Toward Quality in DL Practice What is it? How do we know it? Randy LaBonte DL Consultant Ministry of Education 604-983-0636 [email_address]

What is it?

How do we know it?

Randy LaBonte

DL Consultant

Ministry of Education

604-983-0636

[email_address]

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 LaBonte April 2008

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

The 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 Quality Overview ~ Randy LaBonte April 2008

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 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 DL Quality Overview ~ Randy LaBonte April 2008

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

Recognizing 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. DL Quality Overview ~ Randy LaBonte April 2008

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 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 DL Quality Overview ~ Randy LaBonte April 2008

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) DL Quality Overview ~ Randy LaBonte April 2008

“ 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 Learning Three principles of learning guide educational practice in British Columbia: Learning requires the active participation of the student. Students learn in a variety of ways and at different rates. Learning is both an individual and a social process. DL Quality Overview ~ Randy LaBonte April 2008

Three principles of learning guide educational practice in British Columbia:

Learning requires the active participation of the student.

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

Learning is both an individual and a social process.

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. DL Quality Overview ~ Randy LaBonte April 2008

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 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 Quality Overview ~ Randy LaBonte April 2008

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 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 DL Quality Overview ~ Randy LaBonte April 2008

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

Standards Purposes: Improve quality Provide a framework for accountability and continuous improvement Guide development and evaluation of instructional practice Describe baseline for content and resources DL Quality Overview ~ Randy LaBonte April 2008

Purposes:

Improve quality

Provide a framework for accountability and continuous improvement

Guide development and evaluation of instructional practice

Describe baseline for content and resources

DL Quality Overview ~ Randy LaBonte April 2008

DL Quality Overview ~ Randy LaBonte April 2008

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 Quality Overview ~ Randy LaBonte April 2008

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 BC DL Quality Overview ~ Randy LaBonte April 2008

DL School Programs – 3 types Home-based (K-7) Online school-based (10-12 x-enrolled) Blended (F2F, online, home) DL Quality Overview ~ Randy LaBonte April 2008

Home-based (K-7)

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

Blended (F2F, online, home)

A Continuum for DL Geography Size Site attendance Required Provincial Small Large Local Optional Primarily local Primarily at a distance Instruction Blended Community-centric Home-Based Learner-centric Virtual Provincial -centric DL Quality Overview ~ Randy LaBonte April 2008

How are we doing? DL Quality Overview ~ Randy LaBonte April 2008

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 DL Quality Overview ~ Randy LaBonte April 2008

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

Quality Review Project

DL Quality Review Foster improved quality in distributed learning practice Support implementation of Ministry legislation, policy and DL Agreement requirements 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 DL Quality Overview ~ Randy LaBonte April 2008

Foster improved quality in distributed learning practice

Support implementation of Ministry legislation, policy and DL Agreement requirements

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 Overview ~ Randy LaBonte April 2008

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 Process Internal review by DL educators Rubrics including DL standards, data sets, support planning processes Collection and monitoring of above data to shape DL practice 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 Post site review meeting Observations and data analysis, areas of strength /improvement Publication of external review formal report DL Quality Overview ~ Randy LaBonte April 2008

Internal review by DL educators

Rubrics including DL standards, data sets, support planning processes

Collection and monitoring of above data to shape DL practice

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

Post site review meeting

Observations and data analysis, areas of strength /improvement

Publication of external review formal report

What did we find in the pilots? DL Quality Overview ~ Randy LaBonte April 2008

Quality 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 DL Quality Overview ~ Randy LaBonte April 2008

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... 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 DL Quality Overview ~ Randy LaBonte April 2008

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 DL Quality Overview ~ Randy LaBonte April 2008

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

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 LearnNow BC http://www.learnnowbc.gov.bc.ca DL Quality Overview ~ Randy LaBonte April 2008

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 DL DL Consultant Ministry of Education Randy LaBonte Direct: 604-983-0636 [email_address] DL Quality Overview ~ Randy LaBonte April 2008

DL Consultant

Ministry of Education

Randy LaBonte

Direct: 604-983-0636

[email_address]