Virtual High School Meanderings

November 24, 2009

Blogging About The Virtual School Symposium

November 17, 2009

Blended Learning: Where Online And Face-To-Face Instruction Intersect For 21st Century Teaching And Learning – Full Report Released

A day or two ago I posted an entry entitled Blackboard Report – Blended Learning: Where Online And Face-To-Face Instruction Intersect For 21st Century Teaching And Learning, which essentially advertized the release of the executive summary from this report. Well, a few minutes ago I saw this come through my Twitter stream…


You can follow the link by click on the image or go to http://www.k12perspectives.com/blended_learning.asp

So now you can access the complete report.

Again, standard disclaimers about considering the funder/publisher when examining the findings apply.

VSS 2009 – An International Perspective of K-12 Online Learning [OR] The Release Of The 2009 iNACOL Canada Report

vss_2009_headerWell, I just finished with the An International Perspective of K-12 Online Learning panel at the Virtual School Symposium .  I was able to join this panel through the VSS Overlay’s Live Presentations feature. My role on this panel was related to the iNACOL Canada report that was officially released today.  As the press release states:

iNACOL Releases New Report, State of the Nation: K-12 Online Learning in Canada

AUSTIN, TX, November 17, 2009 – The International Association for K-12 Online Learning (iNACOL) released State of the Nation Study: K-12 Online Learning in Canada at the annual Virtual School Symposium today.

The goal of the report is to examine the K-12 distance education policies and activities in each of the Canadian provinces and territories. This was done by examining the legislation and regulations that govern K-12 distance education in each jurisdiction and describing the programs that provide online learning opportunities.

According to Susan Patrick, iNACOL President and CEO, “For more than a decade, Canadian governments have focused on the expansion of K-12 online learning to serve students in remote areas and provide new educational opportunities that engage students. The report provides a rich illustration of how Canada is poised to provide every student, regardless of their geography, with access to high-quality online learning opportunities.”

Michael Barbour, the author of the study, said, “In this year’s study, we tried to provide vignettes to helps readers get a better sense of the many variations in online learning in Canada; they serve to personalize the students, teachers, schools and programs.”

K-12 online learning is growing at an estimated annual pace of 30% annually. Online learning benefits include expanding opportunity to high-quality instructors and courses, leveling the playing field for all students to access a high-quality education and transforming the learning experience with a customized and individualized instructional model.

The report was sponsored by and funded by Connections Academy. It is available online at: http://www.inacol.org/research/reports.php.

The actual report can be viewed at http://www.inacol.org/research/docs/iNACOL_CanadaStudy_200911.pdf and I would like to thank Connections Academy as this year’s sponsor, iNACOL for their continued publication of this project, and all of those who provided information contained in the report.

VSS 2009 – Liberating Learning: Technology, Politics, And The Future of American Education

vss_2009_headerOkay, we are on the second and final day for the Virtual School Symposium and I am continuing to use the VSS Overlay’s Live Presentations feature to sit in on some of the sessions so I can blog about them.  The first one today is the morning keynote, which was delivered by Terry Moe on his book, Liberating Learning: Technology, Politics, and the Future of American Education.

I should admit up front that I haven’t had a chance to read this book yet.  I purchased it, or maybe someone sent it to me (as I have gotten several books that have been addressed to Michael K. Barbour / Virtual High School Meanderings / Blogger, Educator, Teacher – which I’ve always found interesting), but I didn’t get around to reading it.  Based on reading what folks I respect in the blogsphere had to say about the book, it seemed like another book written by a non-educator that those pushing a certain agenda of school choice and the dismantling of the current public education system would love – but those of us involved in education would find so many holes in it that you could drive a mac truck through them (somewhat like the issues I had with Disrupting Class). Anyway, so I haven’t read the book.

In terms of the actual session, we missed the first half of the keynote – as there were audio problems with the Elluminate feed.  Another issue with the Elluminate feed

As best I can tell, he spent the first 15 minutes or so looking at the benefits of K-12 online learning and why the field has seen exponential growth over the past decade.  He then began to discuss the state-wide program models, focusing specifically on the State of Florida and the Florida Virtual School.  Then moved to the full-time programs operated under the auspices of cyber charter schools, focusing on the Pennsylvania Cyber Charter School which when it opened expected 50 students, enrolled 500 students, and not have 8000 students.  Finally, he discussed hybrid schools – schools that students physically attend, but much of the curriculum is offered online.  He used a charter school in San Jose called Rocketship as an example.  He called this the bright side of the story.

He then transitioned to the dark side of the story, and took the typical conservative viewpoint that public education, teachers, unions, etc. have vested political and economic interests in maintaining the status quo.  The first one that is took a swing at was the teachers’ unions – which again is a favourite target of the conservative movement.  And like any good conservative, he goes back to the flawed and inflammatory A Nation at Risk and talked about the reformers and the school choice movement (all of the “good guys”).  If you weren’t in Austin or didn’t join in to the live feed, you didn’t miss anything.  From what I can tell the first bit of the keynote was providing examples of what everyone in the room knew, and then spent about half of the time bashing all of the favourite right-wing targets.

In terms of looking ahead, Moe saw technology and online learning as having potential to actually make reforms to the system because:

  1. decreases the number of teachers needed, which means fewer members in the teachers’ unions
  2. not geographic dependent, which makes it more difficult for the unions to organize
  3. the growth of cyber charters, most of which aren’t unionized (again meaning fewer members)
  4. the collection of student data in online learning, which allows for an easy comparison of how these schools perform compared to underperforming brick-and-mortar schools

Interesting how the potential for online learning in society is directly tied to the decrease in the power of the unions.  What an American-centric view!!!  I wonder if he’s ever bothered to look at other jurisdictions where K-12 online learning is growing and thriving, and it is being done in conjunction with the teachers’ unions (hint, try looking north)???  Doesn’t this keynote sum up the main problem with American education?  People are more interested in politicizing education into issues of right and left, and trying to position the left as the problem and the right as the solution.

November 16, 2009

VSS 2009 – Keeping Pace With K-12 Online Learning

vss_2009_headerThe final Virtual School Symposium session I want to blog about tonight was the Keeping Pace with K-12 Online Learning presentation by John Watson and company.  While this session was included in the VSS Overlay’s Live Presentations feature, I was not able to view it live as I was involved in Lisa Dawley’s Exploring Linkages Between Research, Policy, and Practice in K-12 Online Teacher Professional Development panel (although this does mean that it was archived and the recording will likely be made available at some point, possibly with a link on their wiki entry.

Anyway, John and company (and the company seems to change from year to year) have been doing these reports now since 2003 – see http://www.kpk12.com/download.html for previous year’s reports.  This year’s report is available at:

http://www.kpk12.com/downloads/KeepingPace09-fullreport.pdf

It updates us on the K-12 online learning activity and policy on a state-by-state basis, as previous reports have done.  Also, in keeping with a new addition to last year’s report, John and his team have a series of issues written by folks involved in the K-12 online learning community.  These issues include:

  • Quality Standards for Online Programs – Liz Pape and Matthew Wicks
  • Using Data to Improve Outcomes in K-12 Online Learning – Joseph R. Freidhoff
  • Innovations in Online K-12 Teaching and Learning – Rick Ferdig
  • Demographics of Participants in Online Programs – David Glick
  • Online Laboratory Science: An Update on Policy, Research, and Practice – Kemi Jona
  • Online Course Funding: the Influence of Resources on Practices – Cathy Cavanaugh

I mention these specifically because, as a researcher, I found them to be a nice addition to last year’s report and am glad to see that they have continued.  Obviously haven’t had a chance to read through the report yet, but here are some of the highlights based on the executive summary and the notes people have posted from the session today:

  • 27 states have state-wide programs comprising roughly 320,000 course enrollments (Florida Virtual School has almost half of these)
  • 24 states have full-time programs comprising of 175,000 students (Ohio, Pennsylvania and Arizona have the highest numbers)
  • 45 of 50 states, plus DC, have significant K-12 online learning activity (those that don’t include New York, Vermont, Rhode Island, New Jersey, and Deleware)
  • the list of policy developments on pages 11-12 are interesting (and too numerous to re-produce here, so just view it direct in the report)

That’s about all for now.  Having tried to do one of these for Canada over the two previous years (with some level of success), I understand how much work must go into researching and producing this report.  My hats off to John and his team…

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