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Canadian eLearning Network - State of the Nation


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Presentation Wed. July 8, 2015 Halifax Summit

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Canadian eLearning Network - State of the Nation

  1. 1. Canadian eLearning Network Flexible Learning Western Style: Emerging Models Integrating Distributed and Distance Learning in BC & AB July 8, 2015
  2. 2. AGENDA 1. About CANeLearn 2. Cross Canada Overview: – State of the Nation in K12 Online Learning 3. BC and Alberta emerging practices – New opportunities for flexible and engaging learning – Moving beyond tech to design principles that influence Blended Learning – Re-characterizing the “Carnegie Unit” – Policy and funding implications – Blended Learning as a disruptive innovation
  3. 3. Table Discussion • Foundations for flexible learning – Policy and funding – Curriculum alignment – Organizational models, including Blended Learning approaches – Learning Resources strategies – Teachers' technological and pedagogical skills AGENDA (contd…)
  4. 4. First – We thank our sponsors!
  5. 5. About the Canadian eLearning Network • CANeLearn is a pan-Canadian network of K12 online and blended learning schools and organizations • Focus is on sharing resources, PD, research • Intent is to leverage our Canadian collective to promote online and blended learning •
  6. 6. Mission CANeLearn's mission is to provide leadership that champions student success in online and blended learning and provides members with networking, collaboration, and research opportunities.
  7. 7. CANeLearn Board of Directors • Michael Canuel, CEO of LEARN (Chairman) - QC • Terri Reid, Learning Services Coordinator, Black Gold Regional Schools (Vice- Chairman) – AB • Laurel Beaton, Partnerships and Innovation, Alberta Distance Learning Centre (Director) - AB • Greg Bitgood, Superintendent Heritage Christian Schools (Director) - BC • Howard Burston, Director, IT Manitoba First Nations Education Resource Centre (Director) – MB • Alison Slack, Coordinator, Ontario eLearning Consortium (Director) – ON • CJ MacKinnon, Teacher/Coordinator Innovations Online, Traditional Learning Academy Online (Director) - BC • Sue Taylor-Foley, Director of Learning Resources and Technology, Nova Scotia Education and Early Childhood Development (Director) - NS • Kevin Wttewaall, Director of Technology for Learning Rocky View School Division (Director) – AB • Michael Barbour, Director of Doctoral Studies Sacred Heart University (Director) – Board Appointee
  8. 8. Building relationships Communication Sharing Innovation Building Relationships Communication Enhancing communications with members Sharing Sharing resources and best practices Innovation Encouraging innovation CANeLearn is committed to networking:
  9. 9. CANeLearn is committed to collaboration:
  10. 10. Membership Connections
  11. 11. CANeLearn Networking events DONE: iNACOL –
  12. 12. CANeLearn Member Site
  13. 13. State of the Nation in Canada Report
  14. 14. Mix of province-wide & district-based Online Programs Province-wide Province-wide & District District-based YT AB BC NB MB SK NS QC ON NL PE (uses NB) FMNI Band-based NU (uses AB) ON (2) NT (uses AB) MB & AB (SK closed)
  15. 15. • Newfoundland and Labrador – Single province-wide program – No regulations (currently being created) • Nova Scotia – Single province-wide and district-based programs – Regulations in Provincial Teachers’ Agreement • Prince Edward Island – Uses distance education from other provinces – Two Ministerial Directives • New Brunswick – Single province-wide program – Series of Ministry policy documents State of the Nation in Canada Report
  16. 16. • Quebec – District-based programs (provincial level content provider) – Provincial consortiums • Ontario – Province-wide LMS and course content – Private virtual schools – Provincial consortiums – eLearning Ontario district coordinators (EEOs) State of the Nation in Canada Report
  17. 17. • Yukon – Utilize British Columbia resources & program – Launched own Aurora Virtual School – referenced in legislation, largely governed by an inter-provincial agreement with BC school district • North West Territories – Utilize a program in Alberta (ADLC – Several Ministry policy documents • Nunavut – Past and future plans for pilot programs (may utilize services in Alberta) – No regulations State of the Nation in Canada Report
  18. 18. • Manitoba – Three province-wide programs (for online province provides CMS and course content, used by district-based programs – Ministry policy documents currently being updated – Discussion of provincial FMNI division • Saskatchewan – District-based programs (since 2009-10) – No regulations since devolution from Ministry • Alberta – Province-wide and district-based programs – Limited Ministry policy documents (more extensive policies currently being formulated) • British Columbia – District-based and private (independent) programs – Several legislative items (additional Ministry policy documents) – Highest regulated State of the Nation in Canada Report
  19. 19. Innovation 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.
  20. 20. Province Overview • Student funding not specific to online (CEUs) • Many home schooled • Inspiring Education created an innovation vision • Shift from correspondence to blended using technology • Driven by improving engagement and results • Video conferencing provincial initiative (SuperNet) • Shifting to web conferencing as well • More f2f and sync options both onsite and online • Google use (own servers – drive, docs, hangouts, classroom) • Curriculum redesign and High School Flex • Moodle user group • Emerging blendED group
  21. 21. British 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
  22. 22. Distributed Learning Vision
  23. 23. 2006 Legislation, Bill 33 Recognizes DL in legislation Each Board requires a DL Agreement with the Ministry Cross-enrolment in Gr. 8-12 (supplemental courses) Working on cross-enrolment K-12 Public Independent Bricks and Mortar Distributed Learning
  24. 24. LearnNowBC: Sign-up Portal & Support
  25. 25. Distributed Learning in BC Legislation Policy DL Agreements Achievement Data DL Audits DL Standards Compliance Regulations & Processes
  26. 26. Two lenses for measuring Compliance Quality •Funding •Curriculum-focused •Supervision •Assessment •Achievement •Completion •Participation •Learner-focused •Engagement •Personal knowledge •Success •Satisfaction
  27. 27. Quality Review Model Internal Review (part of school planning process) Student Success (engagement, achievement & satisfaction) External Review -Observing, Validating, & Recommen ding Emerging Practice -Sharing & Applying New Strategies Implementing Quality Instructional & Leadership Practices
  28. 28. PUBLIC and Independent FTE Enrolments: All Counts 0.00 2,000.00 4,000.00 6,000.00 8,000.00 10,000.00 12,000.00 14,000.00 16,000.00 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Public Independent
  29. 29. PUBLIC and Independent Headcount Enrolments: All Counts 0.00 20,000.00 40,000.00 60,000.00 80,000.00 100,000.00 120,000.00 140,000.00 160,000.00 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Headcounts - All counts Public Headcounts - All counts Independent
  30. 30. Completion 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%
  31. 31. Links • BC Ministry of Education Distributed Learning – • BC Distributed Learning Agreement – • BC Distributed Learning Standards – • BC Distributed Learning Audit Criteria – • LearnNow BC –
  32. 32. 32
  33. 33. Innovation in Canada • Four outstanding programs and educators were nominated by CANeLearn for innovation awards presented by iNACOL (International Association for K-12 Online Learning • The iNACOL Innovator Awards recognize learning practices, new research and individual achievements in the field of blended and online learning. • CANeLearn nominees were: – Josh Gray from the Thames Valley District School Board, London ON; – The Navigate Program of the North Island Distance Education School, Courtenay BC; – Michael Barbour (Canadian researcher); and – Maurice Barry of the Centre for Distance Learning and Innovation, St. John NL. More Information can be found here:
  34. 34. Innovation in Canada - BC
  35. 35. Navigate / NIDES • One of 9 original correspondence/DE schools in BC • Budget of five million dollars • Enrolling five thousand students – Many part-time – Full time equivalent enrolment of 950 K-12 and adult learners • 1994 began moving paper-based to digital • 2012 began to shift correspondence model to student-centric – added Navigate moniker to school to emphasize this focus • Defined focus (see • Defined philosophy (see
  36. 36. New Programs Developed 21st Century blended learning programs: • The Fine Arts eCademy (K-9) • The eCademy of New Technologies, Engineering & Robotics – ENTER (6-7) and ENTER 2 (8-9) • Established a Secondary Leadership Program – iClass • “The Matrix” (10-12) for full time senior secondary students as a program of choice • Implementated full time Independent Learning Centres (ILCs) at all three secondary schools in the district
  37. 37. ENTER Program • A fully inclusive, three day face-to-face and two day distributed learning program designed secondary students • Students have a passion for computers, technology, engineering, math and science and thrive in a “hands on” learning environment • Program is housed in a large, converted industrial arts classroom that provides flexible and dynamic instructional space • Focused on STEM (science, technology, engineering and mathematics) curriculum • Utilizes project-based learning and subject integration as the over arching instructional approach
  38. 38. Learning Cycles Calendar • Breaks the year into four distinct instructional sessions, each supporting rich opportunities for community integration and assessment conversations with parents • Students utilize blogs and e-portfolios to demonstrate, co-construct and share their learning and achievement • Enrolment is limited to 24 students (per cohort) • Curriculum embraces the concepts of “MAKER SPACE” as well as more advanced design and development work with technology such as 3D printers and VEX robotics • See the following videos for more on the two ENTER programs: – –
  39. 39. Why Success? 1. Parents as Co-facilitators of Learning 2. Capitalizing on District Facilities 3. Supporting Special Needs Students 4. Creating a Flexible Calendar 5. “Finding the Sweet Spot” for Funding & Flexibility 6. Unique Curriculum Design
  40. 40. iNACOL Innovative Blended and Online Learning Practice Award Recipients -> 2012, 2013, 2014
  41. 41. 41
  42. 42. Blended – not Stirred… • Blended – Campus migration to include online – Virtual only migration to face2face – Competency not time as THE Measure – Textbooks to digital assets – Teacher’s role from disseminator to facilitator – Bureaucratic silos to open practice • Stirred – Policy, Curriculum & Assessment – Funding Models • Silver Bullet is?? • CC by 2.0 marketingmommy
  43. 43. EMERGING OBSERVATIONS 1. Blended and online practices are blurring – it is more about learning within flexible structures 2. Transition from online to blended more difficult than from classroom to blended/online 3. Personalization and flexibility critical drivers in Canada – not competency-based as of yet 4. First Nations and Francophone more organized nationally across the country 5. Research focus on better data and exploring pockets of innovation
  44. 44. 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
  45. 45. Foundations for flexible learning: 1. Policy and funding • What is supporting? • What is required? • Strategies for change… 2. Curriculum alignment • Conflict or Concert? • Building congruence… 3. Organizational models • Blended Learning approaches • Changing horses in the middle of the stream… 4. Learning Resources • What is missing? • Where can you find it? 5. Teachers' technological and pedagogical skills • Strengths? • Challenges? • Strategies to support… Table Talk…
  46. 46. Making Sense of the Data • While many online programs evolved from distance education initiatives, classroom-based practice has expanded into the online environment as traditional DE programs incorporate more synchronous and ground-based practice • Shifting from classroom to online easier than online to blended • BC: Navigate/NIDES, @KOOL/AVS embedded teachers, consortia • AB: Argyll sync, ADLC teacher partners, emerging partnerships • ON: Centralized resources/tech and support, consortia • NS/MB/QC: Centralized approaches, local partnerships Online Blended Classroom
  47. 47. Emerging Observations 1. Blended and online practices are blurring – it is more about learning within flexible structures 2. Transition from online to blended more difficult than from classroom to blended/online 3. Personalization and flexibility critical drivers in Canada – not competency-based as of yet 4. First Nations and Francophone more organized nationally across the country 5. Research focus on better data and exploring pockets of innovation
  48. 48. THANK YOU
  49. 49. Contact Information • Randy LaBonte – CEO – – @rlabonte – rlabonte23