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CIDER 2016 - State of the Nation: K-12 e-Learning in Canada

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CIDER 2016 - State of the Nation: K-12 e-Learning in Canada

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Barbour, M. K., & LaBonte, R. (2016, May). State of the nation: K-12 e-learning in Canada. An invited presentation to the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p8pelg64w2i/

Barbour, M. K., & LaBonte, R. (2016, May). State of the nation: K-12 e-learning in Canada. An invited presentation to the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p8pelg64w2i/

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CIDER 2016 - State of the Nation: K-12 e-Learning in Canada

  1. 1. State  of  the  Na*on:   K-­‐12  E-­‐Learning  in  Canada   Michael  K.  Barbour   Sacred  Heart  University   Randy  LaBonte   CANeLearn  
  2. 2. State of the Nation: K–12 Online Learning in Canada ® Written by Michael K. Barbour, Wayne State University
  3. 3. Canadian eLearning Network http://CANeLearn.net
  4. 4. Canadian eLearning Network •  CANeLearn  is  a  pan-­‐Canadian  network  of  K12   online  and  blended  learning  schools  and   organiza=ons   •  Focus  is  on  sharing  resources,  PD,  research   •  Intent  is  to  leverage  collec=ve  to  promote   online  and  blended  learning  opportuni=es   •  hFp://CANeLearn.net  
  5. 5. Mission    CANeLearn's  mission  is  to  provide   leadership  that  champions  student   success  in  online  and  blended   learning  and  provides  members  with   networking,  collabora=on,  and   research  opportuni=es.      
  6. 6. http://canelearn.net/state-of-the-nation-k-12-online-learning-in-canada/
  7. 7. K-­‐12  E-­‐Learning  in  Canada   •  Seven  years…     State  of  the  Na*on:  K-­‐12  Online  Learning  in   Canada   – online  and  distance  educa=on,  some  aFen=on  to   blended  learning   – “a  state  approved  and/or  regionally  accredited   school  offering  secondary  courses  through  distance   learning  methods  that  include  Internet-­‐based   delivery.”  (Clark,  2000,  p.  1)   – US:  Keeping  Pace  with  K–12  Online  Learning  report  
  8. 8. K-­‐12  E-­‐Learning  in  Canada   •  United  States   – Keeping  Pace  with  K–12  Online  and  Blended  Learning,   then  Keeping  Pace  with  K–12  Digital  Learning   – “Virtual  School  Symposium”  became  “iNACOL   Symposium  on  Online  and  Blended  Learning”   •  Canada   – 2009:  Canadian  Council  for  Learning’s  State  of  E-­‐ Learning  in  Canada  report   – 2014:  Canadian  eLearning  Network  
  9. 9. K-­‐12  E-­‐Learning  in  Canada   “The  applica=on  of  computer  technologies  to   educa=on.  E-­‐learning  can  take  many  forms,   whether  it  is  used  face-­‐to-­‐face  in  classrooms,   as  a  required  part  of  classroom  ac=vi=es  or   course  work  (e.g.,  online  discussions),  or  to   deliver  a  course  fully  online.  E-­‐learning  can   include  distance  educa=on  as  well  as   tradi=onal  in-­‐class  instruc=on.”  (Canadian   Council  for  Learning,  2009,  p.  4)  
  10. 10. Methodology  
  11. 11. Na=onal  Overview  -­‐  Ac=vity  
  12. 12. Na=onal  Overview  -­‐  Ac=vity  
  13. 13. Na=onal  Overview  -­‐  Ac=vity  
  14. 14. Na=onal  Overview  -­‐  Ac=vity  
  15. 15. Newfoundland  and  Labrador   •  No  change  in  the  number  or  type  of  programs   – single  province-­‐wide  online  program   •  Slight  increase  in  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   – no  specific  policies  
  16. 16. Nova  Sco=a   •  No  change  in  the  number  or  type  of  programs   – single  province-­‐wide  online  program   •  Decrease  in  level  of  distance/online  par=cipa=on   – Significant  increase  in  blended  learning   •  No  change  in  nature  of  regula=on   – provisions  included  in  the  agreement  between  the   Government  &  teachers  union  
  17. 17. Prince  Edward  Island   •  No  change  in  the  number  or  type  of  programs   – u=lizes  program  in  NB   •  50%  decrease  in  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   – two  Ministerial  direc=ves  (outdated  with  no   programs)  
  18. 18. New  Brunswick   •  No  change  in  the  number  or  type  of  programs   – single  province-­‐wide  online  program  (English/French)   •  Slight  decrease  in  level  of  par=cipa=on   – consistent  level  of  par=cipa=on  in  blended  learning   •  No  change  in  nature  of  regula=on   – Ministerial  handbook  
  19. 19. Quebec   •  No  change  in  the  number  or  type  of  programs   – several  programs  that  partner  with  districts   •  Slight  increase  in  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   – no  specific  policies  
  20. 20. Ontario   •  No  discernable  change  in  the  number  or  type  of   programs   – district-­‐based  and  private  online  program   •  Slight  increase  in  level  of  par=cipa=on   – increase  in  the  area  of  blended  learning   •  No  change  in  nature  of  regula=on   – Provincial  E-­‐Learning  Strategy  
  21. 21. Manitoba   •  No  change  in  the  number  or  type  of  programs   – Ministerial  manages  two  forms/district  manages   web-­‐based   – con=nuing  provincial  pilot  program   •  Decrease  in  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   – Ministerial  approval  and  regula=on  
  22. 22. Saskatchewan   •  No  change  in  the  number  or  type  of  programs   – mul=ple  district-­‐based  online  program   – Saskatchewan  Distance  Learning  Course  Repository   •  Es=mate  50%  increase  in  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   – no  specific  policies  
  23. 23. Alberta   •  No  discernable  change  in  the  number  or  type  of   programs   – mul=ple  district-­‐based,  private  &  province-­‐wide   online  programs   •  Consistent  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   – no  specific  policies  
  24. 24. Bri=sh  Columbia   •  No  discernable  change  in  the  number  or  type   of  programs   – mul=ple  district-­‐based  &  private   •  Consistent  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   – provisions  in  the  Schools  Act  and  Independent   Schools  Act  
  25. 25. Yukon   •  No  change  in  the  number  or  type  of  programs   – single  territory-­‐wide  online  program,  use  of   southern  provincial  programs   •  Significant  increase  in  level  of  par=cipa=on   – specifically  in  the  area  of  blended  learning  (territorial   pilot)   •  No  change  in  nature  of  regula=on   – by  Ministry  or  through  inter-­‐provincial  agreements  
  26. 26. Northwest  Territories   •  No  change  in  the  number  or  type  of  programs   – single  territory-­‐wide  online  pilot,  use  of  southern   provincial  programs   •  Slight  decrease  in  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   – by  Ministry  or  through  inter-­‐provincial   agreements  
  27. 27. Nunavut   •  No  change  in  the  number  or  type  of  programs   – use  of  southern  provincial  programs   •  Increase  in  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   – by  Ministry  or  through  inter-­‐provincial   agreements  
  28. 28. Federal  Programs   •  No  change  in  the  number  or  type  of  programs   –  two  in  Ontario,  one  in  Manitoba,  and  one  in  Alberta   •  Consistent  level  of  par=cipa=on   •  No  change  in  nature  of  regula=on   –  no  longer  enter  into  service  agreements  directly  with  e-­‐ learning  programs  
  29. 29. http://canelearn.net/state-of-the-nation-k-12-online-learning-in-canada/
  30. 30. iNACOL Innovative Blended and Online Learning Practice Award Recipients -> 2012, 2013, 2014, 2015
  31. 31. Innova=on  in  Canada  -­‐  Alberta   Open educational resources (OER) are freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. Although som epeople consider the use of an open file format to be an essential characteristic of OER, this is not a univeraklly acknowledged requirement.
  32. 32. Province  Overview   •  Many  home  schooled   •  Inspiring  Educa*on  created  an  innova=on  vision   •  Shil  from  correspondence  to  blended  using  technology   •  Driven  by  improving  engagement  and  results   •  Video  conferencing  provincial  ini=a=ve  (SuperNet)   •  Shiling  to  web  conferencing  as  well   •  More  f2f  and  sync  op=ons  both  onsite  and  online   •  Google  use  (own  servers  –  drive,  docs,  hangouts,  classroom)   •  Curriculum  redesign  and  High  School  Flex   •  Moodle  user  group   •  Emerging  blendED  group  hFp://www.blendedalberta.ca/  
  33. 33. Bri=sh  Columbia   § 35,000  educators   § 600,000  students   § 60  public  DL   schools   § Courses  provided   to  Yukon  (follow  BC   curriculum)   § 16  independent  DL   schools   § Online  Choice:     Open  boundaries  
  34. 34.   Comple=on  Rate  for  Public  School  Students  –  DL     •  (For  students  who  take  at  least  one  DL  course)   School  Year   Students  taking  1   or  more  DL  Course   Students  not  taking   DL  Course   %   %   2009-­‐10   80.9%   88.3%   2010-­‐11   85.0%   86.6%   2011-­‐12   86.5%   85.0%   2012-­‐13   89.8%   85.3%  
  35. 35. Innova=on  in  Canada  -­‐  BC  
  36. 36. Developed  21st  Century  blended  learning  programs:   • The  Fine  Arts  eCademy  (K-­‐9)   • The  eCademy  of  New  Technologies,  Engineering  &   Robo=cs  –  ENTER  (6-­‐7)  and  ENTER  2  (8-­‐9)   • Established  a  Secondary  Leadership  Program  –  iClass   • “The  Matrix”  (10-­‐12)  for  full  =me  senior  secondary   students  as  a  program  of  choice   • Implemented  full  =me  Independent  Learning  Centres   (ILCs)  at  all  three  secondary  schools  in  the  district   Navigate / NIDES
  37. 37. Emerging  Observa=ons   1.  Blended  and  online  prac=ces  are  blurring  –  it  is   more  about  learning  within  flexible  structures   2.  Transi=on  from  online  to  blended  more  difficult   than  from  classroom  to  blended/online   3.  Personaliza=on  and  flexibility  cri=cal  drivers  in   Canada  –  not  competency-­‐based  as  of  yet   4.  First  Na=ons  and  Francophone  more  organized   na=onally  across  the  country   5.  Research  focus  on  beFer  data  and  exploring   pockets  of  innova=on  
  38. 38. Making  Sense  of  the  Data   •  While  many  online  programs  evolved  from  distance  educa=on   ini=a=ves,  classroom-­‐based  prac=ce  has  expanded  into  the   online  environment  as  tradi=onal  DE  programs  incorporate   more  synchronous  and  ground-­‐based  prac=ce   •  Shiling  from  classroom  to  online  easier  than  online  to   blended   •  BC:  Navigate/NIDES,  @KOOL/AVS  embedded  teachers,   consor=a   •  AB:  Argyll  sync,  ADLC  teacher  partners,  emerging  partnerships   •  ON:  Centralized  resources/tech  and  support,  consor=a   •  NS/MB/QC:  Centralized  approaches,  local  partnerships   Online Blended Classroom
  39. 39. Flexible  Learning     Campus Virtual Classroom DE.Programs Onsite.only Online.only Flexible' Learning •.Instruction.&.learning.is. both.onsite.and.online •.Some.element.of.choice. in.learning.for.students Blended'and'Online'Learning'Trends Emerging(and(Trending(Shifts(in(Practices
  40. 40. Your   Ques=ons   and   Comments  
  41. 41. Contact Information •  Randy  LaBonte   – Chief  Execu=ve  Officer   – rlabonte@canelearn.net       hFp://CANeLearn.net      
  42. 42.  Director  of  Doctoral  Studies   Sacred  Heart  University,  USA   mkbarbour@gmail.com   hFp://www.michaelbarbour.com    

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