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2	Overview Terminology E-learning Imperative(s) Three key messages Policy Quality Innovation Sources Research Experience
3	The Research Study of Canada’s virtual secondary schools Study of e-learning in International Education Creation of quality guidelines through national consultation Evaluation of several e-learning projects including OSCAR
4	Imperative One Accommodating demand – due to the success of e-learning Courseware needs - the critical success factor Personnel issues – biggest challenge
5	Demand Issues Context of change and demands Accountability Learner-centredness Dissatisfaction Appeal Flexibility and ubiquity Individualization Special needs / access Personal safety and comfort
6	Demand Questions Should demand be accommodated? Can demand be accommodated? What is the role of e-learning in provision of education? The appropriate role of technology? How are c-schooling and e-schooling the same? Different? What are the real costs? Benefits/returns? Is integration of c- and e-schooling the answer? What is the appropriate balance between e- and c-courses?
7	Courseware Issues Acquisition Availability Quality Cost Development Not correspondence Requires special skills Expensive Revisions Ownership
8	Courseware Questions What are the elements of good courseware? What criteria will you use to assess quality? Should you purchase or develop? Which is more cost-effective? Who should be developing courseware -- teachers or professional designers? Copyright? Can or should all courses / subjects be taught on-line? Nature of good e-subjects? Does courseware maximize e-learning or simply replicate conventional teaching? Best features of on-line learning?
9	Personnel Issues Workload Training Professional development Differentiation Evaluation
10	Personnel Questions How does the role of teacher change in the e-learning environment? Contracted differently than c-teachers? What is the ideal staffing complement for an e-school? Roles? Who best can fill them? How are e-teachers evaluated? What criteria? How does teacher productivity compare between c-schools and c-schools? How is it measured? How is it rewarded or compensated? Should teachers be creating courseware?
11	Imperative Two PLAN FOR EXCELLENCE AND MONITOR QUALITY
12	Acceptability of Outcomes and Outputs overall academic achievement change in content knowledge and learning skills overall social achievement and change in citizenship-related KSA increase in individual self-confidence and personal strengths preparation for work in the future system effectiveness and efficiency
13	Satisfaction with Processes and Practices student management learning management use of technologies communications leadership / administration
14	Adequacy of Inputs and Resources intended learning outcomes learning materials appropriate technologies appropriate and necessary personnel the learning environment, e.g., safety, resources, access to library funding and plans
15	Imperative Three EXPLORE AND INCORPORATE THE INNOVATIONS E-LEARNING REPRESENTS
16	The Power of E-learning Modularized content and delivery Interdisciplinary content Special needs Digital learning portfolios Authentic assessment Research-based development
17	The Promise of e-Learning Choice Personalized learning Problem / project based learning Reciprocal teaching Optimum learning environments Change oriented
18	The Future of e-Learning Learning-centered schooling Proficiency based Seamless “education” New edu-employment Age-irrelevant learning Convergence with media Sustainable learning systems
19	Summary: e-Learning Imperatives Address the policy issues head on Build in the innovations inherent in e-learning Plan for quality and demonstrate accountability
20	FuturEd …helping change learning systems for the future 101 - 1001 West Broadway, pod 190 Vancouver, BC V6H 4E4 phone: 250-539-2139 e-mail: kbarker@FuturEd.com website: www.FuturEd.com