Resources from the Virtual Learning Leadership Alliance
The Leadership Alliance members collaborate on resources that we hope you will find useful for your programs.
COVID-19 School Support Initiatives and Resources
Organizations across the Alliance have worked tirelessly to provide resources to schools. Some are available to schools just in their state, other resources are available to all.
- Colorado Digital Learning Solutions is offering its courses to participating schools at a discount rate to help provide access in critical need areas.
- Georgia Virtual has a comprehensive library of open-access course materials in 120 courses in grades 6 through 12, as well as individual modules. They are also hosting brief professional learning opportunities with Just in Time for Teachers: Digital Learning Days, as well as a more comprehensive, newly updated Effective Online Teaching course.
- In addition to its webinar series, the Idaho Digital Learning Alliance has content available to schools in Idaho that need emergency assistance.
- Indiana Online has started a Facebook Group, Keep Indiana Learning, with resources.
- Michigan Virtual offers a School Closure Learning Continuity Readiness Rubric that schools can use as a planning tool, as well as a series of school planning resources for all schools. MV offers content to schools in Michigan.
- Montana Digital Academy has developed a document detailing Distance Learning Options for Districts (text only version) matrix that details options available to districts looking to move quickly to remote instruction. MTDA posted a series of Online Learning Resources for Schools, including planning resources and access to its Very Good Online Teaching framework and training.
- North Carolina Virtual Public School is offering a series of webinars for those looking to move online, and has adapted enrollment policies for North Carolina students.
- Virtual Arkansas has opened up its learning object repository to give access to content, along with providing access to its online teaching gateway for teachers.
- Massachusetts-based nonprofit VHS Learning offers links to helpful resources for schools transitioning to online learning, including free guides on online teaching best practices.
- Virtual Virginia is giving access to course content to schools in Virginia and hosting a webinar series.
As the number of online learners across the country continues to grow, and the group of stakeholders in online and blended learning expands – teachers, administrators, parents and legislators, commercial providers – the need for a common vocabulary increases. The field is becoming jargon heavy, with different segments of digital learning community erroneously using some terms interchangeably, or misrepresenting aspects on online and blended learning through a simply misunderstanding the most widely accepted definition of a key term.
A quick search of the web provides truncated list of key terms and definitions for online and blended learning. We have attempted to assemble a more complete list of key terms and definitions in an attempt to help standardize the language around online and blended, and make research in to digital learning space more convenient. The members of the Virtual Learning Leadership Alliance hope you find this aggregated set of key terms and definitions useful.
This publication from Michigan Virtual is intended to provide an understanding of the fundamental elements of mentoring or coaching students for success with online courses and has been prepared with the assistance and insight of experienced mentors, instructors, administrators, and customer service representatives from Michigan Virtual.
Michigan Virtual’s Parent Guide to Online Learning was prepared for parents, guardians, counselors and others who want to help students decide whether online courses are a good option for them. The Parent Guide includes information about online learning opportunities, characteristics of a successful online learner, and how to prepare for learning online.
Research shows that students who are well prepared and well supported for online courses perform better in their classes. Michigan Virtual’s Student Guide to Online Learning was prepared for students to learn about how taking virtual courses is different from taking courses in a traditional face-to-face classroom.
Michigan Virtual’s Teacher Guide to Online Learning supports teachers who are new to teaching online. The guide was written specifically for those who have little or no familiarity with online learning and who are interested in resources to help online learners be more successful.
Facilitators are essential partners in ensuring student success in online courses. The NCVPS teacher, lab facilitator, e-learning advisor (ELA), and parent form a core team that can guide students to successful completion of their online courses.
Several virtual charters opened in North Carolina. One has a name very similar name to North Carolina Virtual Public School, the North Carolina Virtual Academy. This web page was created to delineate the differences without provoking any negativity between us and them.
The scorecard is designed to highlight the successful statewide use of North Carolina Virtual Public School. Critical metrics show student performance, our top enrolling districts as well as the most popular courses. Information about courses including type and grade level distribution is also included. Scorecards for individual districts displaying current data were shared with superintendents.
This report highlights five student support strategies models in Wisconsin’s online and blended
This report explores four unique staffing models in Wisconsin’s online and blended learning
landscape. Representatives from each program shared insights for this report so that other programs can learn more and understand the advantages and disadvantages of their staffing structure.
Designing learning analytics involves various expertise and components; among those elements, understanding useful factors to include in analytic modeling is foundational. This report will center on the types of data to be collected and how they should be used to inform and enhance successful teaching and learning practices.
This report explores program value approaches in Wisconsin’s online and blended learning landscape.