Virtual schooling: the next wave of e-learning?<br />Allan Jon, Tel.Con 2010<br />New Zealand Virtual School<br />Trades A...
The scene is set…<br />The Secondary Futures Project opened a dialogue about changing the way people learn.<br />eLearning...
Secondary Futures<br /><ul><li>Students  First
 Inspiring Teachers
 Social  Effects
 Community Connectedness
 The Place of Technology</li></li></ul><li>So what does it all mean?<br /> Z z z ..<br />
But it doesn’t have to be that way…<br /> Z zz ..<br />
Learners can follow their interests…<br />
According to the former US Secretary of Education Richard Riley...<br />The Top 10 in-demand jobs in 2010<br />didn’t exis...
But does this stuff actually work?<br />
Catlins Partnerships for Aviation<br />Meet real needs<br /><ul><li>Secondary Futures ideas
Engagement- authentic educational experiences
  Career education
  Address industry needs
  School, community &   business in partnership</li></li></ul><li>Communicate, collaborate and visualize dynamic product d...
Optional Face2Face and Camps<br />Meet the teacher<br />Meet peers and develop a ‘class’<br />Optional eHui days<br />Opti...
JT8D Jet Engine donated by Christchurch Engine Centre<br />
In the big picture…<br />
The current NZ Clusters…<br /><ul><li> Clusters for teaching and learning as well as professional development of teachers
 Courses listed and brokered by the Virtual Learning Network
 Wide range of levels of development and learner numbers between clusters</li></ul>http://www.virtuallearning.school.nz/<b...
OtagoNET<br />OtagoNET is the largest VC Cluster in New Zealand<br /><ul><li>Primarily Asnet VC
 Recently added GoogleApps
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Virtual Schooling: The next wave of eLearning?

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DOI: 10.13140/RG.2.1.3325.4244

Increased broadband capacity will have a tremendous effect on schools to personalise the learning of individual students. With the potential for every terminal to be video-conference capable, the opportunities to teach classes online is greater than ever – as are the benefits

- Using online as a full teaching environment rather than a content repository
- The extent of online teaching clusters in New Zealand
- How far can the technology go?
- International examples and case studies

Published in: Education, Business, Technology
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  • Increased broadband capacity will have a tremendous effect on schools to personalise the learning of individual students. With the potential for every terminal to be video-conference capable, the opportunities to teach classes online is greater than ever – as are the benefits- Using online as a full teaching environment rather than a content repository-The extent of online teaching clusters in New Zealand- How far can the technology go? International examples and case studies
  • In the traditional teaching and learning world… of the 50s…
  • In the traditional teaching and learning world… of the 50s…
  • In the traditional teaching and learning world… of the 50s…
  • These partnerships were spared from a meeting between Dave Evans (ATTTO), Jon Bird (Catlins) and Allan Jon (Catlins). At a subsequent meeting between the group Dave Evans brought Elizabeth Valentine (ATTTO CEO) where the partnership was formalised, and Elizabeth introduced Catlins to Nextspace.Nextspace is a 3D visualisation industry catalyst and consultancy partially government funded and with a mandate to help improve digital literacy in New Zealand.  Nextspace has assisted us by providing sophisticated 3D software and 3D models for our students to work with. 
  • These tools let you “play back” complex 3D animations of real world usesPossible teaching, Describe the aircraftMix with a podcast Use to examine items in detail.
  • Tremain Lucas, Jon Bird, Allan Jon and Dave Evans with some of the 2008 Aviation students at Safe Air in Blenhiem, 2008
  • Map from the VLN
  • The New Zealand published Education Review made a similar analysis of the overseas growth of fully virtual schools, commenting that: “…in the United States… about one million children and teenagers learn online and the numbers in ’Virtual Schools’ are growing by 50 per cent each year. The Florida Virtual School had ‘thousands’ of students and grew so big it became a whole school district in itself.”TH, ‘Rise of the Virtual Teacher’, Education Review, May 1st 2009.
  • http://www.eschoolnews.com/news/top-news/index.cfm?i=42025&amp;CFID=18158170&amp;CFTOKEN=44675028Corey Murray, the Senior Editor of eSchool News reported that: “At the Florida Virtual School, the nation&apos;s first statewide public online high school, enrollment reportedly spiked by more than 50 percent compared with the last school year. The statewide Idaho Digital Academy reported similar growth, while the Louisiana Virtual School program grew by 18 percent and the international Virtual High School program, which now has virtual-school programs in 30 states and 25 countries, grew by 24 percent”.
  • http://www.eschoolnews.com/news/top-news/index.cfm?i=42025&amp;CFID=18158170&amp;CFTOKEN=44675028Corey Murray, the Senior Editor of eSchool News reported that: “At the Florida Virtual School, the nation&apos;s first statewide public online high school, enrollment reportedly spiked by more than 50 percent compared with the last school year. The statewide Idaho Digital Academy reported similar growth, while the Louisiana Virtual School program grew by 18 percent and the international Virtual High School program, which now has virtual-school programs in 30 states and 25 countries, grew by 24 percent”.
  • http://www.eschoolnews.com/news/top-news/index.cfm?i=42025&amp;CFID=18158170&amp;CFTOKEN=44675028Corey Murray, the Senior Editor of eSchool News reported that: “At the Florida Virtual School, the nation&apos;s first statewide public online high school, enrollment reportedly spiked by more than 50 percent compared with the last school year. The statewide Idaho Digital Academy reported similar growth, while the Louisiana Virtual School program grew by 18 percent and the international Virtual High School program, which now has virtual-school programs in 30 states and 25 countries, grew by 24 percent”.
  • Mark Gasson[1] is a British scientist and senior research fellow at the Cybernetic Intelligence Research Group[2], University of Reading, UK. He pioneered developments indirect interfaces between computer systems and the human nervous system[3], is active in the research fields of robotics and identity[4] and pursues many public engagement in science activities. In 2010 he claimed to be the first human to be infected with a computer virus[5], however the only distinction between Gasson&apos;s so-called &quot;infection&quot; and someone carrying a smartphone compromised by malicious software is that Gasson put the electronics in question under his skin. (from Wikipaedia)
  • Locutus of Borg – Captain Jon Luc PicardMark Gasson[1] is a British scientist and senior research fellow at the Cybernetic Intelligence Research Group[2], University of Reading, UK. He pioneered developments indirect interfaces between computer systems and the human nervous system[3], is active in the research fields of robotics and identity[4] and pursues many public engagement in science activities. In 2010 he claimed to be the first human to be infected with a computer virus[5], however the only distinction between Gasson&apos;s so-called &quot;infection&quot; and someone carrying a smartphone compromised by malicious software is that Gasson put the electronics in question under his skin. (from Wikipaedia)
  • Increased broadband capacity will have a tremendous effect on schools to personalise the learning of individual students. With the potential for every terminal to be video-conference capable, the opportunities to teach classes online is greater than ever – as are the benefits- Using online as a full teaching environment rather than a content repository-The extent of online teaching clusters in New Zealand- How far can the technology go? International examples and case studies
  • Virtual Schooling: The next wave of eLearning?

    1. 1. Virtual schooling: the next wave of e-learning?<br />Allan Jon, Tel.Con 2010<br />New Zealand Virtual School<br />Trades Academy<br />
    2. 2. The scene is set…<br />The Secondary Futures Project opened a dialogue about changing the way people learn.<br />eLearning Clusters in NZ and Virtual Schools overseas are growing exponentially.<br />For the first time the New Zealand Curriculum (for schools) includes eLearning.<br />
    3. 3. Secondary Futures<br /><ul><li>Students First
    4. 4. Inspiring Teachers
    5. 5. Social Effects
    6. 6. Community Connectedness
    7. 7. The Place of Technology</li></li></ul><li>So what does it all mean?<br /> Z z z ..<br />
    8. 8. But it doesn’t have to be that way…<br /> Z zz ..<br />
    9. 9. Learners can follow their interests…<br />
    10. 10. According to the former US Secretary of Education Richard Riley...<br />The Top 10 in-demand jobs in 2010<br />didn’t exist in 2004…<br />
    11. 11. But does this stuff actually work?<br />
    12. 12. Catlins Partnerships for Aviation<br />Meet real needs<br /><ul><li>Secondary Futures ideas
    13. 13. Engagement- authentic educational experiences
    14. 14. Career education
    15. 15. Address industry needs
    16. 16. School, community & business in partnership</li></li></ul><li>Communicate, collaborate and visualize dynamic product data.<br />Using 3D allows students to “Demonstrate knowledge of…”. <br />3D visualization empowers inquiry learning.<br />
    17. 17. Optional Face2Face and Camps<br />Meet the teacher<br />Meet peers and develop a ‘class’<br />Optional eHui days<br />Optional Aviation Camp at NZRAF Base Woodbourne<br />
    18. 18. JT8D Jet Engine donated by Christchurch Engine Centre<br />
    19. 19. In the big picture…<br />
    20. 20. The current NZ Clusters…<br /><ul><li> Clusters for teaching and learning as well as professional development of teachers
    21. 21. Courses listed and brokered by the Virtual Learning Network
    22. 22. Wide range of levels of development and learner numbers between clusters</li></ul>http://www.virtuallearning.school.nz/<br />
    23. 23. OtagoNET<br />OtagoNET is the largest VC Cluster in New Zealand<br /><ul><li>Primarily Asnet VC
    24. 24. Recently added GoogleApps
    25. 25. eHui Days
    26. 26. Recriprical enrolments and donations for administration</li></ul>User Pays Courses<br /><ul><li>Agriculture
    27. 27. Design</li></ul>Maths<br />History<br />Physics<br />Accounting<br />Japanese<br />
    28. 28. Second Life and SLeNZ<br /><ul><li>Learning based on Virtual Experiences
    29. 29. Midwifery and Birthing
    30. 30. Developing role play and digital simulations about Real Life situations to learn online </li></li></ul><li>About Virtual Schools Overseas<br />The New Zealand Education Review say:<br /> <br />“…in the United States… about one million children and teenagers learn online and the numbers in ‘Virtual Schools’ are growing by 50 per cent each year. The Florida Virtual School had ‘thousands’ of students and grew so big it became a whole school district in itself.”<br />
    31. 31. About Virtual Schools Overseas<br />Corey Murray, the Senior Editor of eSchool News reported that:<br /> <br />“At the Florida Virtual School, the nation's first statewide public online high school, enrollment reportedly spiked by more than 50 percent compared with the last school year. The statewide Idaho Digital Academy reported similar growth, while the Louisiana Virtual School program grew by 18 percent and the international Virtual High School program, which now has virtual-school programs in 30 states and 25 countries, grew by 24 percent”.<br />
    32. 32. What are we doing?<br /><ul><li>Skype
    33. 33. Digital Learning tools
    34. 34. Work Placements
    35. 35. Qualifications and career Pathways</li></ul>http://www.virtual.school.nz/<br />
    36. 36. Serviced by a centralized NZVS office and server centre<br />
    37. 37.
    38. 38. Beyond The Matrix: What is next?<br />The Cybernetic Intelligence Research Group at the University of Reading<br /><ul><li> Mark Gasson
    39. 39. Learning in phases – knowledge and culture
    40. 40. Immersive Virtual Reality Tools</li></li></ul><li>“So the urgent drives out the important; and the future goes largely unexplored; and the capacity to act rather than the capacity to think and imagine becomes the sole measure for leadership.”<br />Hamel and Prahalad (1999)<br />
    41. 41. To learn more contact:<br />Allan Jon<br />allan.jon@virtual.school.nz<br />

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