The Basics

Most institutes/organizations that support distance learning do so for what it supports & offers instead of for "distance learning" itself. It is more the approach used to provide & support specific pedagogical ideas of: personalized learning, competency based learning, project-based learning and equity in learning. Often these are framed through blended learning rather than online learning.

Some institutes that I would encourage you to check out:

• Aurora Institute (formerly iNACOL),

• Christensen Institute,

• William & Flora Hewlett Foundation (less research as they do more project funding, including for OER expansion)

There are several reasons that make it difficult to pinpoint a specific approach that will provide quality - so these are all important to consider.

1. what online/blended learning looks like should depend on your overall educational vision.

2. there are several contributing factors to any model, usually at least: content, teaching, technology and operations (reference the "planning for quality" document below).

3. issues of equitable access to both devices and the Internet.

Due to these reasons, an approach that is quality in one district may be far from quality in another as a single approach cannot account for the range of variability in all these factors.

Here are some additional resources you may find useful:

• New Learning Models Vision: may be helpful for ideas/framing (iNACOL)

• Blended Learning The Evolution of Online and Face-to-Face Education from 2008–2015: there are 6 models for what this might look like on pages 5 -7 (iNACOL)

• How to Implement the Six blended Learning Models (article): includes examples of what the iNACOL models might look like (iNACOL)

• PLANNING FOR QUALITY: A Guide for Starting and Growing a Digital Learning Program: this guide can be applied to blended/online, the categorizations will be helpful, I'd imagine (Evergreen Group)

• Course Design Rubric Standards: rubric for use with courses that are delivered fully online or have a significant online component (Quality Matters)

Some other key points:

• A foundation of most distance/blended learning programs is the move to OER being the core of the learning resources, often supplemented by subscription digital services and physical resources (such as existing textbooks or other books).

• Focusing on blended rather than online will give you the most flexibility. So it is planning for a combination of online/face-to-face, which will be applicable with any model we will see next school year.

• Another foundation of blended/online learning is that preparation is front-loaded

• The use of a platform to access resources, which is used whether in face-to-face or online situations, is key to provide students consistency and continuity no matter which type of learning is currently being used.

Some other resources:

• CBL resources from Christensen Institute

• Personalized - Blended Learning resources form Christensen Institute

• Commit to Equity resources from the Aurora Institute

• Rethink Instruction resources from the Aurora Institute (CLB & Personalized Learning)

• Rise of K-12 Blended Learning

• Start with small practice exercises. Have students respond to posts, submit assignments, etc., not related to content (examples: a discussion post about their last meal, upload a document with an image of their pet, a group MadLib assignment to get students comfortable working on collaborative documents).

• Mix online and offline activities. There's nothing wrong with having students read their textbook (if available), go outside, draw, and submit upon their return.

• Remote learning can be very isolating for learners and teachers. Encourage group activities and communication. Keep MULTIPLE lines of communication open, such as email, a group texting tool (e.g. Remind ), teleconferencing tools (e.g. Google Hangout/Meet, etc.), and phone calls (consider a separate Google Voice number as a possibility if you are also working away from your classroom).

• Have scheduled time slots for student meetings. Be consistent (repeating) but vary times (e.g., 1-2pm on Mondays, 9-10am on Tuesdays, and so on) to accommodate families with multiple family members with online needs.

• Provide an expectation document for students (and parents; to let students and parents know what to expect and not expect).

• Work to make sure that activities aren't just busy work, that they align to intended curricular goals and have purpose.

• If you are showing videos, consider limiting how much of the video students view. Have targeted questions based on a short segment.

• If you are using a platform to conduct an online discussion, space out periods between their initial post and commenting phases. For example, if you have a prompt, allow 24-48 hours for students to respond, then a separate timeframe for commenting. This prevents students from posting and commenting in the final minutes of the assignment (which is not a discussion).

• Overall, consider structuring learning to address big ideas or key concepts in your curriculum. In other words, cut out the nonessential aspects of your curriculum. That means different things for different schools and content areas.

With the spread of the novel coronavirus and the closure of all schools, learning for our students is moving from brick and mortar classrooms to online. It is a shift in the delivery of instruction in a classroom where you can't see the faces and behaviors of your students, which is often one of the means of formative assessment. As a result, you need to increase your other senses in order to be effective. Karen Young, Highpoint Virtual Academy of Michigan Instructional Coach, shares lots of helpful advice for moving your class online.

Remember the experience that most of your students have with online is Tik Tok, Snapchat, YouTube, Bloxburg, etc. Short bursts of information and then they move onto the next thing.

DO think about how you will communicate your curriculum and expectations carefully. Your students will no longer be able to immediately raise a hand to ask a clarifying question. How you will you give directions that are specific enough so students can follow them step by step?

DO think small. You are not moving to teaching online for the entire school year (well at least not for now). Look at the standards you were planning to teach for the next month and work backwards. What is the “big” assessment you were planning to give to make sure that your students had met the standard? Was it a test, book report, project?

DO develop a modified “unit” plan that outlines the knowledge needed to achieve the “big” assessment.

DO limit online resources that can help students obtain new knowledge needed or revisit what you have been teaching in the classroom. We love to provide students access to everything however in the online environment you want to make sure your resources help you tell a very clear and specific story.

DO transfer your instruction into writing. Remember you will now be writing your instruction and expectations rather than standing in front of your class. Your directions for students to visit resources and complete assignments should be very specific just as if you were giving directions in front of your class the shorter and more concise the directions the better for your students to make the transition to online instruction with fewer questions. Don’t overwhelm yourself or your students by trying to do too much.

DO provide your students a schedule. It is hard to focus your time when you have all your toys and the Internet right in front of you. Remember not everything has to be online or part of a project. Students can have silent reading time or go to a math website to practice their math facts. 9:00-9:45 Reading Google Classroom, 9:45-10:05 Read a book, 10:05-10:20 snack break, 10:20-11:05 Math Google Classroom (if you finish any subject area early read a book, write in a journal, or practice your math facts.)

DO think about your students who do not have access to the Internet. Is there a project they could work on such as read books and design book talks to give when they get back to class. Practice math facts by making flash cards. Create a science project at home and write what they learned. There are many fun tic tac toe boards on the Internet that have assignments already developed based on different intelligences that students can complete to show what they know.

DO give yourself grace. You have been given a big task during an unprecedented time with possibly no training. Any access to learning is significant

Some considerations:

1. Quality is more important than quantity - there are serious pitfalls to giving busywork in a virtual environment, such as loss of engagement which results in loss of attendance

2. Successful virtual assignments have a different structure than a bell-to-bell in-person schedule - a structure of weekly or thematic is much more successful and removes the barrier of work being interrupted by a bell. It also allows for students to immerse themselves into work, so they may choose to complete work differently (eg. focus on one subject a day)

3. Be meaningful in the use of time - use precious time for meaningful work that cannot be down asynchronously (on student's own timeframe); especially use it to build connections and allow for student-to-student interaction, for answering questions, for small group work, etc.