E-LearningChanging Education
BC Ministry of Education UpdateFebruary 2013
Tim Winkelmans
K-12 Enrolments (Headcounts)
2006/2007 2007/2008 2008/2009 2009/2010 2010/2011 2011/20120
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
Head Count
K-9 DL FTE Counts
2006-07 2007-08 2008-09 2009-10 2010-11 2011-120
1000
2000
3000
4000
5000
6000
PUBLICLinear (PUBLIC)INDEPENDENTLinear (INDEPENDENT)
10-12 DL FTE Counts
2007-08 2008-09 2009-10 2010-11 2011-120
200
400
600
800
1,000
1,200
1,400
1,600
1,800
2,000
PublicPolynomial (Public)Polynomial (Public)IndependentPolynomial (Independent)
Quality Review Summary
4 schools participated Strong collegial support, enthusiastic teachers Many schools utilize embedded teachers to
support learners in neighbourhood schools Creative uses of online tools and digital media that
support personalized learning Strong support for learners with special needs Many DL schools encompass a diversity of District
programs under one umbrella
• Community members: 1705
• Site visits to date: 33,601
• Unique visitors: 13,204
• Visits from BC : 22,746
• Returning visitors: 20,392
•% of visitors visiting more than 25 times: 30%
• Average duration of visits: 4:35
• Number of Groups in CEET: 35
• Member sponsored events last year: 369
CEET
CEET iTunes
U iTunes U
CEET Meets
2012/131. M2O: An Introduction to Moodle 2.0
2. Web Tools for the Common Core
Classroom
3. Moving Educational Traditions for
Open Practices
4. Facebook, Twitter, and Other Social
Media
5. The Secret Language of QRs
6. Ensuring Quality in Online Learning
7. Creating an Open Classroom
8. Teaching at a distance
9. The 8 : 1 Program
10. Moviestorm Made Easy
11. Building Community
12. Designing Effective Online
Learning
13. How to Develop Digital Literacy
Skills
14. Global Collaborative Projects
HUB
VirtualBC
SerfnTurf
Objects
Island
StoryForge
WCQuest Explore
Sandbox
Virtual Worlds
A louer
Blended Learning
Wiki All Pages
Welcome What is Blended Learning? Latest News Research Sooke Case Study Arrow Lakes Case Study Coquitlam Case Study Langley Case Study Navigate-NIDES Case Study SCIDES Case Study Surrey Case Study
http://k12blendedlearning.wikispaces.com/
Digital Literacy
FrameworkDigital Literacy is the interest, attitude and ability of individuals to appropriately use
digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with
others in order to participate effectively in society.
BC’s Digital Literacy Standards• Research and Information Fluency • Critical Thinking, Problem Solving, and
Decision Making • Creativity and Innovation • Digital Citizenship • Communication and Collaboration • Technology Operations and Concepts
Curriculum Assessment GraduationRequirements
CommunicatingStudent Learning
Trades/Skills Reading StudentSupports
AboriginalEducation
CompetenciesEducatedCitizen
Curriculum Assessment GraduationRequirements
CompetenciesEducatedCitizen
CommunicatingStudent Learning
Trades/Skills Reading StudentSupports
AboriginalEducation
LANGUAGE ARTSSCIENCESOCIAL STUDIESARTS EDUCATIONMATHEMATICSHEALTH/PELANGUAGE LEARNINGCAREERAPPLIED SKILLS
Status of Curriculum Design and Development
Guiding Principles for Curriculum Design
Make curriculum more flexible to better enable teachers to innovate and personalize learning.
Reduce the prescriptive nature of current curricula while ensuring a solid focus on essential learning.
Focus new curricula on higher order learning, giving emphasis to the key concepts and enduring understandings (big ideas) that students need to succeed in their education and their lives.
Make explicit the cross-curricular competencies that support life-long learning.
Respect the inherent logic and unique nature of the disciplines while supporting efforts to develop cross-curricular units.
Integrate Aboriginal worldviews and knowledge.
Develop assessment and evaluation programs that align with the changed emphases in curriculum.
Guiding Principles for Curriculum Design
Cross Curricular Competencies
Proposed Competencies*
Three cross-curricular competencies, each with a number of sub-domains:
Thinking Competency Critical thinking Creative thinking Reflective thinking
Personal and Social Competency Positive personal and cultural identity Personal awareness and responsibility Social awareness and responsibility
Communication Competency Use of language and symbols Digital literacy
*Under review
1. Definitions Posted paper for feedback Further discussion with partner groups and
community
2. Field Development Incorporating into curriculum design Aspect development Developing continua, sample tasks,
exemplars & other resources to support assessment & communicating student learning
Ongoing field development and review
What’s next?
Communicating Student Learning
Directions:Limited or no use of letter gradesOngoing in natureFocus on competenciesCurrent work:Review of other jurisdictionsReview of promising practices in BCGet connected/share what you are doing
Transforming BC Curriculumhttp://www.bced.gov.bc.ca/irp/transforming_curriculum.php
Further Reading
Graduation Requirements Dialogue
Process
Next Steps
April
Observations
• Positive feedback about the process• Lots of consistencies across the regions
Grade 10 should not be part of graduation years Provincial exams are not felt appropriate for that
grade level Competencies to play a key role in graduation Directions/suggestions for Curriculum
Key Themes
• Students Responsible for their own learning• Early Grade Implications• Flexibility• Community Connections/Career Preparation• Curriculum• Assessment• Communicating Student Learning
Further Readinghttp://www.bced.gov.bc.ca/graduation/
Kootenay Region (PDF)Fraser Valley Region (PDF)Metro Region (PDF)Northern Region (PDF)Thompson-Okanagan Region (PDF)Vancouver Island Region (PDF)British Columbia Teachers’ Federation (PDF)BC School District CE Directors Association (PDF)First Nations Steering Committee (PDF)Miscellaneous Submissions (PDF)View the full Graduation Requirements Report (PDF, 16MB)
Skills and Technical Training
• Targets:– Increase graduates who
go onto post-sec skills and technical training
• 50% in three years • 4,000 to 6,000
– Increase # of Gr 10-12 students in secondary applied skills , etc.
• 33% to 50% in three years• 40,000 to 60,000
• Policy and Programs– Multiple pathways to
graduation and career preparation
• More choice• More dual credit
– Accelerate transition to workforce
– Engage industry in requirements
• Perception– Elevate the profile of
trades careers• Target students and parents• Support existing awareness
projects– YES2IT, Discover Trades,
JobsFest, Skills Canada
– Increase knowledge about job prospects and compensation
– Strengthen career advising• Better education and career
planning tools
• System Capacity– Extend partnerships
between SDs, PSIs and industry
• shared facilities, equipment, staff
– Increase # of teachers capable of delivering trades and technical training
– Create district accountabilities re targets