) Except as prvided by sectin (4) a distance learning teacher emplyed by a distance learning prgram utside the State f Oregn shall prvide verificatin satisfactry t the Cmmissin that he r she: (a) hlds a current teaching license issued by Oregn r any ther state apprpriate fr the grade level and subject matter, and (b) has passed the Califrnia Basic Educatin Skills Test, the NTE Cre Battery Tests f Cmmunicatin Skills and General Knwledge, r the Praxis I Pre- Prfessinal Skills Tests (4) A schl district may cntract with a pstsecndary institutin accredited by the Nrthwest Assciatin f Schls and Clleges fr distance instructin at the high schl level prvided restrictins and apprvals required by ORS have been met. In January 2004 ver 200 P-16 educatrs and cmmunity partners assembled at the e-learning Distance Educatin 2004 Summit t determine ways t generate a chesive P-16 educatin system and virtual learning prgrams and supprting infrastructure. At the Summit, wrkgrups were established t research and discuss issues related t the implementatin f virtual learning prgrams fr all Oregn students. Mre infrmatin abut the Summit is available nline at In March 2004 Summit participants came tgether again t finalize recmmendatins fr vercming radblcks related t the successful implementatin f virtual learning prgrams fr all Oregn students. The Summit wrkgrups reprted their recmmendatins, which are available in Appendix A. The Oregn Online Leaders presented a visin statement fr nline learning in Oregn. The Oregn Department f Educatin (ODE) als recapped its intentins regarding distance educatin as fllws: ODE will wrk clsely with the Oregn University System (OUS), OPEN, cmmunity clleges, and the ESDs t establish and maintain a quality system. ODE will take recmmendatins t the Superintendent, wh will take them t the Chancellr, the Cmmissiner, and the gvernr s ffice t ask fr frmal cmmitments. ODE will wrk n plicy and funding issues, including a standardizatin f quality. ODE will wrk t cnnect the distance educatin strategy cnversatins with Oregn s ecnmic develpment initiatives. ODE suggests that plans t change the OPEN infrastructure include cmmunity clleges. ECS Plicy Brief ~ Octber 2004 Page 3 e-learning/distance Educatin

4 In 2004 the Oregn Department f Educatin created a plicy ptin t develp the Oregn PreK-16 Integrated Data System (KIDS). The Department has received apprval frm the Superintendent and the Gvernr t appint an advisry team in rder t pursue the plan. The data system will crdinate with the OUS Student Data System t mve student infrmatin electrnically frm PK-12 entities t cmmunity clleges and universities. The prject will leverage best practices and lessns learned frm the Cmputing and Netwrking Infrastructure Cnslidatin (CNIC) prject, which is a current prject f the Oregn Department f Administrative Services (DAS) t cnslidate state agency data centers. The Oregn Department f Educatin has develped a draft budget narrative t be integrated int a legislative package fr Oregn P-16 Plicies That May Have Implicatins fr e-learning/distance Educatin Oregn Senate Bill 919 established the Prficiency-Based Admissin Standards System (PASS), the OUS means f admitting students based n demnstrated prficiencies. When the State Bard f Higher Educatin directed the develpment f PASS in July 1993, it was expected t becme the primary admissin plicy when K-12 refrm and OUS alignment made that feasible. The purpse f PASS is t clarify and define the relatinship between the standards-based refrm agenda fr K-12, including CIM and CAM, and cllege admissin. PASS defines the knwledge and skills necessary fr success in higher educatin and includes academic standards and criteria fr six cntent areas defined at the K-12 level: English, math, science, scial science, secnd language, and visual and perfrming arts. Full implementatin f PASS is expected by Althugh PASS is strngly recmmended, it is nt a requirement fr OUS admissin. In 2002, the Jint Bards f Educatin mandated the integratin f assessment expectatins acrss CIM/CAM/PASS. This integratin is intended t create cncrete definitins fr schls regarding fur factrs: requirements fr student achievement; cnnectins between state assessments and cllege admissins; use f PASS data fr state requirements; and the use f PASS cllectins fr juried CIM assessments. The mandate may als permit the use f PASS cllectins fr CAM assessment. The Oregn Department f Educatin, in cllabratin with PASS, ffers reciprcal agreements fr assessments f CIM, CAM and PASS requirements. Cllege High Schl (CH) prgrams are vluntary cperative educatinal prgram agreements between high schls and clleges t ffer cllege-level curses fr credit in the high schl. CH prgrams were fi rst develped in Oregn in the 1970s. Curses are taught by high schl teachers and students earn dual credits bth high schl and cllege. Clleges are respnsible fr the curricular cntent and standards, administrative supprt and prgram mnitring ( retrieved 2004). The Oregn University System/Oregn Cmmunity Cllege Dual-Enrllment and C- Admissin Prgrams maintain frmal bilateral agreements amng the state s cmmunity clleges created t ease the transitin fr students transferring t an Oregn University System (OUS) campus frm an Oregn cmmunity cllege. Dual enrllment and cadmissin prgrams aid student mbility and enhance baccalaureate cmpletin. They vary frm agreement t agreement, but typically include: (1) a single applicatin prcess fr admissin t bth institutins, (2) availability f student advising n bth campuses, (3) increased scheduling flexibility with access t classes n bth campuses, (4) pprtunity t access services and participate in cllege life n bth campuses, (5) an integrated system f financial aid administratin, and (6) access t library and cmputer resurces n bth campuses (Oregn University System, Key Academic Partnerships, 2003). Oregn Data and Perfrmance Related t Virtual e-learning/distance Educatin Oregn s perfrmance n Virtual e-learning/distance Educatin is highlighted belw using multiple data indicatrs. The fllwing data pints are a sample f ptential indicatrs and are nt meant t be an exhaustive listing. ECS Plicy Brief ~ Octber 2004 Page 4 e-learning/distance Educatin

5 Accrding t the Oregn Department f Educatin, in : 3,000 K-12 students tk nline curses frm nine K-12 nline learning prviders. Over 30,000 cmmunity cllege students were served via an nline envirnment. 15,545 higher educatin students utilized a virtual learning ptin thrugh videcnferencing r nline learning. Nine reginal hubs serve ver 150 interactive videcnference end-pints thrughut the state. Rural utilizatin f interactive videcnferencing (IVC) was almst duble urban usage. Over 50 daily IVC classes served high schl students thrughut the state 120 nline K-12 curses were ffered, including cmprehensive curriculum leading t diplma and cllege credit. Oregn University System ffered 817 web-based curses. The Oregn Access Netwrk website currently prvides a prtal t Oregn sites that are cnnected t the netwrk, videcnferencing pprtunities and netwrks in ther states, and ther websites, dcuments, and prfessinals that supprt videcnferencing and similar distance learning effrts in Oregn s classrms. Eight reginal hubs and several reginal aggregatin prgrams supprt the netwrk. Scheduling statewide videcnferences requires cnfirmatin f participatin at each participating site and each participating hub. The Oregn Access Netwrk website prvides a clr-cded list t indicate each site s netwrk status and which hub t which each site is directly cnnected. Users can find ut mre details abut each site and abut the scheduling prcess by clicking n the site name. Interactive videcnferencing pprtunities include videcnference classes fr K-12 students, virtual field trips, prfessinal develpment videcnferences (the e-learning Prfessinal Develpment series), live and archived videcnference streams, special pprtunities, and ther e- Learning resurces. Over 5,000 videcnference sessins have been held since the Oregn Access Netwrk was launched in Several higher educatin and cmmunity cllege prgrams als are delivered ver the Oregn Access Netwrk. OPEN currently partners with the Oregn higher educatin system and the state in the Oregn Wide Area Netwrk (OWEN) and has cntracts with tw tier ne prviders, UUNet and Cable and Wireless. OPEN's netwrk design has migrated frm a single hub t tw reginal hubs, ne lcated at Clackamas Educatin Service District and ne at the University f Oregn. The netwrk is designed t allw Technical Centers (TC) t branch ut frm each hub. Each hub brings tgether, r aggregates, traffic frm the TCs and makes the cnnectin t OWEN and then t the Internet prvider. The OPEN TC is respnsible fr the OPEN netwrk server(s), which is the data circuit cnnecting t the Internet prvider and the State f Oregn backbne, and the data circuit and ruter cnnecting each TC. OPEN has established cmmn netwrk standards t ensure reliability and cst effectiveness. Three types f Technical Centers are currently pssible: a district TC that serves ne district nly; an ESD TC (r a district under cntract with the ESD) that serves districts within the ne ESD regin; and ESD TCs serving districts within that gegraphic regin, as well as ther ESDs and their districts. The OPEN netwrk supprt system is based n a graduated hierarchy f netwrk supprt persnnel. Technlgy crdinatrs currently prvide the fllwing services: Schl level, which includes supprt t schl lcal area netwrks (LANs) and prfessinal develpment ECS Plicy Brief ~ Octber 2004 Page 5 e-learning/distance Educatin

6 District level, which includes assistance t schl crdinatrs, supprt t district wide area netwrks (WANs) and schl LANs, and prfessinal develpment Technical Center level, which includes supprt t reginal WAN and OPEN backbne cnnectin, assistance t SC / district crdinatrs, and the crdinatin f reginal prfessinal develpment OPEN Reginal Hub level, which prvides supprt t the TCs, state netwrk, and Internet, and crdinates OPEN activities. Many schls, districts, and ESDs are at least tw years int the develpment f majr instructinal prjects and have cnsiderable infrmatin t share abut best practices, lessns learned and available resurces fr K-12 students in Oregn. Accrding t the OAESD, Oregn maintains at least 11 distance learning prviders and class pprtunities. The Oregn Department f Educatin e-learning prvides a prtal t at least six prviders f videcnferencing classes, a number f special videcnference pprtunities and virtual field trips and at least nine nline schls ( Oregn currently ffers the fllwing prfessinal develpment prgrams: ODE E-Learning Prfessinal Develpment Series Suthern Oregn ESD Curriculum Imprvement and Staff Develpment Oregn educatrs are wrking tgether t identify ways f bringing the full range f instructinal technlgy pprtunities t all K-20 students, teachers, administratrs and schl staff. Over the past several years, a variety f reginal and state cmmittees and cuncils have cnvened and wrked t identify issues and t establish guidelines fr distance delivery f instructin, health care, cmmunity services and ther materials and pprtunities. All areas f educatin K-12, cmmunity cllege, and higher educatin alng with citizens representing a brad base f bth rural and urban initiatives invlving telecmmunicatins, cntinue t develp prgrams fr Oregn learners. The fllwing partners are in place t assist with the develpment f K-20 distance educatin prgrams: Oregn Access Netwrk (OAN) Oregn Assciatin f Educatin Services Districts (OAESD) Oregn Cmmunity Clleges Oregn Department f Educatin (ODE) Oregn Educatinal Technlgy Cnsrtium (OETC) Oregn On-line Leaders (OOL) Oregn Public Educatin Netwrk (OPEN) Oregn Rural Telecmmunicatins Cuncil (ORTCC) Oregn University System Nrthwest Reginal Educatinal Labratry (NWREL) Nrthwest Educatinal Technlgy Cnsrtium (NETC) Internatinal Sciety fr Technlgy in Educatin (ISTE) Between 2000 and 2004, the fllwing e-learning issues, recmmendatins, guiding principles and plicy gals were identified by varius PreK -16 wrkgrups, bards and advisry grups in an attempt t pinpint the issues and slutins related t institutinalizing a PreK-16 e-learning system fr Oregn: Issues: funding; need fr crss-sectr instructinal initiatives; need fr teacher training; lack f infrmatin-sharing systems; and technlgy needs (including infrastructure, equipment, and leadership) ECS Plicy Brief ~ Octber 2004 Page 6 e-learning/distance Educatin

7 Recmmendatins: empwer families; generate shared visin acrss sectrs; generate clear e-learning curriculum/instructinal standards that align with Guiding Principles; evlve knwledge management/enterprise system; and make the system student driven Guiding Principles: create a clear and cherent visin fcused n student learning, quality f faculty wrk life,; and reduced csts; learner-driven; adaptable t change; establish shared, cllabrative, systemic slutins; and all students shuld have access t cre curriculum. Plicy Gals: expand access/equity; supprt reliable quality criteria; secure adequate funding; prfessinalize teachers; and supprt articulatin. As a result f the P-16 e-learning Framewrk develpment meeting n June 30, 2004, Oregn stakehlders established pririty activities and guiding principles fr a P-16 E- Learning Framewrk. The Framewrk was established t guide the develpment f aligned standards, plicies and prgrams. It implies a direct crrelatin between a P-16 system and e-learning strategies, including infrastructure, guiding principles, quality standards and technlgy standards. The pririties fr actin, guiding principles and P-16 e-learning Framewrk are available in Appendix A. As a result f input frm Oregn stakehlders and extensive multi-state research, a secnd draft f Oregn s K-12 Virtual Educatin Plicy/Guidelines/Rating Criteria was created in The dcument highlights issues arund quality assurance standards, enrllment/credit, teaching/classrm management, student access, and curse develpment; and quality ratings fr nline and interactive videcnference curses. The draft is available in Appendix B. As a result f input frm Oregn stakehlders, a draft f Average Daily Membership (ADM) Reprting Requirements fr Cyber Schls was established in The dcument raises the issue f hw Oregn will fund its e-learning and distance educatin initiatives and hw credits will transfer t ther institutins. Oregn P-16 Data and Perfrmance With Implicatins Fr Virtual e-learning/distance Educatin Oregn's prficiency-based standards system des nt appear t include a link between early learning and K-12. Oregn s e-learning/distance Educatin prgrams d nt appear t include such a link either. The 1995 amendment t the riginal 1991 Educatin Act mdified the CIM and CAM s implementatin schedule and reduced the number f wrk samples. Schls have struggled t adpt and implement the new standards and assessments, especially given the many changes and mdificatins t the system. Nevertheless, the refrms have persisted and t sme degree have becme institutinalized. The riginal legislatin that mandated CIM, CAM, and PASS is nw ver 10 years ld. Will e-learning/distance educatin be allwed t cunt twards CIM and/r CAM? Hw will they be integrated? While Oregn high schls have a number f acceleratin mechanisms in place t assist mtivated high schl students mve int cllege-level prgrams, schl participatin is vluntary; high schls are nt required t prvide such prgrams (cmment frm Oregn stakehlder). Is this a cnsideratin fr Virtual e-learning/distance educatin? In , 13,641 high schl students, frm 260 participating high schls, were enrlled in cllege credit curses. Cllectively they earned ver 98,000 cllege credits. f. In , 16,863 high schl students were enrlled in cllege credit prgrams. While each prgram differs slightly, mst f Oregn s dual enrllment prgrams ccur during regular schl hurs, ffer lw curse fees (these prgrams either d nt charge tuitin r it is paid by the high schl district), prvide guidance cunselrs, equip students with essential skills in math, science, technlgy, and written and ral cmmunicatin, and give students the ability t slve prblems, think critically and wrk well with thers. Upn cmpletin, participants receive bth high schl and cllege credit that can transfer tward ther twyear r fur-year public clleges and universities ECS Plicy Brief ~ Octber 2004 Page 7 e-learning/distance Educatin

8 ( retrieved 2004). In rder t ensure the rigr f the high schl cursewrk that Oregn students cmplete in the prcess f preparing fr cllege, the OUS Curse Apprval Prcess was redesigned t require high schls t map curse cntent t cllege entry standards. High schl staff can map high schl curse cntent t PASS standards and indicate students' pprtunity t meet varying levels f prficiency. OUS requires every Oregn high schl t list the curses in all six cntent areas in which students have full r partial pprtunity t demnstrate prficiency in each standard. High schl administratrs are encuraged (but nt required) t use this prcess as an pprtunity t align curriculum within departments and acrss cntent areas ( retrieved 2004). Virtual e-learning/distance Educatin ~ Examples frm Other States These state examples can be used in a variety f ways, including: cmparisn, interesting r relevant examples, new ideas, and the creatin f netwrks. All states have sme level f videcnferencing capacity in the K-12 classrm ( Califrnia. The Califrnia Virtual Schl Reprt: A Natinal Survey f Virtual Educatin Practice and Plicy with Recmmendatins fr the State f Califrnia Cmmissined by the University f Califrnia Cllege Preparatry Initiative, this reprt disseminates infrmatin learned during a Request fr Prpsal prcess t create a state virtual schl. The study examined virtual high schls acrss the natin, current technlgies available t Califrnia and issues in creating a state virtual schl. [2002]. Flrida. The Flrida Virtual Schl (FLVS), initially funded by the Flrida Legislature as a pilt prject in 1997, is nw a natinally recgnized e-learning mdel. In 2000, the Flrida Legislature established FLVS in state law thrugh Huse Bill 1533 as an independent educatin entity with a gubernatrial-appinted gverning bard. FLVS ffers virtual educatin ptins fr grades 7 thrugh 12 as well as fr adults seeking GED alternatives. Tday, the schl is supprted by private business partners and by tuitin frm ut-f-state students. The prgram is affiliated with 67 Flrida schl districts and currently ffers abut 75 curses and emplys abut 100 teachers. Gergia. Gergia e-learning is a state-funded prgram in which Gergia public high schls can register students t take tuitin-free cre and Advanced Placement curses. The Develpment Of The Virtual High Schl In The State Of Gergia is a dcument that reprts data gathered and recmmendatins made fr creating a state virtual high schl in Gergia. Illinis. The Illinis State Bard f Educatin adpted [take ut these ] these plicies as the framewrk fr actins t establish the Illinis Virtual High Schl in Kentucky. In 1999, by executive rder, Kentucky established the first statewide virtual high schl. In January 2000, the Kentucky Virtual High Schl began peratin with a blend f licensed and self-develped nline curses taught by Kentucky teachers. The Kentucky Bard f Educatin als created new administrative regulatins relating t advanced placement curses. Luisiana. In 2000, the Luisiana Department f Educatin created State Standards fr Distance Educatin, a framewrk fr develping and implementing quality distance educatin prgrams based upn learning, research, dialgue and practice. Maryland. In 2002, the Maryland Huse f Representatives passed the Maryland Legislatin n Technlgy fr Educatin Huse Bill 1197 t establish the Maryland Virtual Learning Opprtunities (MVLO) Web-based Learning Prgram, an educatinal service managed by the Office f Instructinal Technlgy and Schl Library media. The prgram prvides a crdinated, statewide apprach t prviding Web-based curses and staff develpment fr K-12 students and educatrs in Maryland. In Nvember 2002, the Maryland Department f Educatin issued Maryland Department f Educatin RFP, Maryland Virtual Learning Opprtunities, Online ECS Plicy Brief ~ Octber 2004 Page 8 e-learning/distance Educatin

9 Student Curses, an RFP t expand the access f Maryland public schl students t challenging curricula thrugh nline curses aligned t the Maryland Cntent Standards and Cre Learning Gals. Expanding the High Schl Classrm Thrugh Web-Delivered Curses, by the Internet-based Learning Study Grup f the Maryland State Department f Educatin, lks at cnsideratins fr implementing Web-delivered curses. Needs and issues include the current state-prjected need, benefits and challenges, recmmendatins frm the cmmittee and a cmparisn f state initiatives n Internet-based curses. Missuri. The Missuri Research and Educatin Netwrk (MOREnet) is run by the University f Missuri System and prvides Internet cnnectivity, technical supprt, videcnferencing services and training t Missuri s K-12 schls, clleges, universities and ther public affiliated rganizatins. The University f Missuri System manages a cnglmerate f pre-existing statewide netwrks and is guided by the principal that a single reliable, carrier-class, high-quality netwrk ffers ecnmies f scale as well as mre ptins than several smaller netwrks. The University f Missuri System regularly hlds cnferences t bring tgether the educatin and technlgy cmmunities and prvides training prgrams fr teachers (which are spnsred by the Department f Educatin). The System supprts the Department f Educatin in integrating multimedia technlgy int inquiry-based, student-centered, interdisciplinary, cllabrative teaching. Sixty percent f the prgram s funding cmes frm direct apprpriatin t the University f Missuri while 40% cmes frm e-rate and custmer fees, which are based n the number f certified FTE and range frm $250 t $10,000/year. Michigan. The Michigan Virtual High Schl (MVHS) is an nline resurce that enables Michigan high schls t prvide curses taught by certified teachers and ther learning tls t which students wuld nt therwise have access. MVHS des nt grant diplmas but wrks in cperatin with individual schl districts. The Revised Schl Cde, Act 451 f 1976, Sectin states that nt later than the beginning f the schl year, the Michigan Virtual University shall develp, implement and perate the Michigan Virtual High Schl. It further describes the Michigan Virtual High Schl and the pwers and duties f Michigan Virtual University in this sectin. The State Schl Aid Act f 1979, Sectin Texas. The Texas Virtual Schl Pilt Prject was established thrugh the implementatin f SB 975, The main purpse f the VSP has been t gather data with which t frmulate recmmendatins regarding ptential state funding f curses and plicies that enable highquality nline learning. Utah. The Utah Electrnic High Schl (EHS) was initiated by a challenge frm the gvernr in Accredited thrugh Nrthwest Assciatin f Schls, it is accepted as an alternative methd f instructin by the Utah State Bard f Educatin. In 2004, EHS served ver 25,000 students ver the Internet in asynchrnus classes and rughly 3,500 students thrugh synchrnus EDNET service, which has 460 sites acrss the state. Washingtn. In 1996, the Washingtn Legislature authrized $50 millin t build the K-20 Educatinal Telecmmunicatins Netwrk, a high-speed telecmmunicatins netwrk that supprts Internet and videcnferencing, including 2,000 buildings in which a cmbined ne millin students are schled. The netwrk is a partnership that includes all educatin sectrs. The state funds the technlgy as part f basic educatin. Washingtn als has a statewide academy, funded by the Bill and Melinda Gates Fundatin, that teaches schl administratrs t take advantage f the technlgies. West Virginia. The West Virginia Virtual Schl was created within the Department f Educatin t ffer curses thrugh the Internet. Thrugh the WV Learns gateway, many learning ptins are available t students, parents, teachers, schl persnnel and WVDE staff. Distance Learning and the West Virginia Virtual Schl - West Virginia Bard f Educatin: Title 126 Legislative Rule establishes the requirements in West Virginia fr distance, nline and technlgy-delivered learning prgrams, including student needs, curse cntent, teacher/facilitatr guidelines, virtual classes, funding, and management at the state, cunty and schl levels. Virtual e-learning/distance Educatin Plicy Questins Wh has the apprval, authrity, and accuntability ver e-learning/distance educatin? ECS Plicy Brief ~ Octber 2004 Page 9 e-learning/distance Educatin

10 Hw many f the Summit recmmendatins have been implemented? Hw des Oregn plan t address the different cultures f its educatin system (prek, K12, cmmunity clleges, universities, etc.)? Hw will Oregn supprt plicy wrk arund e-learning and distance educatin? Wh will hst, manage, maintain, advcate and sustain Oregn s e-learning and distance educatin system? Culd it be cllabrative? What are Oregn s e-learning and distance educatin funding paths? Hw will Oregn manage them? Hw will Oregn make sure that data encmpasses needs acrss the system(s)? Hw can Oregn reduce technlgical redundancy? Hw des the eclgy f learning, ecnmy, technlgy and cmmunity cnnect? Hw d the entities enhance each ther? What is the rle f technlgy? Hw des e-learning in Oregn translate acrss district bundaries? What needs t happen t prepare Oregn teacher t teach nline? Training? Standards? Certificatin? Hw will Oregn revise cntent fr e-learning and set standards? Can Oregn have ne set f learning standards? Hw will Oregn measure prficiency (and what is it)? Hw will Oregn develp the multiple kinds f cmmunicatin needed between elementary schls, middle schls, high schls, cmmunity clleges, and the OUS system? Have the K-12, cmmunity cllege, and OUS web surces been evaluated in any way? Hw will Oregn address incnsistent curse classificatins? E-Learning/Distance Educatin Cnsideratins fr Discussin Generate a clear set f e-learning curriculum/instructinal standards that align with established guiding principles (see Appendix B). Cnsider establishing state-level leadership fr Oregn s e-learning/distance Educatin initiatives. Cnsider develping a virtual educatin strategy based n results f a statewide needs assessment that fcuses n partnerships and available resurces. Cnsider cnducting a statewide infrastructure inventry t be utilized and crdinated by a statelevel technical crdinating cmmittee. Cnsider creating a virtual learning prtal that prvides centralized infrmatin abut curses and the technlgy resurces needed t access thse curses. Cnsider generating utreach materials and activities that demnstrate the range and benefits f distance educatin in Oregn and disseminate the materials t all ptential stakehlders and supprters. Cnsider creating plicies and guidelines that supprt and identify high quality and innvative virtual learning curses and prgrams and that help all students utilize and benefit frm these prgrams. Des Oregn need unique student IDs in rder t implement a statewide e-learning system? Will pen curseware available t everyne? Is Oregn thinking in terms f Carnegie unit f curses? Shuld the state cnsider prficiencies, mdules, and/r units (f teaching and learning)? Rural Oregn may have fewer resurces des Oregn need special cnsideratins fr these cmmunities? Hw will Oregn ensure that e-learning systems are meeting student needs? Hw can Oregn create and leverage crss-sectr initiatives? Hw will Oregn specifically use e-learning/distance Educatin t expand access/equity? Given P-16 pririty, hw des e-learning fit? Culd it be used as a tl in high schl redesign? References City f San Antni Library (2004). San Antni Public Library: Websites Educatin: K-12. website. (retrieved 2004). ECS Plicy Brief ~ Octber 2004 Page 10 e-learning/distance Educatin

11 Distance Educatin Suth Carlina (2004). SC Distance Learning Curses and Prgrams website. (retrieved 2004). Etraffic Slutins (2004). Etraffic Slutins Elearning Prtal website. (retrieved 2004). Hlznagel, Dnald C (2003). Access and Opprtunity: Plicy Optins fr Interactive Vide in K- 12 Educatin. (retrieved 2004). Indiana Department f Educatin (2004). Indiana Web Academy. Digital Schl website. (retrieved 2004). Institute fr Higher Educatin Plicy (April 2000). Quality n the Line: Benchmarks fr Success in Internet-Based Distance Educatin. (retrieved 2004). LEARN NC, The Nrth Carlina Teachers Netwrk (n date). Quality Standards fr LEARN NC Online Prfessinal Develpment Curses. ment (retrieved 2004). LEARN NC, The Nrth Carlina Teachers Netwrk (n date). Quality Standards fr LEARN NC K-12 Online Curses. 02c8a85256cf5006cc0ed (retrieved 2004). Missuri Research and Educatin Netwrk (2004). MOREnet K-12 Educatrs Netwrk website. (retrieved 2004). Natinal Assciatin f State Bards f Educatin (2001). Any Time, Any Place, Any Path, Any Pace: Taking the Lead n e-learning Plicy. Natinal Educatin Assciatin (2004). Guide t Online High Schl Curses. (retrieved 2004). Natinal Educatin Assciatin (2004). The Rad t 21 st Century Learning: A Plicymakers Guide t 21 st Century Skills. Nrth Carlina Teachers Netwrk (2004). LEARN NC Standards fr Online Curses (retrieved 2004). Nrthern State Academy (2004). Center fr Statewide E-Learning at Nrthern State University website. (retrieved 2004). Oregn Department f Educatin (2004). e-learning Distance Educatin 2004 Summit (retrieved 2004). Oregn Department f Educatin (2004). Recmmendatins t Oregn Educatin Plicy Makers. An utcme f the 2004 e-learning Distance Educatin Framewrk. Oregn Department f Educatin (June 2004). Oregn K-12 Virtual Educatin Plicy/Guidelines/Rating Criteria Draft 2. Oregn Department f Educatin (February 2004). Hw Are Other States Prceeding With Cmprehensive Virtual Learning Netwrks/Prgrams Draft. Oregn Department f Educatin (2004). ADM Reprting Requirements fr Cyber Schls Draft. ECS Plicy Brief ~ Octber 2004 Page 11 e-learning/distance Educatin

12 Oregn Department f Educatin (2004). Virtual Learning in Oregn 2004 e-learning Summit Fllw-up. Oregn Online Leaders Grup (2004). Online Learning in Oregn: Slutins fr Students & Future Prspects. Presented at the e-learning Distance Educatin Summit in January, Oregn P-16 e-learning Framewrk Develpment Meeting ntes, June 30, Oregn State University (n date). The Western Center fr Distance Educatin and Accessibility Research. Suthern Reginal Educatin Bard ( ). Principles f Gd Practice: The Fundatin fr Quality f the Electrnic Campus f the Suthern Reginal Educatin Bard. (retrieved 2004). Suthern Reginal Educatin Bard (2002). Distance Learning Plicy Labratry. A Cmpilatin f Executive Summaries and Recmmendatins f the Seven Reprts and Rankings f the Recmmendatins frm the Natinal Twn Meeting Cnference September 17-18, Suthern Reginal Educatin Bard (n date). Technlgy Can Extend Access t Pstsecndary Educatin: An Actin Agenda fr the Suth. And Reprts and Recmmendatins in a Series n Distance Learning Plicy Issues. (retrieved 2004). Suthern Reginal Educatin Bard (n date). What Peple Dn t Understand, They Dn t Supprt: Telling the Middle & High Schl Online Learning Stry. (retrieved 2004). Suthern Reginal Educatin Bard (n date). K-20 Online Learning Initiatives: State Virtual Schls. (retrieved 2004). Suthern Reginal Educatin Bard (n date). K-20 Online Learning Resurces. (retrieved 2004). State f Maine (2004). Cntinuing Educatin website. (retrieved 2004). Western Interstate Cmmissin fr Higher Educatin (2004). Western Cperative fr Educatinal Telecmmunicatins website. (retrieved 2004). Research and Resurces Blmeyer, Rber L. E-Learning Knwledge Base (n date). Nrth Central Reginal Educatin Labratry (NCREL). Center n Educatin Plicy (Nvember 2002). Preserving Principles f Public Educatin in an Online Wrld. Internatinal Sciety fr Technlgy in Educatin (n date). Natinal Educatinal Technlgy Standards. Natinal Assciatin f State Bards f Educatin (2001). Any Time, Any Place, Any Path, Any Pace: Taking the Lead n e-learning Plicy. Pew Research Center (September 2002). The Internet Ges t Cllege: Hw Students are Living in the Future with Tday s Technlgy. ECS Plicy Brief ~ Octber 2004 Page 12 e-learning/distance Educatin

13 Suthern Reginal Educatin Bard (n date). Distance Learning Plicy Labratry. Electrnic Campus Initiatives. Wingrad, Kathryn (March/April 2002). ABCs f the Virtual High Schl. The Technlgy Surce by the Educatin Cmmissin f the States (ECS). All rights reserved. ECS is a nnprfit, natinwide rganizatin that helps state leaders shape educatin plicy. T request permissin t excerpt part f this publicatin, either in print r electrnically, please fax a request t the attentin f the ECS Cmmunicatins Department, r ecs@ecs.rg. Appendix A: Oregn P-16 E-Learning Framewrk Virtual Learning in Oregn 2004 e-learning Summit Fllw -up In January f 2004 ver 200 P-16 educatrs and cmmunity partners came tgether t find ways t generate a chesive P-16 educatin system and t blster the much-needed virtual learning prgrams and supprting infrastructure. In a series f meetings, including the Summit, the fllwing recmmendatins have been put frth t state leaders by Oregn s educatin and cmmunity stakehlders: Recmmendatins t Oregn Educatinal Plicy Makers Recmmendatin #1: Develp virtual educatin strategy based n results f statewide needs assessment that fcuses n partnerships and available resurces. Recmmendatin #2: Cnduct statewide infrastructure inventry t be utilized and crdinated by state-level technical crdinating cmmittee. ECS Plicy Brief ~ Octber 2004 Page 13 e-learning/distance Educatin

14 Recmmendatin #3: Create virtual learning prtal that prvides centralized infrmatin abut curses and technlgy resurces needed t access thse curses. Recmmendatin #4: Generate utreach materials and activities that demnstrate the range and benefits f distance educatin in Oregn and disseminate t all ptential stakehlders and supprters. Recmmendatin #5: Create plicies and guidelines that supprt and identify high quality and innvative virtual learning curses and prgrams, and help all students utilize and benefit frm these prgrams. Recmmendatin #6: Generate all plicies with prvisins that supprt the learning and access needs f all students. Recmmendatin #7: All Oregn public schl students shuld have access t a full-range f high-quality, tuitin-free nline curses Pririties fr Actin Set prcedures fr supprt and administratin f virtual learning prgrams and systems Enhance and leverage existing resurces, such as nline prtals Institutinalize P-16 partnerships Develp an infrmatin utreach prgram and set in mtin by a crss sectr wrkgrup Appint a crss-sectr and agency netwrk management team and charge with a set f necessary utcmes Identify and pursue funding and resurce pprtunities thrugh a statewide virtual learning partnership Cmplete a strategic partnership and resurce leveraging plan by June 1, 2004 Educatin and gvernment plicy makers review curse develpment, administratin, enrllment, supprt, and quality assurance issues fr all virtual learning prgrams Educatin and gvernment leaders assign specific wrk t a representative grup f plicy-makers and set clear timelines Pririties fr Plicy Develpment Set quality assurance standards and plicies t insure that instructin is aligned with Oregn s visin fr student learning and achievement. Establish prcess fr curse develpment and acquisitin Ensure that all students have cnvenient, reliable access Develp teaching/classrm management standards fr virtual prgrams Hw are instructrs prepared? Wh mnitrs and evaluates teachers? Wh evaluates and rates prgrams? Wh prvides incentives? Cntractual rights fr teachers ECS Plicy Brief ~ Octber 2004 Page 14 e-learning/distance Educatin

15 Set plicies fr quality cntrl f prgrams and systems Technical supprt Assessment and rating virtual curses Accuntability measures Enrllment and Credit issues Credit issuance Grading prcess Registratin prcess Credit value Parent/District permissin Set rati/limit t numbers f virtual classes that can be taken and still earn a hme-schl diplma Guidelines fr electin t take nline curses Lng-Term Visin Oregn educatin decisin-makers will take advantage f the pprtunity t ensure that emerging virtual learning prgrams are f the highest quality and available t all Oregn learners and educatrs s that they strengthen ur state s educatin system. What are the guiding principles fr a P-16 Framewrk? (Grups wrk n sets f 2 principles) Guiding Principles: Learner Driven Fcus n learner/learner utcmes Need gd teaching utcme and learning envirnment Learning Prcess ready fr Change Engage in Pssibility Thinking Challenge ur ntins abut teaching and learning and keep an pen mind All P-16 Students have Access t Cre-curriculum via e-learning Framewrk Hw d we define cre curses? Hw d we define all? Wrk Smarter Wrk simpler Refine prductivity tls/cmmunicatin Interperability: cmmn platfrms Cnfrm t a standard Cmmunicate yur success stries Measurable Learning Outcmes Transferability, prtability Cmmn definitins E shuld be different Slutins based n strategic educatin Needs fr state and peple Slutins are Assured (?**) f Plitical Success and are tied t Standards/Cllabrative Address plitical supprt Evlutinary prcess; adaptable t change Tday/future ECS Plicy Brief ~ Octber 2004 Page 15 e-learning/distance Educatin

16 Teacher use f aggregated, manipulable data Mre analysis Systems shuld make data mre usable at all levels Sharing, cmmunicating, marketing the visin/strategy Cmpiling utcmes What are the standards (cmmnality) needed t represent ur principles? (Agreed-upn set f measures against which yu measure perfrmance/utcmes) Guiding e-learning in Oregn Quality Delivery Cntent Technlgy Perfrmance (system/teacher/student) System (s) Tech/rganizatin/cntent designs Curriculum/cntent alignment Teaching Learning Sustainability ROI Needs driven Interperability Practicality Cnslidatin f Quality Standards (t reach Principles): Curriculum Design Delivery Cntent alignment Learning prficiency Teaching/Instructinal methdlgy Respnsiveness t labr markets Fits audience needs Perfrmance Benchmarks Technlgy Interperability Delivery Reliability Articulatin Transferability Prtability Transparency Supprt Services Teacher develpment; mentring Advising/cunseling Online registratin Recrd management Accessibility ECS Plicy Brief ~ Octber 2004 Page 16 e-learning/distance Educatin

17 Access fr special needs students and gegraphical areas Ecnmic and infrastructure cnsideratins Sustainability ROI Cst/Benefit Replicability Cmmn understanding Guiding e-learning in Oregn Shared, cllabrative systemic slutin(s) with cmmn visin and strategic plan Shuld be learner driven in a high quality learning envirnment Is an evlutinary prcess/system, adaptable t change All students P-14 have access t cre curriculum Engage in pssibility thinking, challenging ntins f teaching and learning Wrk smarter t increase prductivity, interperability, and interface Shuld accmmdate strategic slutins based n brad supprt frm citizens, cmmunities and plicy makers. (Address ROI/Standards) Shuld make data/infrmatin available at all levels t imprve teaching and learning Shuld reflect measurable students prgress transferable acrss systems Definitins Virtual = anywhere Digital = nline Mbile = anytime ECS Plicy Brief ~ Octber 2004 Page 17 e-learning/distance Educatin

18 Appendix B: Oregn K-12 Virtual Educatin Plicy/Guidelines/Rating Criteria June, 2004 DRAFT 2 POLICY Quality Assurance Standards T receive credit fr a virtual curse, the student must be enrlled in an Oregn public schl. Curses listed n the ODE rster f apprved virtual prgrams must be apprved by the state Virtual Assurance Bard and will be limited t Oregn prviders. (This Bard is appinted by the State Bard f Educatin, wh will determine hw the apprval prcess will wrk ). State may revke apprval fr a virtual learning class if determining Bard deems that the prvider has failed t cmply with the virtual learning prvisins under which that curse was initially apprved. (The state will ntify prvider via certified mail). All virtual learning supplemental instructin shall be cnsidered an enhancement t regular instructin and may nt be subject t the restrictive prvisins f these regulatins. Online curses must be reviewed and re-apprved annually. Virtual curses meet same curriculum cntent standards as face-t-face classrm-based curses, and clearly dente which standards will be learned. Perfrmance bjectives are matched t the develpmental/grade level f intended student ppulatin. Virtual teachers are highly qualified in subject matter. Students/parents have access t prcedures fr reslving cmplaints related t virtual learning prgrams purchased utside f their hme district. N mre than 5 interactive vide sites will be linked tgether t receive ne class. N mre than 15 students shuld participate frm ne site. Prcedures fr evaluatin, recrding student prgress, and administering final grades will be the decisin f lcal districts, based upn prvider indicatrs and lcal grading plicies. Student/Teacher cntact expectatins: POLICY Enrllment/Credit Students engaged in virtual curses fr credit must have prir apprval frm hme district. Districts establish lcal plicies/guidelines fr student eligibility fr enrllment and credit award fr virtual curses. Recipient districts shall prvide full credit fr all state-apprved virtual learning curses. N credits will be issued fr curses cmpleted thrugh hme instructin (students nt currently enrlled in an Oregn public schl). Virtual prviders adhere t state and federal privacy regulatins regarding students. Districts r parents are respnsible fr virtual learning csts. Financial respnsibility is determined at the district level. Funding fr virtual learning curses and assciated materials may be prvided thrugh instructinal budgets r grant awards. Districts must pay fees fr required classes nt available in-district. Class fees are determined at the district r prvider level. Student recrds must be maintained by Virtual Educatin prvider fr a minimum f 5 years. Student achievement assessment dcumentatin will be available fr review by lcal districts and state review bard. ECS Plicy Brief ~ Octber 2004 Page 18 e-learning/distance Educatin

19 Districts will establish the rati f the number f virtual learning classes with which a student may take and still earn a district diplma. Dual Credit ptins: POLICY Teaching/classrm Management Virtual Learning teachers are licensed in the state f Oregn and are highly qualified in cntent area. Curse facilitatrs are required at all recipient classrms Virtual Learning Facilitatrs must receive a minimum f 8 hurs f in-service training r technlgy-delivered instructin pertaining t curse rganizatin, classrm management, technical aspects, mnitring f students, special pedaggy pertaining t learning frm a distance with adlescents, and securing student services as needed. Teacher delivering curse and the n-site facilitatr are respnsible fr verifying student participatin and perfrmance. Virtual teaching cntracts are negtiated lcally. Prviders will ensure that virtual teachers prvide timely and infrmative feedback fr student supprt and remediatin. Testing in all virtual learning classes will be prctred by an n-site facilitatr. Student interactin with virtual learning instructrs shall be available at a rati f n mre than 30 students per curse and 150 students each day, including ther students taught during the day utside f the virtual learning prgram. Prvider rganizatins mnitr and evaluate virtual learning teachers n the basis f TSPC standards. Curse evaluatin is prvided by students and parents. Student cheating will be handled by districts and prviders and dealt with n a par with district guidelines. POLICY Student Access All 9-12 grade students will have access t required curses via virtual learning ptins if classes are nt available thrugh their hme schl/district. Hmebund students shall have unlimited access t state-apprved virtual learning prgrams/curses needed t fulfill cre subject requirements. Districts will establish apprval criteria fr students wanting t enrll in nline r IVC curses. Districts will establish minimum age/readiness fr student enrllment in virtual learning classes. District persnnel may authrize student access at ff-campus lcatins such as libraries, ESDs, and hmes when schl access is nt feasible due t a scheduling cnflict. Scheduling cnflicts (in the case f IVC classes) will be slved by the district and curse prvider. Participating districts shall prvide accunts (t be utilized fr class purpses) fr each student while engaged in virtual learning class. POLICY Curse Develpment Virtual curse cntent is wned by prviders. Prviders are respnsible fr faculty cmpensatin, cpyright cmpliance, cst f curse develpment, and curse prductin. Quality Ratings fr Online and Interactive Videcnference Curses (These criteria are in additin t virtual educatin plicy requirements that will als be used t rate virtual curses) Curse bjectives are clear and prvided in curse descriptin/syllabus Desired learning utcmes are clear Curse is based n learning science and evidence f effectiveness Students prficiency requirements are delineated Prerequisites identified Required textbks and ther materials clearly stated Technlgy requirements identified Grading criteria utlined Add/drp plicies are clearly stated in curse descriptin. Optins fr tracking learner prgress stated States clearly hw students perfrmance will be assessed Student expectatins are clear Includes a student rights and respnsibilities statement ECS Plicy Brief ~ Octber 2004 Page 19 e-learning/distance Educatin

20 All required curse elements are cnsistent thrughut curse materials Assignments and due dates are reasnable Curse cntent is accurate and cnsistent with cpyright laws. Available technical supprt Curse develpers, their credentials and brief bi listed Optins fr special needs students Accessible and user-friendly fr all students including thse with special needs Curse includes glssary that defines unusual r technical terms used in the curse and/r the delivery f the curse Level f language is apprpriate fr intended students Curse material has been edited fr grammar, language and cntent verificatin Fr nline curses, the layut facilitates learning Cntent is directly related t learning bjectives Fr nline curses, are all quted materials cited crrectly? Instructins and directins are clear A variety f instructinal and learning bjectives are used t prmte interactivity, practice, and knwledge transfer Built-in schedule f teacher feedback and parent interactin pprtunities Curse has gne thrugh rigrus evaluatin by cntent prvider/issuing district. Evaluatin criteria and utcmes are prvided t state evaluatrs Curse has been reviewed by peers and/r cntent experts Curse cntains clear and practical evaluatin cmpnents Curse has been pilted Curse schedule includes a variety f activities (bth nline and ffline) Curse fsters develpment f cmmunicatin skills and the ability t cllabrate frm a distance Frequent pprtunities fr student-teacher and student-student interactin is built int the curse Teacher has receive virtual teacher training Engaged learning, self-directin, and develpment f critical thinking skills are emphasized Student learning is assessed n an nging basis and thrugh a variety f methds Online curse prvides necessary registratin, grading, and ther administrative systems t facilitate student participatin in the curse Students shuld be recruited and enrlled in Virtual Learning curses n the basis f their capability t succeed, i.e. reading levels, pre-requisite curses cmpleted, success in basic-level e-learning curses, etc. ECS Plicy Brief ~ Octber 2004 Page 20 e-learning/distance Educatin

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