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ON MoE 2019: Overview of e-Learning in Canada

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Barbour, M. K. (2019, April). Overview of e-learning in Canada. An invited presentation to the Education Research & Evaluation Strategy Branch of the Ontario Ministry of Education, Toronto ON.

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ON MoE 2019: Overview of e-Learning in Canada

  1. 1. Overview of e-Learning in Canada Michael K. Barbour Associate Professor of Instructional Design Touro University California
  2. 2. https://k12sotn.ca
  3. 3. Methodology
  4. 4. Methodology
  5. 5. National Overview Single provincial program Primarily district-based programs Combination of provincial and district-based programs Use online learning programs from other provinces
  6. 6. Regulation
  7. 7. Activity: Distance & Online Learning
  8. 8. Activity: Distance & Online Learning
  9. 9. Activity: Distance & Online Learning
  10. 10. Activity: Blended Learning
  11. 11. Activity: Blended Learning
  12. 12. • consistency in structural model o those that have changed, have decentralized • leveling off of participation numbers o distance and online learners: 5%-6% • data is getting better o several MoEs still lag behind Trends Over Past Decade
  13. 13. https://sociallitigator.files.wordpress.com/2015/06/bigstock-elephant-in-the-room-81765164-e1435635291612.jpg
  14. 14. 1. Starting in 2020-21, the government will centralize the delivery of all e-learning courses to allow students greater access to programming and educational opportunities, no matter where they live in Ontario. 2. Secondary students will take a minimum of four e-learning credits out of the 30 credits needed to fulfill the requirements for achieving an Ontario Secondary School Diploma.
  15. 15. Trend Towards Decentralization • Quebec o decentralized in early to mid-1990s o just introduced pilot virtual learning opportunity • Manitoba o piloting district-based programs to have provincial reach • Saskatchewan o ceased operation of provincial programs o provided bridge funding to districts to create or purchase capacity • British Columbia o decentralized MoE regional schools in 1990s
  16. 16. • began as district-based program • centralized content • later centralized software services • eventually centralized support • ad hoc creation of cooperative consortiums Centralization in Ontario
  17. 17. • five states (AL, AR, FL, MI, & VA) o MI (2006): successfully completed at least one course or learning experience that is presented online o AL (2008): complete one online/technology enhanced course or experience, with an opt-out for students with IEPs o FL (2011): at least one online course o AR (2013): at least one digital learning course for credit o VA (2013): at least one online course Graduation Requirements
  18. 18. • other models o NM (2007): an Advanced Placement, honors, dual enrollment or distance learning course • encouragement (GA, MA, & WV) o passed rules or legislation encouraging but not requiring online learning Graduation Requirements
  19. 19. https://cdn11.bigcommerce.com/s-jyvxk5hzsq/images/stencil/500x659/products/6416/44385/7138L__81123.1539348820.jpg?c=2&imbypass=on
  20. 20. • creation of an SIS code for online courses • nature of design and delivery of courses for different populations of students • types of support students will require
  21. 21. Davis (2007) Ferdig, Cavanaugh, DiPietro, Black and Dawson (2009) Davis’ roles Davis’ responsibilities Ferdig et al.’s roles Ferdig et al.’ responsibilities Designer Design instructional materials. Works in team with teachers and a virtual school to construct the online course, etc. Instructional Designer The creator of the online course in accordance with content standards using effective strategies for the learners and the content Teacher Presents activities, manages pacing, rigor, etc.. Interacts with students and their facilitators. Undertakes assessment, grading, etc. Teachers The educator with primary responsibility for student instruction within an online course including interaction with students and assigning course grades Online Facilitator The person who supports students in a virtual school programme. The facilitator may interact with students online or may facilitate at the physical site where students access their online course. Facilitator Local mentor and advocate for students(s). Proctors & records grades, etc. Local Key Contact The professional who assists students in registering and otherwise accessing virtual courses Mentor The academic tutor or course assistant for students Technology Coordinator The person who facilitates technical support for educators and students Guidance Counselor The academic advisor for students Administrator The instructional leader of the virtual school
  22. 22. Davis (2007)
  23. 23. Jered Borup, George Mason University
  24. 24. The yellow triangle represents students' engagement with support from actors within the course community. The red triangle represents students' added engagement with support from actors within their personal support community. Borup, Graham, & Archambault (2019) Academic Community of Engagement (ACE) Framework
  25. 25. Your Questions and Comments
  26. 26. Associate Professor of Instructional Design Touro University, California mkbarbour@gmail.com http://www.michaelbarbour.com

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