Your SlideShare is downloading. ×
0
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Inacol 2012 rl
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Inacol 2012 rl

122

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
122
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Creating an Accredited K-12International Blended DistributedLearning Program
  • 2. The journey … Surveyed K-12 online jurisdictions around the world Unable to find others that were offering International Online Education in a major way Most programs were content intensive (i.e. correspondence) and lacked strong teacher/student relationships SD73 wanted to build a unique model
  • 3. Asynchronous Learning Students complete online work at their own pace. “Most of the online courses nowadays are offered in asynchronous mode, enabling students with the freedom of time and distance. Nonetheless, the drop-out rate for online courses is high. With online synchronous instruction students have both freedom of distance and punctuality of regular progress and the drop-out rate is found to be greatly reduced.” - Online Synchronous Instruction: Challenges and Solutions
  • 4. Synchronous Learning Students meet with BC teacher synchronously once per week in an online classroom Students work together in a class synchronously Students work on projects together
  • 5. Quality Success rates equal or better than campus Personalized rather than individualized learning 2009 PISA results indicate Canada has a strong educational system:  Canadian students continue to be leaders in reading, math and science.  Canadian students perform well in a global context in reading. On the combined reading scale, only four countries surpassed Canada: Shanghai-China, Korea, Finland and Hong Kong-China. - http://cdnsba.org/“Online learning began as a way to improve the quality of distance education by providing more and betterinteraction with instructors and between students.” -A Study of Face-to-Face and Online Teaching Philosophies inCanada and Australia
  • 6. The Model A Blended model that incorporates online learning with face to face learning Students are provided with a high level of service Teachers focus on building relationships with students A quality program is key to success
  • 7. STAGES OF PROGRAM DEVELOPMENT All Courses – Cohort and Single Course Login ESL – Collaboration Model Business Education and Cohort Courses
  • 8. Why would a public school districtwant to consider creating theirown accredited onlineInternational Program?
  • 9.  Bring revenue into a School District Broaden skills of DL teachers Expose quality BC education to the International Market Prepare for upcoming workforce shortage as outlined in the BC Jobs Plan:“Of the one million job openings ahead, 43 per cent will need trades and technical training. The skills and training plan represents fundamental change to how we prepare British Columbians for the jobs of tomorrow.” www.bcjobsplan.ca
  • 10. Benefits Enlarges presence in International Education Larger student base to increase skill level of Teachers i.e. Business courses popular in Asia but not BC. A larger student base increases choice for courses International students can benefit from our high quality BC education Transition from Overseas to Canada “students set up for success” ie Cultural awareness
  • 11. Implementation
  • 12. Strategies to “find” that unique teacher MarketingCollaborativeInterview byAdministratorand Teachers Interview Support to help develop Collaborative Digital Community Mentoring
  • 13. Blended Program consists of: 1 facilitator overseas 1 BC certified teacher in Canada 1 cohort of students Online resource Overseas Partner
  • 14. Facilitator Bilingual Technologically savvy Student motivator/supporter Flexible
  • 15. Teacher BC certified DL certified Flexible, creative and adaptable Culturally aware Teaching philosophy is based on creating strong relationships with students
  • 16. Student Cohort Approximately 10-15 students/cohort Cohort allows for:  Group projects  Real time discussions  Social presence  Working together
  • 17. Online resources Coursework is always available in Moodle Avoid shipping issues with text books BC teacher can mark submitted work at any time Teachers open to wide variety of alternative resources to ensure connections with students
  • 18. Overseas Partner Provide students access to appropriate technology Stable internet connection Cohort of students
  • 19. Issues Cultural differences i.e. Chinese principal schedules an unplanned assembly Technology i.e. certain sites are blocked such as Youtube. Learning Styles – Be aware of the traditional learning/teaching style currently being used and not presume that the constructivist approach is one that will automatically be well perceived.
  • 20. STEPS TO SUSTAINABILITY www.GlobalEd.ca Independent Programs Solo Marketing Create IOLA Collaborate Build Common Quality Assurance Partner with other Businesses Expand into Other Countries Become Educational Partner
  • 21. IOLA
  • 22. BC LEGISLATION• April 2002, BC School Amendment Act provided public school districts the ability to incorporate business companies.• Under the legislation a board of education is the sole shareholder and revenue generated by the company returns to the district.• Legislation not without controversy  http://www.bcbusinessonline.ca/selling-canadian-teaching-in-china  https://bctf.ca/IssuesInEducation.aspx?id=5958  http://www.saanichnews.com/news/161453575.html
  • 23. RATIONALETaking BC online learning services internationally required a coordinated approach and single entity. • Enable a single point for discussions with education stakeholders • Lead a BC-branded international marketing strategy • Support the development and delivery of BC curriculum and educational services through online or distributed learning • Uphold the quality of program content and services • Be independent and inclusive, with a governing board drawn from school district business companies, independent schools, business, government, and international reps • Provide mandate to improve online content and services
  • 24. MEMBERSInternational Online Learning Association of BC• 5 school district business companies (SD 91,73,63,37,34• 1 independent school• Minimum one representative from independent schools• Members only from business companies to start
  • 25. FOCUS ON QUALITYQuality learning key• Accredit online learning offerings of members• Foster innovation• Share quality metrics and approaches with domestic programs• Build content, share with domestic
  • 26. ANY QUESTIONS?

×