This document discusses the development of cyberschools and virtual learning environments. It provides details on: - Growing trends in online K-12 education and the motivation to create virtual schools - International demand for online learning driven by needs to cut costs and create flexible learning environments - Emergence of technologies that allow any teacher to become a curriculum writer and reliance on online content over textbooks - Examples of virtual school networks, learning management systems, and private online learning providers - Procedures for developing cyberschool partnerships and assurances for quality online course standards.

1. D.L. Bearden, PhDD.L. Bearden, PhD08/26/1308/26/13
Académie St JohnAcadémie St John
a French Associationa French Association
Educational ConsultingEducational Consulting
BP 90091BP 90091
Sophia Antipolis CEDEXSophia Antipolis CEDEX
06902 France06902 France
Phone: +33 615750844Phone: +33 615750844
Email: superintendent@academiestjohn.orgEmail: superintendent@academiestjohn.org
http://www.academiestjohn.orghttp://www.academiestjohn.org

2. 08/25/201308/25/2013 D.L. Bearden, PhDD.L. Bearden, PhD
I. Cyberschool trendsI. Cyberschool trends
A growing trend in K-12 education is the development ofA growing trend in K-12 education is the development of
the cyberschool. These campuses replace brick-and-the cyberschool. These campuses replace brick-and-
mortar classrooms with evolving practices of interactivemortar classrooms with evolving practices of interactive
technology.technology.
The motivation for creating virtual learning environmentsThe motivation for creating virtual learning environments
grew out of a desire for affordability, consistency andgrew out of a desire for affordability, consistency and
equity for rural, underserved or at risk studentequity for rural, underserved or at risk student
populations. These learner characteristics however arepopulations. These learner characteristics however are
less significant than what is known as the millennialless significant than what is known as the millennial
learner who wants unlimited access to informationlearner who wants unlimited access to information
anywhere, anytime.anywhere, anytime.

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Diversity in teaching & learningDiversity in teaching & learning
International demand for online learning is driven byInternational demand for online learning is driven by
divergent needs. Political leaders are motivated to cutdivergent needs. Political leaders are motivated to cut
costs and to meet the demands of growing studentcosts and to meet the demands of growing student
populations. Educators are motivated to create student-populations. Educators are motivated to create student-
centered learning environments. Students and teacherscentered learning environments. Students and teachers
seek flexibility in terms of scheduling, course availability,seek flexibility in terms of scheduling, course availability,
and educational opportunity either as a supplementaland educational opportunity either as a supplemental
activity or as the primary setting for teaching andactivity or as the primary setting for teaching and
learning.learning.

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Open curriculumOpen curriculum
Much as desktop publishing made every desktop aMuch as desktop publishing made every desktop a
printing press, emerging technologies in eLearningprinting press, emerging technologies in eLearning
make every teacher a curriculum writer. With themake every teacher a curriculum writer. With the
emergence of distance learning and eBooks the relianceemergence of distance learning and eBooks the reliance
on hard copy textbooks is vanishing and schools areon hard copy textbooks is vanishing and schools are
open to a wider range of learning content. Universitiesopen to a wider range of learning content. Universities
and educational service agencies are now more involvedand educational service agencies are now more involved
in curriculum design through research and developmentin curriculum design through research and development
of repositories of reusable learning objects.of repositories of reusable learning objects.
OER Commons Curriki Tufts OpenCourseware
MIT OpenCoureware
iTunes U SAS Curriculum Pathways UNESCO Virtual University

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Virtual school field tripVirtual school field trip
One World School is aOne World School is a
non-profit organization thatnon-profit organization that
works to make educationworks to make education
available to a globalavailable to a global
student body, via thestudent body, via the
Internet, in an equitableInternet, in an equitable
and accessible format.and accessible format.
Regional campusesRegional campuses
include theinclude the
European Virtual SchoolEuropean Virtual School..
There are more than 500 courses from
primary and middle school education,
through high school and career/technical
training. Also offered are language training in
more than 26 languages through the Rosetta
Stone Classroom. All courses are fully
accredited.
1 World School (2013). . Retrieved from http://www.worldschool.mobi//.
One World School

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Learning management systemsLearning management systems
A learning management system (LMS) is a softwareA learning management system (LMS) is a software
application for the administration, documentation,application for the administration, documentation,
tracking, and reporting of training programs,tracking, and reporting of training programs,
classroom and online events, e-learning programs,classroom and online events, e-learning programs,
and training content.and training content.
• MoodleMoodle (open source)(open source)
• BlackboardBlackboard (proprietary)(proprietary)

7. 08/26/1308/26/13 D.L. Bearden, PhDD.L. Bearden, PhD
Curriculum designCurriculum design
Prideaux, D. (2003) 'ABC of learning and teaching in medicine' British Medical Journal 326 pp.268-270.
Curriculum design
takes into account the
expected learning
outcomes, associated
learning and teaching
tasks, assessment
and evaluation.
Curricula should be
inclusive and student
centered.

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Content managementContent management
After you have aAfter you have a
fully functionalfully functional
and professionaland professional
web site, youweb site, you
need changingneed changing
content.content.
Learning ISD, (2007). Aloesoft. Retrieved from http://www.aloesoft.com/content/view/12/43/.

9. 08/26/1308/26/13 D.L. Bearden, PhDD.L. Bearden, PhD
Virtual school networkVirtual school network
The Texas Education Agency administers a state virtual school network to
provide education to students through electronic means. The Texas Virtual
School Network (TxVSN) is a supplemental rather than diploma granting
program. Electronic courses will supplement the services the district
currently offers students, based on students’ academic needs. The home
(receiving) district will continue to award credits and diplomas and the
TxVSN partners with the home district to meet student needs. Districts are
course providers and private providers are eligible via districts.
TxVSN, (2009). Texas Virtual School Network. Retrieved from http://www.txvsn.org/

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Private providersPrivate providers
ODYSSEYWARE Online®Aventa Learning

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Woodard, C. (2012 Sept. 3) Special Report: The profit motive behind virtual schools in Maine. The
Portland Press Herald. Retrieved from http://www.pressherald.com/news/virtual-schools-in-maine_2012-
09-02.html

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II. Developing cyberschoolsII. Developing cyberschools
The emergence of Virtual Schools is an international phenomenonThe emergence of Virtual Schools is an international phenomenon
but ICT is not defused adequately or equitably to all regions orbut ICT is not defused adequately or equitably to all regions or
states. There are currently 27 states in the United States withstates. There are currently 27 states in the United States with
statewide virtual schools or state-led online initiatives (Watson et al,statewide virtual schools or state-led online initiatives (Watson et al,
2009). The International Association for K-12 Online Learning2009). The International Association for K-12 Online Learning
(iNACOL) conducted a survey of international eLearning that(iNACOL) conducted a survey of international eLearning that
included country summaries provided by eLearning leaders and theincluded country summaries provided by eLearning leaders and the
Ministries of Education from Australia, Canada, Hong Kong, Iran,Ministries of Education from Australia, Canada, Hong Kong, Iran,
Japan, Kazakhstan, Nepal, New Zealand, Singapore, Tanzania,Japan, Kazakhstan, Nepal, New Zealand, Singapore, Tanzania,
Turkey, the United Kingdom, and Zimbabwe. The study revealedTurkey, the United Kingdom, and Zimbabwe. The study revealed
that even in highly developed Western countries where onlinethat even in highly developed Western countries where online
learning has flourished at the university level, it was very limited atlearning has flourished at the university level, it was very limited at
the public school level, (Patrick, Powell, 2006).the public school level, (Patrick, Powell, 2006).
Patrick, S., Powell, A., (2006). An International Perspective of K-12 Online Learning: A Summary of the 2006
NACOL International E-Learning Survey. Retrieved December 3, 2009 from
http://www.inacol.org/research/docs/InternationalSurveyResultsSummaries.pdf.
Watson, J., Gemin, B., Ryan, J., Wicks, M. (2009). Keeping pace with K-12 online learning: An annual review of
state-level policy and practice. Retrieved December 3, 2009 from http://www.kpk12.com/.

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ProcedureProcedure
• School board subscribes to One World School course contentSchool board subscribes to One World School course content
• Académie St JohnAcadémie St John works with faculty to convert local course contentworks with faculty to convert local course content
• School administration approves course additionsSchool administration approves course additions
• Académie St JohnAcadémie St John launches completed courses on local LCMSlaunches completed courses on local LCMS
• School administration trains online teaching staffSchool administration trains online teaching staff
• School administration enrolls students in coursesSchool administration enrolls students in courses
• Académie St JohnAcadémie St John conducts evaluation and works with regulatoryconducts evaluation and works with regulatory
bodies to assure compliancebodies to assure compliance

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CompensationCompensation
• Public school administration receives average daily attendancePublic school administration receives average daily attendance
funds for enrolled students based upon the criteria of regulatoryfunds for enrolled students based upon the criteria of regulatory
bodybody
• Private school administration receives tuition payment from enrolledPrivate school administration receives tuition payment from enrolled
studentsstudents
• Académie St JohnAcadémie St John receives payment in the amount of € 2000 perreceives payment in the amount of € 2000 per
course built and permanent access to course content hostingcourse built and permanent access to course content hosting
servers and ownership of intellectual property for course designsservers and ownership of intellectual property for course designs
• School board retains ownership of curriculum developed by schoolSchool board retains ownership of curriculum developed by school
facultyfaculty

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AssurancesAssurances
1.1. Instruction and content are delivered primarily over the Internet, aInstruction and content are delivered primarily over the Internet, a
student and teacher are in different locations for a majority of thestudent and teacher are in different locations for a majority of the
student’s instructional period, most instructional activities takestudent’s instructional period, most instructional activities take
place in an online environment, the online instructional activitiesplace in an online environment, the online instructional activities
are integral to the academic program, extensive communicationare integral to the academic program, extensive communication
between a student and a teacher and among students isbetween a student and a teacher and among students is
emphasized, and a student is not required to be located on theemphasized, and a student is not required to be located on the
physical premises of a school district or open enrollment charterphysical premises of a school district or open enrollment charter
schoolschool
2.2. All National Standards of Quality for Online Courses will be met atAll National Standards of Quality for Online Courses will be met at
the satisfactory level or higherthe satisfactory level or higher
iNACOL (2009). National Standards for Quality for Online Courses. Retrieved from
http://www.inacol.org/research/nationalstandards/.