cnie: toward quality in k-12 dl practice

Toward Quality in DL PracticeToward Quality in DL Practice

What is it?What is it?

How do we know it?How do we know it?

Randy LaBonteRandy LaBonte

DL ConsultantDL Consultant

Ministry of EducationMinistry of Education

604-983-0636604-983-0636

[email protected]@shaw.ca

What is distributed learning?

• In policy: “A method of instruction that relies primarily on indirect communication between students and teachers, including internet or other electronic-based delivery, teleconferencing, or correspondence.”

• DL is a method of instruction that takes place when a student is primarily at a distance from the teacher, whether at home or connecting from another facility

DL Quality Overview ~ Randy LaBonteApril 2008 2

The Vision for DLThe Vision for DL

Distributed learning in BC will be a quality, dynamic and engaging learning environment that all students in the province can access.

It will not be limited by schedules, calendars, facilities or locations.

DL will provide equitable access to education, specifically providing choice for students who have restricted options.


DL is GrowingDL is Growing

• In the US by 25 percent each year• In BC DL student enrolment headcount 5000

in 2003 – project 50,000 in 2008• Most growth is in the cross-enrolled students

in grades 10-12• Most DL schools hiring new teachers and

coping with staff turnover• Changes & growth have led to confusion

4DL Quality Overview ~ Randy LaBonteApril 2008

Recognizing Quality in DL PracticeRecognizing Quality in DL Practice

While quality is difficult to define, its importance is universally appreciated (Garvin 1988).

Quality's economical importance comes from its perceived ability to lower costs, improve employee commitment, and ensure continuous improvement within a dynamic environment (Dawson&Palmer 1995).

Its pedagogical meaning focuses at enhancing the process of learning and the interaction between the learner and the learning environment.


Defining QualityDefining Quality

Quality: “the non-inferiority, superiority, or usefulness of something” – the perception of the degree to which a product or service meets the customer's expectations. Quality has no specific meaning unless related to a specific function and/or object. Quality is a perceptual, conditional and somewhat subjective attribute.

http://en.wikipedia.org/wiki/Quality

"Measures of learning--and of quality--are elusive and often controversial ..."

Oblinger, Barone, Hawkins, 2001, p. 19


Garrison & Anderson (2003)

• “Like bandwidth, content per se will have little direct value in the near future… [as] there will be virtually unlimited bandwidth and unlimited content storage at very little cost”. Institutions need to focus on “adding value to the context or interactive side of the educational equation, creating quality-learning experiences that are engaging, relevant, and responsive.” (p.116)


Principles of LearningPrinciples of Learning

Three principles of learning guide educational practice in British Columbia:

1. Learning requires the active participation of the student.

2. Students learn in a variety of ways and at different rates.

3. Learning is both an individual and a social process.


How People Learn How People Learn (National Research Council)

• Schools must be learner centred– Students come to the classroom with preconceptions about how the

world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

– To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.

– A "metacognitive" approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.


BC Premiers’ Technology CouncilBC Premiers’ Technology Council

• That the Ministry develop Key Performance Indicators to measure the success of programs that encompass learning technology and use those KPI to ensure quality. (Recommendation 10.2)


DL policies and agreementDL policies and agreement

• Focus on quality – DL Standards articulate quality learning in a DL environment

• Focus on engagement – no funding without active learning

• Focus on achievement – continuous enrolment and Ministry data collections

• Focus on transparency – clear flow of Ministry funding with no money directly paid to parents


StandardsStandards

Purposes:

Improve quality

Provide a framework for accountability and continuous improvement

Guide development and evaluation of instructional practice

Describe baseline for content and resources


JK Rice (2003)JK Rice (2003)

• Analysis of 400,000 students in 3000 schools found the most important predictor of quality was the teacher

• Teacher effect on student achievement was both additive and cumulative


DL Schools in BCDL Schools in BC


DL School Programs – 3 typesDL School Programs – 3 types

• Home-based (K-7)

• Online school-based (10-12 x-enrolled)

• Blended (F2F, online, home)


A Continuum for DLA Continuum for DL

Geography

Size

Site attendanceRequired

Provincial

Small Large

Local

Optional

Primarily local Primarily at a distanceInstruction

Blended Community-centric

Home-Based Learner-centric

Virtual Provincial -centric


How are we doing?How are we doing?


No Significant Difference?No Significant Difference?

• Shepherd (2001) review of 300 studies on education medium – ‘no significant difference’ http://www.nosignificantdifference.org/

• "... when compared, face to face education with Internet Based Distance Education, there is a significant difference in favor of the Internet Based Distance education." – Significant Difference - Better Results with Technology

– 2006 - Sahin, C. S. Overcoming the "No Significant Difference" Phenomenon in Distance Education by Internet Andolu University, Turkey http://aof.edu.tr/iodl2006


http://www.nosignificantdifference.org/

http://aof.edu.tr/iodl2006

DL Quality ReviewDL Quality Review

1. Foster improved quality in distributed learning practice

2. Support implementation of Ministry legislation, policy and DL Agreement requirements

3. Assist in establishing and confirming sound practice in all DL schools

While audits guide compliance in funding and reporting, the quality review is intended to guide improved student achievement, choice and satisfaction while meeting DL standards


Data-driven Process Analyzing

Student Success – based on: DL achievement data, provincial exam data, FSA results, satisfaction surveys, district and school-level data, observations of learning

Instructional Practice – based on: DL standards, research on emerging DL instructional practice, DL staff experience and training, integration and use of educational technologies, strategies for supporting learner engagement, DL materials used


DL Quality Review ProcessDL Quality Review Process1. Internal review by DL educators

Rubrics including DL standards, data sets, support planning processes Collection and monitoring of above data to shape DL practice

2. External Review Team

Initial meeting(s) with school staff and district staff Observation/discussion with instructional, support and admin staff Discussion of observations – external team and district/school staff

3. Post site review meeting

Observations and data analysis, areas of strength /improvement

4. Publication of external review formal report


What did we find in the pilots?What did we find in the pilots?


Quality Review PilotsQuality Review Pilots

• 10 sites (SD8/22/23/34/35/37/41/59/60/63)• DL viewed differently by districts (special

program, alternate school, home schooling, continuing education) – not a ‘cash cow’

• Innovation with educational technologies was found in the DL school and/or in the district

• Some still using old methodologies from correspondence school days

• Focus was on completion and satisfaction


Interesting practices...Interesting practices...

• Use of synchronous tools and events• Development of online presence• Creation of cohort groups• Blending learning (F2F with online)• Project-based work• Portfolio assessment strategies• Enhanced use of video• Student-led and controlled technologies


Finalizing the Process

• Publication of best and emerging practices• Working group established to debrief qualtiy

review process/results• Input sought to published documents• June publication of Quality Review Process • Implementation September 2008


LinksLinks

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

LearnNow BC http://www.learnnowbc.gov.bc.ca


Toward Quality in DLToward Quality in DL

DL ConsultantDL Consultant

Ministry of EducationMinistry of Education

Randy LaBonteRandy LaBonte

Direct: 604-983-0636Direct: 604-983-0636

[email protected]@shaw.ca


cnie: toward quality in k-12 dl practice

Technology

quality quality

quality overview

qualitylearning experiences

randy labonte

process of learning

distributed learning

engaging learning environment

crossenrolled students