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An International Perspective of
K-12 Online Learning
Panelists
• Allison Powell, iNACOL
• Michael Barbour, Wayne State University
• Randy LaBonte – Destiny Enterprises
• Michael Larbalestier, Prospects Services Ltd
• Dale Pearce, Bendigo Senior Secondary College
• Stephen Harris, Sydney Centre for Innovation in Learning
• Sid Rao, Emantras
• Steve Baxendale, World Health Organization
World Future Society
The Futurist: Top 10 Breakthroughs Transforming Life over the next 20-30 years
Best forecast data ever assembled
1. Alternative energy2. Desalination of water3. Precision farming4. Biometrics5. Quantum computers6. Entertainment on demand7. Global access8. Virtual education or distance learning9. Nanotechnology10. Smart Robots
US Online Learning Facts
• 27 states have state virtual schools (KP 2009)• 6 state have online learning initiatives (KP 2009)• 46 states have significant state policies (KP 2009)• 25 states allow 200 full-time virtual charter schools with over
175,000 students (CER and KP 2009)• 30% of all employers use e-learning for training, in 5 years it will be
50%• 1 in 5 undergraduate and graduate student enrolls in an online
course in higher education• More than 70% of school districts in the United States offer online
courses to students (QED, America’s Digital Schools 2006)• More universities are offering K-12 courses online
– MIT open courseware for K-12 students– Stanford, Northwestern programs for gifted
• K-12 Online Learning enrollments growing 30% annually nationwide with over 2 million enrollments in 2008-2009
Summary of key online learning activity
State Examples (a few)
• Florida Virtual School: Tax Watch Report– Virtual School students have higher student achievement;
Serves a higher proportion of minority and underserved students; New model of data and accountability; “Better use of taxpayer dollars that works”
• New Mexico– PK-20 Online Program
• Idaho– Endorsement on teaching license for online teaching
• Michigan & Alabama – Graduation requirements for online learning
International Trends in Online Learning
• Results of the iNACOL International Survey
– 2006, 15 countries responded
– 2009, sent to over 100 countries
• http://tinyurl.com/iNACOLSurvey
International Trends
• Turkey: 0-15 million students in K-12 taking online courses in 3 years
• South Korea Virtual School
• Hong Kong – Continuity in case of disasters
• Mexico:
– Digitized curriculum for all schools
– K-12 academic content online
– all teachers trained to use online content
China
• China: 1.3 billion people
• Digitized K-12 curriculum
• Training Master Teachers to teach online
• With online learning: increase educational opportunities to 100 million new students
“Web opens world for young Chinese . . .”
-Christian Science Monitor, May 14, 2007
Bejing -- “Excited and emboldened by the wealth of information they find on the Internet, Chinese teens are breaking centuries of tradition to challenge their teachers and express their opinions in class. . . .”
“Students at Tianjin’s No. 1 Middle School are encouraged to challenge their history texts.”
“The Internet has given Chinese children wings,” says Sun Yun Xiao, vice president of the China Youth and Children’s Research Center.
137 million online in China at the end of 2006 (in 1999 there were just 4 million connections in China)
87% of urban youth in China use the Internet
How will they scale innovation with limited Internet access?
• WiMax - everything is going to change.
• WiMax has a 50Km/30 mile radius for high-speed, wireless broadband.
• WiMax is going prime time in 2009 - 2010.
• They will start putting towers up and expand broadband, mobile access, all over the country.
Singapore
• Singapore: 100% of Secondary schools use online learning
• All teachers trained to teach online
• Blended Learning Environments
• E-Learning Weeks
India
• India:– Universal Access for K-12 Education in 10
years– Need 200,000 more schools– Shortage of good teachers– “Leverage teachers using technology to
bring to scale”– Educomp Program digitizing learning
resources (online content) in K-12 education• View as export opportunity
EU
• EU:
– EU E-Learning Action Plan
– IB Diploma Programme Online (125 countries)
• UK: E-Learning Exports - 29 billion pounds annually; deal with China– Education as an export
Online Learning in Canada
iNACOL Canada Study
iNACOL Canada Study
iNACOL Canada Study
• Newfoundland and Labrador– single province-wide program– no regulations (currently being created)
• Nova Scotia– single province-wide and district-based programs– regulations in Provincial Teachers’ Agreement
• Prince Edward Island– uses distance education from other provinces– two Ministerial Directives
• New Brunswick– single province-wide program– series of Ministry policy documents
iNACOL Canada Study
iNACOL Canada Study
• Quebec– district-based programs (provincial level content
provider)– non-DE focused province-wide program for sharing
curricular resources that is used for DE in limited ways– no provincial regulations
• Ontario– province-wide CMS and course content, used by
district-based programs– does allow private virtual schools– series of Ministry policy documents
iNACOL Canada Study
iNACOL Canada Study
• Manitoba– three province-wide programs (for online province provides CMS and
course content, used by district-based programs– Ministry policy documents currently being updated
• Saskatchewan– district-based programs (since 2009-10)– no regulations since devolution from Ministry
• Alberta– province-wide and district-based programs – limited Ministry policy documents (more extensive policies currently
being formulated)
• British Columbia– district-based and private (independent) programs– several legislative items (additional Ministry policy documents)
iNACOL Canada Study
iNACOL Canada Study
• Yukon– utilize a program from British Columbia– referenced in legislation, largely governed by an
inter-provincial agreement with BC school district
• North West Territories– utilize a program in Alberta– several Ministry policy documents
• Nunavut– past and future plans for pilot programs (may
utilize services in Alberta)– no regulations
iNACOL Canada Study
Overview• Some distance education activity in each province
and territory– many still utilize traditional forms of distance education– district-based programs seem more common than province-
wide programs
• Most jurisdictions have some form of regulations– typically in the form of Ministerial policy documents– several are in the process of creating or revising regulations
• British Columbia is leading the way in both level of activity and extensiveness of their regulatory regime
Online Learning in British Columbia
British Columbia35,000 educators600,000 students60 school districts
urban/rural53 public DL schoolsCourses provided to
Yukon (follow BC curriculum)
13 independent DL schools
Declining enrolmentOnline Choice: Open
boundaries
Enrolment Growth: Headcount
2006 Legislation, Bill 33Recognizes DL in legislationEach Board requires a DL Agreement with the MinistryOnly one enrolling school for K-9 Cross-enrolment in Gr. 10-12 (supplemental courses)
Public
Independent
Bricks and Mortar Distributed Learning
Participation and Completion
British Columbia
Florida Michigan Idaho Illinois Utah New Zealand
Total Student Pop
651,600 2,754,000 1,738,000 271,000 2,125,000 559,000 759,900
DL Student Headcount 54,000 72,880 9,200 9,460 3,404 6,763 13,000
Course Count
150,000 121,765 11,000 6,619 6,012 7,500 ng
Participation Rate >10% 2.6% 0.5% 3.5% 0.2% 1.2% 1.7%
Student Count Method
Active Active Active Registra-tion
Registra-tion
Comple-tion Registration
Course Completion 75% 80% 75% 70% ng ng
TCS: 50% VLN: 85%
Distributed Learning in BC
Legislation PolicyDL Agreements
Achievement DataDL Audits DL Standards
Compliance Processes
Quality Review Model
Internal Review(part of school planning process)
DL Standards ResearchData
Student Success (engagement, achievement & satisfaction)
External Review
-Observing, Validating, &
Recommending
Emerging Practice-Sharing &
Applying New Strategies
Implementing Quality Instructional &
Leadership Practices
Links
• BC Ministry of Education Distributed Learning– http://www.bced.gov.bc.ca/dist_learning/• BC Distributed Learning Agreement– http://www.bced.gov.bc.ca/dist_learning/documents/dist_learn_agmt.pdf• BC Distributed Learning Standards– http://www.bced.gov.bc.ca/dist_learning/documents/dl_standards.pdf• BC Distributed Learning Audit Criteria– http://www.bced.gov.bc.ca/compliance/0708-dl-audit-program-final.pdf• LearnNow BC– http://www.learnnowbc.ca
Online Learning in England
England: background
• 4 different education systems in UK• 12m pupils in school system
Government funded• 3,000 secondary schools (age 11-16/18)• 18,000 primary schools (age 5-10)
Privately funded• 2,500 Independent Schools (age 5-18)
England: public investment
• Already funded a VLE in every school• E-learning credits funded approved digital
content purchase by schools (2006-2008)• Home Access programme $500m in 2008• ENGLAND has Harnessing Technology for Next
Generation Learning - Implementation Plan 2009-12 $1b
England: Harnessing Technology
Strategic Objectives:– Technology confident schools (e-maturity)– Engaged empowered children & families– Confident system leadership & innovation– World class joined up technology
England: where are we now?
England: BESA Survey June 09
• School spending on curriculum software and digital content 2009-10
• Primary (ages 5-10) $65m• Secondary (11-18) $75m
Well-equipped with technology?• 21% UK primaries VLE• 34% UK secondaries VLE
UK Primary Teacher Confidence
UK Secondary Teacher confidence
Online Learning in Australia
Part of the Australian Story
Australia’s geography has brought about some unique programs such as the Alice Springs School of the Air.
Part of the Australian Story
These children grow and develop in a peculiar situation, isolated in a unique environment and their formal education must of necessity be unorthodox.
The Alice Springs School of the Air provides an educational service for about 120 children living on properties or settlements covering over 1 million square kilometers of Central Australia.
Part of the Australian Story
The Le@rning Federation, a project of Curriculum Corporation, manages the national resource pool and infrastructure of digital curriculum resources. These resources are aligned with the curriculums of the Australian states and territories and will be aligned with the Australian Curriculum as it develops.
Part of the Australian Story
Part of the Australian Story
Since 2001 these resources have encouraged and supported schools to move into 21st-century education and to implement the government’s Digital Education Revolution.
The different states and territories are currently responsible for their own assessment and curriculum – although the process to develop a national curriculum is underway. The Le@rning Federation provides resources to all schools.
Part of the Australian Story
New South Wales has allowed for online learning since 2004.
Only a few institutions have taken up the challenge of developing and delivering online courses.
Northern Beaches Christian School is one of those.
Part of the Australian Story
The Sydney Centre for Innovation in Learning (SCIL), the research, development and innovation unit of Northern Beaches Christian School, has been delivering online courses since 2006. In 2005, SCIL undertook a study, in part supported by a Macquarie University Partner School Study Fellowship, in order to develop a framework for successful delivery in the online environment.
Part of the Australian Story
In order to create a framework for the successful delivery of online distance courses based on international best practice, over twenty school from six countries were observed in 2005:France, Sweden, UK, Iceland, Denmark and Canada (BC)
Part of the Australian Story
This was followed up by a second study that involved close observation, interview and analysis of eight schools and institutions from Iceland and Finland.
Part of the Australian Story
Fjölbrautaskóli Snæfellinga, Grundarfjörður, Iceland – established by the Icelandic Government to provide education in a blended delivery mode
Part of the Australian Story
This led to a paper that described a possible framework for online distance delivery.
That paper is available via the Research section of:
http://www.scil.nsw.edu.au
Part of the Australian Story
Harris - Key Factors for Success in the Online Environmentwww.scil.nsw.edu.au
1. Clearly articulated vision for online course delivery within the school2. Evidence of considered approaches to a specific online pedagogy3. The strength of the wider school teaching & learning environment4. Clarity of, and standardizing within, online course formats5. A clear understanding of the role of staff in successful course delivery6. Sustained commitment to recurrent staff training7. Evidence of student suitability to the online environment prior to course commencement8. The strength of the online community surrounding a course9. The technology and infrastructure used
The Context
• Pioneer in distance education, mainly servicing isolated rural schools and families
• Curriculum breadth and opportunities for students in rural and small schools still limited
• Some national and state based online repositories but mostly pitched at lower year levels and not always aligned to standards
• State by state solutions• Online provision available in each state served
via Blackboard, Moodle etc• Nationally, much is first generation online content
– flat text, limited interactivity and use of Web 2.0 capacity
Opportunities
• High level teacher eLearning capacity• Infrastructure significant but does vary by
state• Federal funded national rollout of 1:1
computing across Year 9-12 by end of 2011• New national curriculum will create
opportunities and attract third party content developers
• Interest in online provision rapidly gaining pace
Victoria
• ePotential matrix measures teacher capacity• Significant infrastructure• Rollout of $72m tender for Ultranet across 1600
schools– LMS– Linked to content repository– Sharing within and across schools– Parent portal– Social networking component– Administration tools
• 1:1 project at primary level• Trialling of content development and delivery
mechanisms
Online Learning in India
Where we are
• Private initiatives– Nascent stage, focused on higher ed– Hybrid Courses, very few completely online
courses– No virtual schools– Supplementary learning material– Online Tutoring
Challenges
• Size– 1 billion+, 70 % rural population
• Internet Accessibility– 2007-08 - 42 million users (3.7%)
• Language – 29 Languages
• Cost– Internet access– Hardware
Government Initiatives
• Sakshat – ‘Capable’– One stop free education portal operational from 2007– Accessible from 700 cities– Students / Teachers– CBSE Support K11/12– Features
• Online Courses• E-books• One to one interactions• Scholarships• Testing• Internet Infrastructure• Hardware – 20$ Laptop
– Issues• Not User Friendly• Lack of content• Accessibility
Online Learning Through the World Health Organization
eLearning in Pacific Island CountriesDevelopment , Challenges and
Opportunities
eLearning in Pacific Island Countries
• Challenges– Varying size and economic base of
countries– Lack of access or low bandwidth– Lack of IT support– Low level of teacher education– Wide range of types and level of
technology – Lack of reliable electricity
PacRim East
SPIN East
SPIN West
PACRICS
POLHN Learning Centres
– Cook Islands– Federated States of
Micronesia (4)– Fiji (4)– Kiribati– Marshall Islands (2)– Nauru– Palau– Samoa– Solomon Islands– Tonga– Vanuatu– Tuvalu
POLHN Learning Centres
• IT Infrastructure – Internet access– 4-20 computers,
server, printer• Training materials
– Resources and reference materials• CD, Web, Print• Blue trunk library• Supercourse
– Self directed learning material
– Courses
Development – WHO Engagement
• Pacific Open Learning Health Net (POLHN)– 30 courses – 700-800 Annual
participants– Capacity building
for medical and nursing schools and local colleges and universities
Future Directions
• Capacity Development in the Region– Multi-sectoral approach– Increase technical assistance,
standardize ICT and share IT experts and maintenance services
– Expand use of online learning and web conferencing
– Develop pilot projects to incorporate mobile phone technology in eLearning delivery
Lessons Learned
• Online/CD design works well even where students have limited Internet access
• Direct correlation between quality of course design, the quality of instruction, and the success rate of students
• Quality of local support is important
POLHN Web Site
• Website– www.polhn.org
Information on course and links to other resources
• Contact– Pacific Open Learning
Health Net
eLearning in Pacific Island CountriesDevelopment , Challenges and
Opportunities
• “Using the Internet to deliver courses seems to contain great disruptive potential. It could allow a radical transformation to happen in an incremental, rational way.” -Clayton Christensen, Harvard Business School
• Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns predicts that the growth in computer-based delivery of education will accelerate swiftly until, by 2019, half of all high school classes will be taught over the Internet.
Contact Information
• Michael Barbour, [email protected]• Steve Baxendale,
[email protected]• Stephen Harris,
[email protected]• Randy Labonte, [email protected]• Michael Larbalestier,
[email protected]• Dale Pearce,
[email protected]• Allison Powell, [email protected]• Sid Rao, [email protected]
