Powell, A., & Barbour, M. K. (2012, March). Tracing international differences in online learning development: An examination of government policies in New Zealand. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
In 2006 the North American Council for Online Learning surveyed the activity and policy relating to primary and secondary e-learning, which they defined as online learning, in a selection of countries. They found most were embracing e-learning delivery of education as a central strategy for enabling reform, modernising schools, and increasing access to high-quality education. While North American countries appeared to be using the internet as a medium to provide distance education at the secondary level longer than most countries, the lack of a guiding vision has created uneven opportunities for students depending on which state or province they live in. In New Zealand, the government has sought to provide a vision or guiding framework for the development of e-learning. In this article we trace that vision by describing three policy documents released by the New Zealand government over the past decade, and how that vision for e-learning has allowed increased development of primary and secondary online learning.
Meteri ini disampaikan oleh Professor Norimune Kawai, Ph.D., CCC-SLP, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
Meteri ini disampaikan oleh Suhendri, Widyaiswara PPPPTK TK dan PLB, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
Â
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
Quality education in Australia: development throughout the years and future g...Grupo AretĂŠ
Â
ÂĄNuevo trabajo! / New project!
ďAsignatura: Historia de los paĂses de habla inglesa/History of english-speaking countries
â TĂtulo: "Quality education in Australia: development throughout the years and future goals"
ď#ODS 4: EducaciĂłn de calidad / #SDG 4: Quality education.
By: Ada Alonso Gragera
Influence of Pupil-teacher Ratio on Performance in Kenya Certificate of Prima...inventionjournals
Â
The purpose of this study was to investigate the influence pupil-teacher ratio on KCPE performance in Kitise Division, Makueni County. The study used descriptive survey design. The target population comprised of 24 head teachers and 172 teachers. The sample for the study was 24 head teachers and 119 teachers. This study used questionnaires to collect data while descriptive statistics were used to analyze data. Findings revealed that high pupil-teacher ratio in the schools affected KCPE performance. Based on the findings of the study it is recommended that the government should employ more teachers to counteract the high number of pupils in schools so that performance can be improved. It is also recommended that the government should build more primary schools to decongest existing ones in Makueni County.
How to develop the top ranked education system? Building Blocks for Education: Whole System Reform September 13â14, 2010 ⢠Toronto, Canada
Timo Lankinen
Director-General
Finnish National Board of Education
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
Â
ď´ A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 ⢠11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ă. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. RamĂrez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educaciĂłn abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une ĂŠtude mondiale des aspects macro, mĂŠso et micro de l'ĂŠducation ouverte en raison de COVID-19 #oercampglobal #oercamp
çąäş COVID-19 寚ĺźćžćč˛ĺŽč§ăä¸č§ĺ垎č§ćšé˘çĺ ¨çç 犜
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 â an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09â11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). âBarCampâ means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. Itâs about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K â JĂśran und Konsorten, which has been hosting OERcamps since 2012.
Meteri ini disampaikan oleh Professor Norimune Kawai, Ph.D., CCC-SLP, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
Meteri ini disampaikan oleh Suhendri, Widyaiswara PPPPTK TK dan PLB, pada kegiatan Webinar: Implementation of Inclusive Education in Early Childhood, yang diselenggarakan oleh PPPPTK TK dan PLB
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
Â
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
Quality education in Australia: development throughout the years and future g...Grupo AretĂŠ
Â
ÂĄNuevo trabajo! / New project!
ďAsignatura: Historia de los paĂses de habla inglesa/History of english-speaking countries
â TĂtulo: "Quality education in Australia: development throughout the years and future goals"
ď#ODS 4: EducaciĂłn de calidad / #SDG 4: Quality education.
By: Ada Alonso Gragera
Influence of Pupil-teacher Ratio on Performance in Kenya Certificate of Prima...inventionjournals
Â
The purpose of this study was to investigate the influence pupil-teacher ratio on KCPE performance in Kitise Division, Makueni County. The study used descriptive survey design. The target population comprised of 24 head teachers and 172 teachers. The sample for the study was 24 head teachers and 119 teachers. This study used questionnaires to collect data while descriptive statistics were used to analyze data. Findings revealed that high pupil-teacher ratio in the schools affected KCPE performance. Based on the findings of the study it is recommended that the government should employ more teachers to counteract the high number of pupils in schools so that performance can be improved. It is also recommended that the government should build more primary schools to decongest existing ones in Makueni County.
How to develop the top ranked education system? Building Blocks for Education: Whole System Reform September 13â14, 2010 ⢠Toronto, Canada
Timo Lankinen
Director-General
Finnish National Board of Education
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
Â
ď´ A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 ⢠11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ă. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. RamĂrez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educaciĂłn abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une ĂŠtude mondiale des aspects macro, mĂŠso et micro de l'ĂŠducation ouverte en raison de COVID-19 #oercampglobal #oercamp
çąäş COVID-19 寚ĺźćžćč˛ĺŽč§ăä¸č§ĺ垎č§ćšé˘çĺ ¨çç 犜
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 â an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09â11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). âBarCampâ means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. Itâs about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K â JĂśran und Konsorten, which has been hosting OERcamps since 2012.
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
My presentation at M-learn 2020 4th November 2020. 19TH WORLD CONFERENCE ON MOBILE, BLENDED AND SEAMLESS LEARNING
Sustaining equal access to learning in a mobile world
The International Association for Mobile Learningâs 19th World Conference, mLearn 2020, will be hosted in Cairo, Egypt, by the eLearning Centre at Mansoura University!
https://www.iamlearn.org/mlearn/
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Biltevt 2021 the next normal, building forward differently â for wellbeing...Ebba Ossiannilsson
Â
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021â will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, MarĂa Soledad RamĂrez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Ăzlem Karakaya, Vi Truong & CĂŠcile Swiatek
Challenges of Education in Covid 19 - Prajwal Bhattarai - NepalPrajwal Bhattarai
Â
[ Prajwal Bhattarai Inputs - As role of Academic Activist and Educator ]
Teacher needs to guide the student inquiry, dialogue, and critical thinking.Â
Teacher needs to develop the kind of creativity and help teachers looking to integrate elements on their lessons.
Must work to drive Academic Achievement.
Must Improve Decision-Making Skills.
Must Refines Creativity.
Must develop their problem-solving and critical thinking skills.
Must encourage holistic learning all throughout a STUDENTS academic life through ECA.
( Animated video, real life examples, presentations, participation, games, activities, adding arts, PODCASTS, reward system, Group works, Learning with fun, Flashcards, etc. )
The Sutton Trust's Best in Class Summit - April 2016Sir Peter Lampl
Â
The Sutton Trust and the Carnegie Corporation of New York organised the Best in Class summit in London on 9 March 2016.
This report outlines the issues discussed and evidence presented throughout the day proceedings of the summit.
Research, videos, photos, slides and news stories from the event can be viewed at www.summit-bestinclass.com
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
⢠Senior management in education needs to innovate from within to open up education.
⢠Governments must take firm decision on holistic policies for open and distance education.
⢠Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Â
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
iNACOL Research Committee - Virtual Learning in New Zealand: Examining System...Michael Barbour
Â
Barbour, M. K. (2013, April). Virtual learning in New Zealand: Examining systematic change. A presentation to the International Association for K-12 Online Learningâs research committee.
Finland, a democratic welfare state and the northernmost member of the European Union is an example of a nation that has been able to transform its traditional economy into a modern knowledge economy within relatively short period of time. Education has played important
role in this process. This chapter argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional marketoriented reform strategies prevalent in many other countries. Unlike many other education
systems, test-based accountability and externally determined learning standards have not been part of Finnish education policies. Relying on data from international student assessments, indicators and earlier policy studies, this chapter describes how steady improvement in
student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism, and mutual trust. The conclusion is that educational reform in Finland has been built upon ideas of good leadership that place an emphasis on teaching and learning, encouraging schools to craft optimal learningenvironments and implement educational content that best helps their students reach the general goals of schooling, and professional leadership of schools.
My presentation at M-learn 2020 4th November 2020. 19TH WORLD CONFERENCE ON MOBILE, BLENDED AND SEAMLESS LEARNING
Sustaining equal access to learning in a mobile world
The International Association for Mobile Learningâs 19th World Conference, mLearn 2020, will be hosted in Cairo, Egypt, by the eLearning Centre at Mansoura University!
https://www.iamlearn.org/mlearn/
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Biltevt 2021 the next normal, building forward differently â for wellbeing...Ebba Ossiannilsson
Â
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021â will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
Keynote presentation by Professor Kathryn Moyle for the International Conference on Teacher Training and Education held in Solo, Indonesia on 5-6 November 2015. This presentation outlines the current global context for higher education in 2015, as a basis for examining the key trends in teacher education in the first decades of the 21st century. The purpose of this paper is to outline the current global contexts for higher education, and to provide an overview of the policies found in teacher education in those countries that consistently produce students who perform highly on international standardized tests such as PISA, TIMSS and PIRLS.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, MarĂa Soledad RamĂrez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Ăzlem Karakaya, Vi Truong & CĂŠcile Swiatek
Challenges of Education in Covid 19 - Prajwal Bhattarai - NepalPrajwal Bhattarai
Â
[ Prajwal Bhattarai Inputs - As role of Academic Activist and Educator ]
Teacher needs to guide the student inquiry, dialogue, and critical thinking.Â
Teacher needs to develop the kind of creativity and help teachers looking to integrate elements on their lessons.
Must work to drive Academic Achievement.
Must Improve Decision-Making Skills.
Must Refines Creativity.
Must develop their problem-solving and critical thinking skills.
Must encourage holistic learning all throughout a STUDENTS academic life through ECA.
( Animated video, real life examples, presentations, participation, games, activities, adding arts, PODCASTS, reward system, Group works, Learning with fun, Flashcards, etc. )
The Sutton Trust's Best in Class Summit - April 2016Sir Peter Lampl
Â
The Sutton Trust and the Carnegie Corporation of New York organised the Best in Class summit in London on 9 March 2016.
This report outlines the issues discussed and evidence presented throughout the day proceedings of the summit.
Research, videos, photos, slides and news stories from the event can be viewed at www.summit-bestinclass.com
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
⢠Senior management in education needs to innovate from within to open up education.
⢠Governments must take firm decision on holistic policies for open and distance education.
⢠Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
AERA 2019 - Learning An Asian Language In A Primary Online Learning ProgramMichael Barbour
Â
East, M., Tolosa, C., Barbour, M. K., & Owen, H. (2019, April). Learning an Asian language in a primary online learning program. A paper presentation at the annual meeting of the American Education Research Association, Toronto, ON.
iNACOL Research Committee - Virtual Learning in New Zealand: Examining System...Michael Barbour
Â
Barbour, M. K. (2013, April). Virtual learning in New Zealand: Examining systematic change. A presentation to the International Association for K-12 Online Learningâs research committee.
SITE 2013 - Networked schools in New Zealand: Examples from the Virtual Learn...Michael Barbour
Â
Barbour, M. K., Davis, N., & Wenmoth, D. (2013, March). Networked schools in New Zealand: Examples from the Virtual Learning Network. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, New Orleans, LA.
Promising Practices in Supporting Success for Indigenous StudentsEduSkills OECD
Â
The OECD has just published a report on Promising Practices in Supporting Success for Indigenous Students in collaboration with provinces and territories in Canada, with New Zealand and with Queensland, Australia. The publication highlights examples of Indigenous students' success and how these successes have been achieved.
This presentation provides an overview of the Study and of its key findings.
Learning Models Evolve with Blended Learning on the RiseBlackboard
Â
K-12 schools and districts understand that a personalized education experience increases student achievement and success, therefore many institutions are harnessing online learning technology to create blended learning programs to help meet diverse student needs. Although blended learning models differ drastically among K-12 institutions and are a product of the unique goals and challenges of the school, the importance of quality and accountability pertains to all. Join us for this webinar featuring Susan Patrick, President and CEO of iNACOL (International Association for K-12 Online Learning) and K-12 school district leaders for a discussion about how K-12 institutions across the globe are successfully implementing diverse blended learning models that maintain quality and accountability and enable student success.
Susan Patrick, President and CEO, International Association for K-12 Online Learning; Amy Hance, Instructional Technology Specialist, Collier County Public Schools
A set of slides used in a teaching session of an MA Education course. Topic: "Innovations in schooling (and other educational institutions) in developing countries".
SITE 2012 - Virtual Learning in New Zealand: Achieving MaturityMichael Barbour
Â
Barbour, M. K., Wenmoth, D., & Davis, N. (2012, March). Virtual learning in New Zealand: Achieving maturity. A paper presented at the annual conference of the Society for Information Technology and Teacher Education, Austin, TX.
This proposal describes a study into the development of virtual learning in New Zealand, specifically the obstacles that e-learning clusters face or have faced in their journey to sustainability and maturity through the lens of the Learning Communities Online Handbook. Using a variety of data collection methods, the researchers identified three common barriers, including a lack of a coherent vision, difficulty in securing the necessary funding and resources, and a lack of collaboration and cooperation within and between clusters. Based on these findings, it is recommended that individual e-learning clusters develop specific strategies to encourage greater collaboration between clusters and work towards greater consistency between their activities, including professional and organizational development and also of the approaches to virtual learning.
CIDER 2024 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Â
Barbour, M. K., & LaBonte, R. (2024, May). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
DLAC 2024 - LâĂŠtat de lâapprentissage ĂŠlectronique de la maternelle Ă la 12e ...Michael Barbour
Â
Barbour, M. K., LaBonte, R., & Mongrain, J. (2024, February). LâĂŠtat de lâapprentissage ĂŠlectronique de la maternelle Ă la 12e annĂŠe au Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
DLAC 2024 - State of the Nation: K-12 e-learning in CanadaMichael Barbour
Â
Barbour, M. K., & LaBonte, R. (2024, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
LaBonte, R., Barbour, M. K., & Childs, E. (2024, February). Comparing CANeLearn design principles for K-12 online learning with researched models & standards: Principles to guide quality policy & practice [Panel]. Digital Learning Annual Conference, Austin, TX.
SITE Interactive 2023 - Meet the Editors: Publishing About K-12 Online and Bl...Michael Barbour
Â
Barbour, M. K., & Rice, M. (2023, August). Meet the editors: Publishing about K-12 online and blended learning research and practice [Keynote]. Society for Information Technology and Teacher Education Interactive, online.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Â
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
ICETOL 2023 - Shaping the Future of Teacher LearningMichael Barbour
Â
Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/AyvalÄąk, Turkey
EDEN 2023 - Digital Teacher Education for a Better Future: Recommendations fo...Michael Barbour
Â
Barbour, M. K., & Hodges, C. B. (2023, June 19). Digital teacher education for a better future: Recommendations for teacher preparation for an online environment [Paper]. Annual Meeting of the European Distance Education Network, Dublin, Ireland.
BOLTT 2023 - CANeLearn Research: Applications for Practice (French)Michael Barbour
Â
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
BOLTT 2023 - CANeLearn Research: Applications for Practice (EnglishMichael Barbour
Â
Barbour, M. K., & LaBonte, R. (2023, May). CANeLearn research: Applications for practice [Panel]. Bringing Online Learning Teachers Together, Ottawa, ON.
TUC Research Day 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Â
Barbour, M. K., & LaBonte, R. (2023, April). State of the nation: K-12 e-learning in Canada [Poster]. Touro University California Research Day, Vallejo, CA.
Barbour, M. K., Moore, S., & Veletsianos, G. (2023, April). Questionable-cause logical fallacy and modality scapegoating: Synthesis of research on mental health and remote learning [Paper]. A part of the âExamining the Impact of COVID-19 on Education Systems Around the Worldâ at the Annual Meeting of the American Educational Research Association, Chicago, IL.
AERA 2023 - Teaching During Times of Turmoil: Ensuring Continuity of Learning...Michael Barbour
Â
Barbour, M. K., & LaBonte, R. (2023, April). Teaching during times of turmoil: Ensuring continuity of learning during school closures [Paper]. As part of the âExamining the Impact of COVID-19 on Education Systems Around the Worldâ at the Annual Meeting of the American Educational Research Association, Chicago, IL.
CIDER 2023 - State of the Nation: K-12 E-learning in CanadaMichael Barbour
Â
Barbour, M. K., & LaBonte, R. (2023, March). State of the nation: K-12 e-learning in Canada [Webinar]. Canadian Institute of Distance Education Research.
LaBonte, R., Barbour, M. K., McCallum, F., Laumann, D., Procter, J., & Pierre-Louie, C. (2023, February). Canadian e-learning roundup: Leadership perspectives, policy, and practices from Canada [Panel]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - Design Principles for Digital Learning and NSQOL Standards: Commo...Michael Barbour
Â
LaBonte, R., & Barbour, M. K. (2023, February). Design principles for digital learning and NSQOL standards: Commonalities & differences [Contributed Talk]. Digital Learning Annual Conference, Austin, TX.
DLAC 2023 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Â
Barbour, M. K., & LaBonte, R. (2023, February). State of the nation: K-12 e-learning in Canada [Poster]. Digital Learning Annual Conference, Austin, TX.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Â
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Â
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
⢠The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
⢠The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate âany matterâ at âany timeâ under House Rule X.
⢠The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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SITE 2012 - Tracing International Differences in Online Learning Development: An Examination of Government Policies in New Zealand
1. Tracing International Differences
in Online Learning Development:
An Examination of Government
Policies in New Zealand
Allison Powell
International Association of K-12 Online Learning
Michael K. Barbour
Wayne State University
2. Rationale for the Study
âIndustrial society is being overtaken by the
knowledge society, we are told, and our
country is in danger of being left behind,
should we fail to prepare todayâs students for
tomorrowâ (Goodwin, 2007, p. 4).
3. Rationale for the Study
âPersonalized learning is an idea for our time. Itâs
recognition of human uniqueness â we are not trying
to turn out assembly-line children. It means
redesigning our schools to fit the pupils rather than
what we do now, which is to force them to fit into
existing structures. It means a focus on learning,
learning for understanding, learning for meaning and
giving people timeâ (Pullar& Brennan, 2008, p. 11).
4. Rationale for the Study
With the advancements in technology, the
ministry has focused their goals on e-
learning, which âcan provide accessible,
relevant, and high-quality learning
opportunities so that every student is better
able to achieve their full potentialâ (New
Zealand Ministry of Education, 2006, p. 4).
5. Purpose of the Study
⢠The purpose of this study was to
examine the policy environment that
has allowed the growth of K-12 online
learning initiatives in secondary
schools in New Zealand.
6. Research Questions
1. What are the nature and extent of online learning in
secondary schools in New Zealand?
2. What steps have been taken by the Government of
New Zealand to encourage online learning
environment across the country?
8. Study Context
⢠Two main islands separated by the Cook Strait.
⢠Closest neighbor is Australia (over 1200 miles away)
⢠4.4 million people (1% increase from 2001)
o 67.6% European
o 14.6% Maori
o 9.2% Asian
o 6.9% Pacific Peoples
o 2% Middle East, Latin America, and Africa (Statistics New
Zealand, 2006, p.2).
⢠three official languages: English, Maori & American Sign
Language
9. Study Context
⢠Managed by provincial boards
⢠Maori population had schools independent of government until 1880
⢠Thomas Report 1944 (changes to curriculum, access to education for all)
⢠Picot Report â major changes
o Charters
o Boards of Trustees
o The Maori population
o Teachers and teaching
o Coordination of tertiary education
o Special education and advisory services
o Parent choice
o School property
⢠Schools are independent
10. Methodology
⢠Existing Data
⢠Newly Acquired Interview Data
o MOE Officials
o Secondary School Administrators
o Secondary School Teachers
⢠Archived Document Review
11. Virtual Learning Network
The intention of the virtual leaning network site was for kids to
come on and pick what course they want, when they want
it, and how they want it, and enroll themselves, and it was part
of the community and how that had been worked out. The
VLN is a community website. Weâre implementing it so that at
the national level, each student can enroll, we can relay that to
the school and find out how they did, and that would be sort of
automatic. And theoretically, it could send an e-mail to the
video conference unit, that thereâs a class at 3:00 and
automatically start it.
12. âso these rural high schools are typically small; some of them are under 200 pupils,
with small cohorts in their senior years. Youngsters didnât have too many options
once you got past Year 11. So then, for Year 12, those subjects are teased out and
covered in greater depth individually, and then you do Year 12, Year 13, and then
go on to tertiary study. So in Year 12 and Year 13, these rural high schools didnât
often have specialist teachers. Because of the nature of the schools, they often
had sort of generalist teachers or teachers who primary school trained and didnât
have specialist skills.
In a [city] of, letâs say, up to 100,000, Iâm just thinking of Dunedin as an example
here, up to â which has got a population of about 110,000, and has about seven
high schools. You might only have one Latin teacher, but you might have a number
of kids in that area who want to do Latin. So now what theyâve done in Dunedin,
theyâve put their own videoconferencing network in place, and again, theyâre
sharing these specialist teachers that are in short supply. If you have web
connectivity, and you have your course sitting up there in the cloud, then that
solves all of those problems, and again, it doesnât matter if youâre in the States or
New Zealand, or whatever, you can just continue and get on with it. Thatâs a pretty
revolutionary position to be in. Where once upon a time you were tied down to one
person being able to transmit knowledge to you, supported by textbooks that often
had to be interpreted by that person, because they were difficult to understand, and
now youâve got all of the other tools out there that help simplify life.â
13. Virtual Learning Network
New Zealand
e-Learning Cluster Map
+
Te Kura/The
Correspondence School
(nationwide)
14. Government of New Zealand
National Government Policies
⢠ICT Strategy, 1998
o Develop the use of ICT in Schools
o Build Infrastructure
o Build School Capability
o Enable educators to gain skills and insight into potential of ICT in
education
15. Government of New Zealand
National Government Policies
⢠Digital Horizons Learning Through ICT, 2002
o Improve learning experiences and outcomes for all students
o Support educators in integrating ICT into curriculum and
management practices
o Increase efficiency and effectiveness of educational management
and administration
o Develop partnerships with communities, businesses and other
stakeholders
16. Government of New Zealand
National Government Policies
⢠ICT Strategic Framework for Education, 2006
o Provide a mechanism to guide and co-ordinate ICT investment
o Provide a strategy for effective and integrated use of ICT across all
parts of the education sector
o Improve learner achievement in an innovative education sector, fully
connected and supported by the smart use of ICT
17. Government of New Zealand
National Government Policies
⢠Enabling the 21st Century Learner:e-Learning
Action Plan for Schools 2006-2010, 2006
o Describes the goals for e-learning in schools and the
projects, tools, and resources that are being developed to address
those outcomes
o Demonstrates how e-learning can contribute to the Schooling
Strategy and its priorities for the next five years
o To build an education system that equips New Zealanders with 21st
century skills, through the increased use of e-learning in schools
18. Government of New Zealand
National Government Programs
⢠ICT PD
o A total of 267 clusters are currently active or have gone through the program since its
inception in 1999
⢠The Correspondence School
⢠Open since 1922 and serves over 24,000 students a year
⢠TELA (Teacher Laptops)
⢠the MOE is running a $20 million a year laptop program. We provide every teacher a
laptop. This is a voluntary program, so every teacher who wants a laptop, we pay two-
thirds of the cost of the laptop, and then the school pays the other third. Currently, we
have about an 89% take-up on those laptops, so itâs quite high we think. Thatâs called
the TELA Program, teacher laptop. We also give every principal a laptop. Every three
years we give them a new one.â
⢠TKI Website
20. Conclusions
⢠Grassroots approach works!
⢠Policies have created an environment to encourage
development of K-12 online learning
⢠Programs have been flexible enough to allow them to be
used to foster K-12 online learning
⢠4 components of success: research and innovation,
capability or professional development, online services,
infrastructure
21. Unanticipated Conclusions
⢠Universal Implementations
o New Zealandâs model would work in other countries
o Has worked with Sweden, Malaysia, Singapore, Thailand, and
Australia
o Recognizing cultural differences is important
⢠Advice/Lessons Learned
o Strong team - 4 components of success
o Grassroots
o Have a plan
o Leadership is key!
22. Future Research
⢠Expand the research sample to include students and parents
⢠Case studies of other countries who have implemented
online learning
⢠Looking at organizational cultures that foster innovation in
these models
⢠Further study on leadership and management practices that
support quality and innovation