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iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
iNacol Quality in Online Learning (Northern Exposure) R.LaBonte
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iNacol Quality in Online Learning (Northern Exposure) R.LaBonte

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Presentation at iNacol VSS2009 conference November 2009

Presentation at iNacol VSS2009 conference November 2009

Published in: Education, Technology
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  • 1. Measuring Quality in K-12 Online Learning: Northern ExposureRandy LaBonteConsultantrlabonte@shaw.ca<br />
  • 2. Overview<br />Context<br /><ul><li>Personal
  • 3. Local (BC)
  • 4. Global</li></ul>Why Quality?<br />Compliance<br />Measuring Quality<br />BC’s Quality Review Process<br />Discussion<br />Measuring Quality: Randy LaBonte<br />2<br />
  • 5. About me<br />3<br />
  • 6. 4<br />Professionally speaking...<br />I believe that technology:<br />Changes the way we work<br />Requires the learning of new skill sets<br />Causes changes in organizational structures<br />Shifts control of learning to the individual<br />Alters education from knowledge transfer to the process of knowledge attainment (Learning to learn, not learning to know)<br />Can be a catalyst to change pedagogy<br />Measuring Quality: Randy LaBonte<br />
  • 7. Leadership & Technology<br />My thinking has been influenced by:<br />Doctoral research on leadership in K-12 in technology-enhanced learning situations<br />Consulting work with the BC Ministry of Education<br />Facilitation of standards<br />Follow up research on technology grants<br />Policy and practice consultation with DL schools<br />Measuring Quality: Randy LaBonte<br />5<br />
  • 8. About the Room…<br />Where<br />From US?<br />From Canada??<br />International?<br />Who<br />K-12 Educator?<br />Post-secondary Faculty?<br />Administration / Government?<br />Others??<br />Measuring Quality: Randy LaBonte<br />6<br />
  • 9.
  • 10. British Columbia Context<br /><ul><li>35,000 educators
  • 11. 600,000 students
  • 12. 60 school districts urban/rural
  • 13. Declining enrolment
  • 14. 53 public DL schools
  • 15. 13 independent DL schools
  • 16. Online Choice: Open boundaries</li></ul>8<br />Measuring Quality: Randy LaBonte<br />
  • 17. LearnNowBC Portal 2006-09<br />12 million views June 2008 – July 2009<br />Measuring Quality: Randy LaBonte<br />9<br />
  • 18. Comparing the Numbers<br />
  • 19.
  • 20. 21st Century learners need technological tools and approaches that reflect their habits <br />Oblinger & Oblinger, 2004; Dede, 2005; Siemens, 2008; Evans, et al., 2008<br />The use of tools and technologies familiar to learners may foster higher levels of engagement <br /> (blogs, wikis, social networking, podcasts, video streaming, and multi-user virtual environments)<br />National Survey of Student Engagement, 2007, pp.7-8 <br />21st Century Learning<br />12<br />Measuring Quality: Randy LaBonte<br />
  • 21. Technology & 21st Century Learning<br />If technology is the answer, what is the question? <br />The paradox of technology enhanced education is that technology changes very rapidly and human beings very slowly. <br />It would seem to make sense for proponents of e‑learning to begin with the students. <br />Bates & Poole, 2003, p. xiii<br />13<br />Measuring Quality: Randy LaBonte<br />
  • 22. Measuring Quality: Randy LaBonte<br />14<br />It’s About Pedagogy…<br />Technology is often viewed as pedagogically neutral (Moll, 2001)<br />Yet the organization of learning and engagement of learners through educational technology is essential to pedagogy (Bednar, Cunningham, Duffy, & Perry, 1992; Gayol & Schied, 1997)<br />
  • 23. April 20, 2006<br />MANAGING E-LEARNING IMPLEMENTATION:<br />What Do Real Leaders Do?<br />15<br />How has technology impacted your pedagogy?<br />
  • 24. How has the Web 2.0 shift?<br />16<br />Measuring Quality: Randy LaBonte<br />
  • 25. 17<br />
  • 26. Why Quality?<br /><ul><li>Distributed learning in BC will be a quality, dynamic and engaging learning environment that all students in the province can access.</li></ul>And the promise…<br />“What is exciting and encouraging [is that] with appropriate instructional leadership... technology can be an effective catalyst for educational reform.”<br />Creighton, 2003 <br />18<br />Measuring Quality: Randy LaBonte<br />
  • 27. Recognizing Quality Practice<br /><ul><li>While quality is difficult to define, its importance is universally appreciated (Garvin 1988).
  • 28. 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).
  • 29. Its pedagogical meaning focuses at enhancing the process of learning and the interaction between the learner and the learning environment. </li></ul>19<br />Measuring Quality: Randy LaBonte<br />
  • 30. Defining Quality<br />Quality: “the non-inferiority, superiority, or usefulness of something” – the perception of the degree to which a product or service meets the customer&apos;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. <br /> http://en.wikipedia.org/wiki/Quality<br /> <br />&quot;Measures of learning--and of quality--are elusive and often controversial ...&quot; <br />Oblinger, Barone, Hawkins, 2001, p. 19 <br />20<br />Measuring Quality: Randy LaBonte<br />
  • 31. Analysis of 400,000 students in 3000 schools found the most important predictor of quality was the teacher<br />Teacher effect on student achievement was both additive and cumulative<br />Rice (2003)<br />The quality of a student’s teacher is the most important determinant of learning after family background.<br />Hanushek (1992) <br />Achieving Quality<br />21<br />Measuring Quality: Randy LaBonte<br />
  • 32. “High quality interaction with learning materials, interaction between teachers and learners and interaction among learners, are all essential for effective learning.”<br />Bates, A.W. (2006), p.222 <br />Quality and Interaction...<br />22<br />Measuring Quality: Randy LaBonte<br />
  • 33. How do we know any learning is occurring??<br />23<br />Measuring Quality: Randy LaBonte<br />
  • 34. 24<br />
  • 35. Two lenses for measuring<br />Measuring Quality: Randy LaBonte<br />
  • 36. Compliance Models in BC<br />Legislation<br />Policy<br />DLAgreements<br />AchievementData<br />DLStandards<br />DLAudits<br />26<br />Measuring Quality: Randy LaBonte<br />
  • 37. DL policies and agreement<br />Focus on quality – DL Standards articulate quality learning in a DL environment<br />Focus on engagement – no funding without active learning<br />Focus on achievement – continuous enrolment and Ministry data collections<br />Focus on transparency – clear flow of Ministry funding with no money directly paid to parents<br />27<br />Measuring Quality: Randy LaBonte<br />
  • 38. Measuring Quality: Randy LaBonte<br />28<br />How do we know there is quality learning taking place?<br />How would we recognize it in distributed learning?<br />
  • 39. Quality Review Model<br />Student Success <br />(engagement, achievement & satisfaction)<br />External Review<br />-Observing, Validating, & Recommending<br />Emerging Practice<br />-Sharing & Applying New Strategies<br />Implementing Quality Instructional & Leadership Practices<br />Internal Review<br />(part of school planning process)<br />DL Standards<br />Research<br />Data<br />29<br />Measuring Quality: Randy LaBonte<br />
  • 40. Research-based<br />30<br />Transformational leadership theory describes leadership practices and behaviours within DL schools. <br />(Leithwood and Duke , 1999; Silins & Mulford, 2002; Leithwood, 2005)<br />Measuring Quality: Randy LaBonte<br />
  • 41. Leadership for Achievement (Mulford, 2008)<br />Community / School / Home / Socio-Economic Status<br />Transformational<br />Leadership<br />Admin Team Leadership<br />Academic Self-Concept<br />Principal Leadership<br />O<br />L<br />Academic Achievement<br />TW<br />Partici-pation<br />Engage-ment<br />Teacher Leadership<br />31<br />Measuring Quality: Randy LaBonte<br />
  • 42. Research-based<br />32<br />Garrison, Anderson, and Archer’s (2000) Community of Inquiry framework is the foundation for instructional practice<br />Measuring Quality: Randy LaBonte<br />
  • 43. DL Quality Review Process<br />Internal review by DL educators <br /><ul><li>Instructional/leadership review models for reflection on DL Standards supporting school planning processes
  • 44. Collection and monitoring of data to shape DL practice</li></ul>External Review (select DL school sites)<br /><ul><li>Initial meeting(s) with school staff and district staff
  • 45. Review of DL achievement data, satisfaction info, etc.
  • 46. Observation/discussion with instructional, support and admin staff
  • 47. Sharing observations – external team and district/school staff
  • 48. Post site review meeting (observations and data analysis, areas of strength /improvement)
  • 49. Publication of external review formal report</li></ul>33<br />Measuring Quality: Randy LaBonte<br />
  • 50. Quality Review Model<br />Student Success <br />(engagement, achievement & satisfaction)<br />External Review<br />-Observing, Validating, & Recommending<br />Emerging Practice<br />-Sharing & Applying New Strategies<br />Implementing Quality Instructional & Leadership Practices<br />Internal Review<br />(part of school planning process)<br />DL Standards<br />Research<br />Data<br />34<br />Measuring Quality: Randy LaBonte<br />
  • 51. Interesting practices...<br /><ul><li>Use of synchronous tools and events (Elluminate Live!)
  • 52. Development of online presence
  • 53. Creation of cohort groups
  • 54. Blending learning (F2F with online)
  • 55. Project-based work
  • 56. Portfolio assessment strategies
  • 57. Enhanced use of video
  • 58. Student-led and controlled technologies</li></ul>35<br />Measuring Quality: Randy LaBonte<br />
  • 59. Measuring Quality: Randy LaBonte<br />36<br />
  • 60. Open Question Period<br />37<br />Measuring Quality: Randy LaBonte<br />
  • 61. 38<br />iNacol Conference – November 2009<br />Measuring Quality in K-12 Online Learning:<br />Northern Exposure<br />Randy LaBonte<br />604-983-0636<br />rlabonte@shaw.ca<br />Measuring Quality: Randy LaBonte<br />
  • 62. Links<br />BC Quality Review Guide<br />http://tinyurl.com/bcqualityreview<br />BC Quality Practices<br />http://tinyurl.com/bcqualitypractice<br />BC Ministry of Education Distributed Learning<br />http://www.bced.gov.bc.ca/dist_learning/<br />BC Distributed Learning Agreement<br />http://www.bced.gov.bc.ca/dist_learning/documents/dist_learn_agmt.pdf<br />BC Distributed Learning Standards<br />http://www.bced.gov.bc.ca/dist_learning/documents/dl_standards.pdf<br />BC Distributed Learning Audit Criteria<br />http://www.bced.gov.bc.ca/compliance/0708-dl-audit-program-final.pdf<br />LearnNowBC<br />http://www.learnnowbc.ca<br />39<br />Measuring Quality: Randy LaBonte<br />

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