Canadian eLearning Roundup - dlac 2019
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The document summarizes key information about online and blended learning in Canada. It discusses CANeLearn, a pan-Canadian network that promotes effective K-12 online and blended learning practices. It also outlines various provincial online learning models and initiatives across Canada. Recent trends highlighted include a shift towards more localized online programs and the integration of online learning at the classroom level through blended learning. The emergence of blended learning is seen in provinces that have established organizations to support blended programs.
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Canadian eLearning Roundup - dlac 2019
- 1. Canadian eLearning RoundUp: Leadership Perspectives from COBL Images sourced or from https://photosforclass.com/ , @rlabonte, or https://www.flickr.com/creativecommons CANeLearn.net
- 3. Vision/Mission CANeLearn is the leading voice in Canada for learner success in K-12 online and blended learning. CANeLearn • promotes effective practice in online and blended learning • fosters community and facilitates interaction among online and blended learning educators • connects educators to online and blended learning organizations
- 4. About the Canadian eLearning Network • CANeLearn is a pan-Canadian network of K-12 online and blended learning schools, organizations, and educators • Focus is on PD, research, sharing resources • Intent is to leverage our Canadian collective to promote online and blended, or e-learning https://CANeLearn.net
- 5. iNACOL Innovative Blended and Online Learning Practice Award Recipients -> 2012, 2013, 2014, 2015 http://canelearn.net/category/inacol-innovation-awards/
- 6. CANeLearn Initiatives Events • Regional and provincial events: blendED Alberta, BOLTT, DL Symposium, IT Summit https://canelearn.net/learn/ • Webinars https://canelearn.net/event-archives/ • Leadership Summit https://canelearn.net/summit17-summary/ • PD Calendar https://canelearn.net/calendar/ Teaching and Learning Online Course • http://canelearn.org/course/view.php?id=17 (login as guest) Micro-Credential Learning Program (under development) • Based on Ontario Extend https://extend.ecampusontario.ca/
- 7. k12sotn.ca
- 8. Pan-Canadian Trends • Shift away from competing online schools • Focus less on province-wide online to local online • Expansion and integration of online programs at the classroom level • Surge in e-learning at the school/classroom level (blended) • Emergence of blended learning (ON licenses for classroom, BC/AB blended learning provincial organizations) • E-learning just another part of all teacher’s practice
- 9. Around the room…. • Role? • Why here? • Your takeaway would be…
- 11. k12sotn.ca
- 12. National Overview Single provincial program Primarily district-based programs Combination of provincial and district-based programs Use online learning programs from other provinces
- 13. Policy and Regulation • No regulation • Policy Handbook • NS – teacher’s collective agreement • BC – legislation, policy, and separate agreement
- 14. Ministry program & resources? NL, NS, NB – provincial program YT, NT – provincial program MB – mixed provincial/district QC – mixed provincial/district ON – mixed provincial/district X AB/SK – mixed provincial/district X BC – no provincial program X Limited or no Ministry resources
- 15. Completion Rate BC Public School Students • (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%
- 17. Online, Blended and Distance Education: Building Successful Programs in Schools • Tom Clark & Michael K. Barbour, Co- Editors, Stylus, 2015 • Stylus Online, Blended & Distance Ed Series Michael G. Moore, Editor
- 18. 18 Book: Key Trends • The book concludes with eight key trends based on a synthesis of chapter findings and scanning
- 19. Blended Emergence of K–12 blended learning has brought online learning into mainstream (Revanaugh, Ch 13. Ebert & Powell, Ch 11) Outside the U.S., many nations have different paradigms for digital learning – Little full-time K-12 online learning – Online learning used when F2F unavailable – Any digital tech use may be considered “e-learning” (Smallwood, Reaburn & Baker, Ch 12; Cavanaugh, Ch 13; Harris, Ch 14; Boulton & Hasler-Waters, Ch 15; Kim & Seo, Ch 16) Adapted with permission from "Classifying K–12 blended learning," by Heather Stakerand Michael B. Horn, © 2012, Innosight Institute.
- 20. Facilitated Important new roles for K-12 teachers as facilitators, guiding and shaping learning • Primarily provide scaffolding, support and intervention. • Effective practices (Kennedy & Archambault, Ch. 2); Certifications and Endorsements (Yang & Rice, Ch. 9)
- 21. Open Growing use of open education resources & LMS (Darrow, Ch 3) Growing use of open learning environments (Revanaugh, Ch 10) Source: www.deltainitiative.com Source: Connections Education
- 22. Personalized Trend toward increasing personalization via technology • Personalized learning (Revenaugh, Ch 10) • Individualized learning (Smallwood, Reaburn & Baker, Ch 12; Harris, Ch14) • Authentic collaborative activities (Boulton & Hasler Waters, Ch 15)
- 26. Other Models and Research Cavanaugh, C. & Roe, M. (2019). Developing Pedagogy and Course Design Skills in Novice Virtual School Teachers in Australia. Journal of Online Learning Research, 5(1), 5-22. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 2, 2019 from https://www.learntechlib.org/primary/p/182244/
- 27. Consortium Leadership https://www.oelc.ca/ -- https://www.ocelc.org/ -- https://www.elearningstudents.ca/ -- http://www.boltt.ca/
- 28. http://hub.rockyview.ab.ca/ BC Western Canadian Learning Network https://bclearningnetwork.com/
- 29. Most are walled gardens…
- 30. National Overview Single provincial program Primarily district-based programs Combination of provincial and district-based programs Use online learning programs from other provinces
- 31. Pan-Canadian Trends • Shift away from competing online schools • Focus less on province-wide online to local online • Expansion and integration of online programs at the classroom level • Surge in e-learning at the school/classroom level (blended) • Emergence of blended learning (ON licenses for classroom, BC/AB blended learning provincial organizations) • E-learning just another part of all teacher’s practice
- 34. 34 Thank You! Randy LaBonte, Michael Barbour, Michael Canuel, Verena Roberts info@canelearn.net CANeLearn.net • Images sourced or from https://photosforclass.com/ , @rlabonte, or https://www.flickr.com/creativecommons/
Editor's Notes
- Evidence presented by our chapter authors and other sources suggests that, in the future, online, blended, and distance learning in schools will be global and evidence- based, mobile and open, blended and facilitated, and personalized and adaptive. Global and evidence-based underlie the other trends. Open and mobile are worldwide trends that apply to teaching and learning. Decisions about facilitated and blended instruction and personalized and adaptive learning must be made at the program level.
- Blended rotation & flex models most common in U. S. (Revenaugh, Ch 10)
- Facilitated. We have examples in the book of high quality teacher-led online learning in the U. S. and other nations. NCBS in Sydney. VHS in Ontario. Strong instructional models in North Carolina’s state-led school and Clark County Nevada’s district –led school. We’ve found out in the U. S. that teacher-less or low teacher contact yields lower quality learning. Online learning does not mean teacher-less learning!
- Open educational resources. Open content. Open learning management and content development systems. Open courses such as MOOCs A huge trend.
- A wide variety of ways that programs are personalizing learning. Data-driven personalized learning in a small high school setting via Nexus Academies. High-touch, student-centric personalized approaches in our Canadian VHS and Australian NBCS case study schools. Different ways of using LMS to personalize learning in five different UK schools, including individualization and authentic collaboration.