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

Coordinates

Email: tim.winkelmans@gov.bc.caTwitter: @twinkelmans