1. Learning through ICT
Future focus - Virtual Schooling
Professor Niki Davis & Dr. Michael Barbour
University of Canterbury College of Education
& Wayne State University, USA

2. Today’s Overview
 Why me, why now, why you?
 E-learning clusters of schools in New Zealand & Te Kura
(TCS)
 Growth of Virtual Schooling in the USA
 An example of an online course in an Iowan high school
 The roles in e-learning
 Curriculum materials for you today
 2 Learn forums and web links
 Final plenary

3. This Week’s Activities
1. Post on your experience and pre-conceptions in
Learn Forum 1
2. This PPT presentation by Professor Davis
3. Dip into the resources linked in Learn and reflect
4. Contribute to Learn discussion on virtual schooling
in Learn Forum 2

4. Why me?
Niki Davis, Professor of E-Learning
1988-2000 University of Exeter Educational Telematics Centre, UK
2000-2008 Iowa State University Center for Technology in
Learning & Teaching, Iowa, USA
2000-2006 Institute of Education, Professor of ICT (part time), UK
2008-to stay! University of Canterbury, Director of e-Learning Lab
Leader of change to
 Incorporate e-learning in teacher education
 Support schools adapt to 21st century learning
 … and other educational organizations too!

5. Why me?
Michael Barbour, Assistant Professor of
Instructional Technology
1999-2003 Centre for Advanced Placement Education (Canada)
Centre for Distance Learning and Innovation (Canada)
2001-2008 Illinois Virtual High School
2003-2007 University of Georgia, Ph.D. Student (USA)
2007- Wayne State University
Research into the effective design, delivery and support
primary and secondary online learning opportunities
for students, particularly those in rural jurisdictions.

6. New Zealand
e-Learning
Cluster Map
+
Te Kura The
Correspondence School
nationwide
(MoE, 2008) http://www.correspondence.schoo

7. VLN
Primary
Project
Rachael
Roberts,
ePrincipal
Primary students in Auroa in Manaia seek support from their mTeacher
while learning Japanese from their eTeacher at Coastal Taranaki School,
7
Okato

8. In New Zealand
Virtual Schooling is part of blended learning
Key facts
1. Nationwide The Correspondence School established 1922
• renamed Te Aho o Te Kura Pounamu - The Correspondence School
• blended learning from 2008 has >24,000 students & increasing
2. 20 E-learning clusters of collaborating schools
• Min. of Ed. Virtual Learning Network is their national hub
• Involves e-Principals, e-Teachers, m-Teachers & other staff
3. Personalised learning
 Regional Health Schools, e.g. SRHS
 Itinerant teachers, e.g. music
 Competitions, e.g. Global Challenge
4. Some students may take courses from abroad
 E.g. international Virtual High School in the USA

9. VLN Video Conferencing (Joel Dodd teaching in TaraNet)

10. New Zealand video conference class
20th century Virtual Schooling
e.g. Two Iowa high school classes connected via ICN
20th century
approach to e-
learning ?
(Davis et al)

11. E-mentoring music sound arts
11

12. 21st century
approach to e-
learning?
(Davis et al)

13. Study Centre in Roxburgh Area School (2011)

14. TEGIVS Scenario Max takes Math from Hospital for future teacher preparation
http:www.public.iastate.edu/~vschool

15. Reflect on what this means for you as
teacher in the future
 Will your future primary students include those
who are:
 ill?
 gifted and/or talented / need to catch up?
 learn(ed) through Te Kura/TCS?
 Will your school get involved in blended
learning?
 Will you supervise as an mTeacher?
 Will you be recruited for your e-skills as an eTeacher?
 Will you lead in future as a Principal / e-Principal?
15

16. Primary & Secondary Online
Learning in the United States

17. Primary & Secondary Online
Learning in Canada
Single provincial
programme
Combination of
provincial and
district-based
programmes
Primarily district-
based programmes
Uses programmes
from other provinces

18. VS teacher
& Designer
Gail
Wortmann
Exemplary Anatomy & Physiology course offered statewide blending:
 Online high quality structured content with activities & assessments
 Video-conference for office hours and some activities (see above)
 Quarterly labs in regional locations
 Iowa Public TV educational web designers & telecoms admin.

19. Anatomy & Physiology

20.  Rural access to higher level science courses
 M-teacher present for course necessities only
 Preparation for college
Anatomy &
Physiology:
Regional lab
example

21. Gen Bio – Access and Equity
Checklists for student
responsibility and
M-teacher facilitation
General Biology
 Credit Recovery
 Struggling learner
 Alternative school
participation
 Year round
availability

22. GenBio - Activities Real world scenarios
associated with each unit.
New information each
lesson
Digital images
submitted as part of
lab activity
Authentic
science in
online
courses

23. TEGIVS e.g. FAQ with Iowa Learning Online lead teacher /mentor

24. De-coupled Roles & Responsibilities
VS
VS Teacher: Pedagogy & Class Management
 Presents activities, manages pacing, rigor etc.
 Interacts with students and their facilitators
 Undertakes assessments, grading etc.
VS Site Facilitator: Mentoring & Advocating
 Local mentor and study coach
 Key liaison & advocate for student(s)
 Proctors & records grades etc.
VS Designer: Course Development
Designs instructional materials
Design of online course etc.
Distribution support?

25. Misperceptions?
1. Any regular classroom teacher is
already prepared to teach online
&/or via videoconference? Yes
2. Virtual teachers and regular school
staff can handle students without
leadership support, right? No
3. Future teachers will be ready to
teach online when they graduate?

26. Time to discuss
 Now join our discussion forum on
 2. Who is involved in Virtual Schooling now and the
future?
Reflect on what this means for you as teacher in the
future

27. Thank you
Feedback welcome!
• Thanks for participating
• Michael Barbour, University of Canterbury, my colleagues,
collaborating teachers and students
• New Zealand teachers, schools and the Ministry of Education VLN
• Support from U.S. Dept. of Education (FIPSE) and collaborators in
the USA especially Iowa State University Center for Technology in
Learning and Teaching: http://www.ctlt.iastate.edu
• Feedback also welcome in our Learn discussion forum or
Niki.Davis@canterbury.ac.nz

28. Miscellaneous additional slides
Relevant literature
 Barbour, M. (2011). Introducing In-Service Teachers to Virtual Schooling through the Lens of the Three Teacher
Roles. In Proceedings of Society for Information Technology & Teacher Education International Conference 2011
(pp. 3425-3432). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/36851.
 Barbour, M. K. (2008). Secondary students’ perceptions of web based learning. Quarterly Review of Distance
Education, 9(4), 357-371.
 Barbour, M. K. (2010). Researching K-12 online learning: What do we know and what should we examine? Distance
Learning, 7(2), 6-12.
 Bolstad, R. & Lin, M. (2009). Students’ experiences of learning in virtual classrooms. Wellington, New Zealand:
NZCER. Retrieved September 15, 2010, from http://www.nzcer.org.nz/pdfs/students-experiences-learning-virtual-
classrooms.pdf
 Davis, N.E. & Niederhauser, D. (2007). Learning & Leading.
 Parkes, S., Zaka, P. & Davis, N.E. (2011). The first blended or hybrid online course in a New Zealand Secondary
School: A case study. Computers in New Zealand Schools, 13(1). Retrieved May 23, 2011 from
http://education2x.otago.ac.nz/cinzs/mod/resource/view.php?id=149
 Pullar, K. & Brennan C. (2008). Personalising learning for secondary students working in a blended (distance/face to
face/vocational) learning environment. Computers in New Zealand Schools, 20(2), 6-16.
 Sahin, S. & Ham, V. (2010). Outcomes for teachers and students in the ICT PD school clusters programme 2006-
2008 – A national overview. Wellington: Learning Media.

29. Nested & Interlinked Ecologies
Teachers’ ecology
 Each VS class ecosystem encompasses students and educators in multiple
organizations; their ecosystems become tightly interrelated
 Decoupling of roles enables teachers to adapt behaviour to fit better
within their collaborating schools, policies and communities
Schools’ ecology
 E-learning schools’ courses/teachers ‘traded’
 A school leader may this to adapt behaviour to ensure the fit of the school
within current state and regional requirements
Regional ecozone
Equity has been supported in the USA by
 Federal legislation & funding
 VS Clearing House funded by AT&T
Rural equity pressures in New Zealand stimulate e-learning

31. E-mentoring Music from
Arts Online Student Gallery
Junior secondary mixed ability violin lesson by teacher in
Christchurch to Reefton Area School
 Lower video in student gallery shows more strategies
 http://arts.unitec.ac.nz/studentgallery/view_example.php?id=71
Preparing for the lesson
 Greymouth High year 10 student preparing for the upcoming
video conference flute lesson
 http://arts.unitec.ac.nz/studentgallery/view_example.php?id=69
University of Canterbury Music Education Research Centre
 Ministry of Education Arts Online Facilitator etc. Merryn
Dunmill
 http://www.merc.canterbury.ac.nz/newsfeatures.shtml#mentor
© Niki Davis, University of Canterbury Professor of e-Learning

32. Partnerships for Virtual Schooling:
Among colleges
"This whole thing started because you
couldn't find enough science teachers
to teach all the classes we were trying
to offer. A valid option was online
learning to share one chemistry
instructor between seven colleges in a
consortium."
Dr. Robert Klepper
http://projects.educ.iastate.
edu/~vhs/iowalakes.htm#w
Iowa Lakes Community College Chemistry hy
Instructor

33. Partnerships for Virtual Schooling:
With employers
"This is a great way for students
who are not university bound to start
and continue in the realm of post
secondary education and still make
a salary."
Brad Scott: Director of Culinary
Arts at Scott Community College
NB Not expanding rapidly http://projects.educ.iastate.edu/~vhs/bettendorf.
htm