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VLN-C AGM 2012 - Primary and Secondary E-Learning: Examining the Process of Achieving Maturity
The document examines the development of e-learning clusters in New Zealand, focusing on barriers to maturity and sustainability, as well as the roles of leadership and resources. It highlights common obstacles such as lack of vision and inter-cluster cooperation, and discusses the importance of articulated visions for successful e-learning initiatives. It also outlines the research conducted through interviews, observations, and document analysis to inform future developments in virtual schooling.
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VLN-C AGM 2012 - Primary and Secondary E-Learning: Examining the Process of Achieving Maturity
- 1. Primary and Secondary e-Learning: Examining the Process of Achieving Maturity Michael Barbour, Wayne State University
- 3. Research Purpose To capture,in a range of ways, information that will contribute to the knowledge base about the development of virtual schooling in New Zealand, in particular, how the Learning Communities Online Handbook is being used to assist and inform this development.
- 4. Research Questions 1.(a) Whatcommon barriers do e-learning clusters face in their development towards maturity and sustainability? 2.(b) How have mature and sustainable clusters overcome those barriers? 2.What are some examples of how networked schools are emerging in the New Zealand context?
- 5. Research Questions 1.(a) Whatcommon barriers do e-learning clusters face in their development towards maturity and sustainability? 2.(b) How have mature and sustainable clusters overcome those barriers? 2.What are some examples of how networked schools are emerging in the New Zealand context?
- 6. Research Visits • 9current or emerging clusters • 3 VLN-related projects • 13 schools • 1 health school • Te Kura • 9 tertiary institutions
- 7.
- 8. Data Collected • Interviews – 10 current & former ePrincipals – 8 Principals & Deputy Principals – 12 eTeachers, eDeans & Facilitators – 18 Students • Observations – 12 video conferencing session – 10 asynchronous work locations • Document Analysis – reports, courses, data, school newsletter, cluster info, etc.
- 9. Learning Communities OnlineHandbook, 2011
- 10. Common Obstacles • Lackof vision • Funding, resources and the role of the ePrincipal • Lack of inter-cluster and intra-cluster co- operation
- 11. Lack of Vision •process of creating a vision for an e-learning initiative is critical and was clearly evident in this data • clusters with greatest support were those able to articulate a vision that went beyond the provision of distance education courses & opportunities that the tools could provide • sustainable vs. mature
- 12. Funding, Resources &Role of the ePrincipal • Resources • leadership • teachers (both to teach the courses and to support students at the local level) • professional development • asynchronous (e.g., LMS) & synchronous (e.g., videoconferencing, bridge & etc.) tools
- 13. Funding, Resources &Role of the ePrincipal • Funding • participating schools – put in a teacher, get access to enrolments – contribute money or % of a teacher for cluster leadership • no formal mechanism for heavy users • challenges with funding when original national programme ends
- 14. Funding, Resources &Role of the ePrincipal • Role of the ePrincipal • little consistency in job description • principal of an online school • need/case for Ministry support – largest clusters have 300-400 enrolments (80-100 FTEs) – some clusters have 5-10 FTEs
- 15. Lack of Inter-& Intra-Cluster Co-operation Art History 5 Clusters + Te Kura Level 3 Calculus 5 Clusters Level 2 Physics 4 Clusters Level 3 Physics 4 Clusters Level 3 Spanish 4 Clusters 30 courses 2+ Clusters
- 16. Lack of Inter-& Intra-Cluster Co-operation • Do the eTeachers of these same courses communicate with each other? • Have each of the eTeachers designed their own asynchronous course content that is housed in the learning management system? • Do each of the eTeachers of common courses have access to each other’s course materials?
- 17. Lack of Inter-& Intra-Cluster Co-operation • Do the five level three calculus • Is it possible for a student to register eTeachers interact with the level three for level one mathematics with SILC mathematics eTeacher or the four this year and become comfortable with level three statistics and modeling the way in which their teacher uses eTeachers? their video conferencing classes and with the resources and material • Do these ten level three maths provided in their LMS only to have to eTeachers interact with the two become familiar with a completely eTeachers responsible for level two different method of synchronous mathematics and/or the one eTeacher instruction and asynchronous material responsible for level one mathematics? and resources that appear completely foreign to them next year when that student enrolls in level two • Outside of the senior secondary level, mathematics offered by OtagoNet? have the two Year 7-8 Te Reo Maori eTeachers ever interacted with the two level one Te Reo Maori eTeachers or the single level three Te Reo eTeacher?
- 18. Moving Forward • E-LearningClusters – coordinate activities between clusters – examine the role of VLN leadership & whether there is geographic or like-minded rationalisation that can occur • Ministry of Education • continue services • create content repository • fund regional leadership
- 19. Future Research • anational survey of distance education activity & processes – # of students – # of teachers – # of courses – which courses – resource model – technologies/software • include VLN clusters, Loops, Te Kura, health schools, tertiary groups
- 20.