Schools of Distance Education across the

nation are harnessing the connectivity afforded by information and communications technologies (ICT) to design and develop

online learning experiences which facilitate the notion of continuous and collaborative learning. In this environment,

distance learners in the early years have unique needs which require careful and considered design considerations.

This presentation will examine how the Brisbane School of Distance Education (BSDE) is attempting to cater for these needs when

designing online courses for students in the early years across seven different sites. During the presentation a number of

online courses for the early years will be showcased.

The presentation will also highlight the Professional Development needs of teachers so they may re-consider and in some cases re-conceptualise their pedagogical beliefs about

early years teaching in the light of the impact of ICT.

Designing online programs in the Early Years

pls have ur mob ph on mute &

b rde to txt 0403 122249

Clarifying the terms• Blended learning is an approach which utilizes online learning

to complement face to face instruction (Roffe, 2004). For the purposes of distance education this includes a number of other forms of communication, e.g. on air/telephone lessons, dataconferencing, videoconferencing.

• Flexible learning is distinguished from other forms of learning through the degree of autonomy given to the learner. Autonomy can encompass decisions on place, time, duration and circumstances of study. It can include learner choice of the curriculum selection or it may also refer to an organizational approach that allows learners to engage in programmes of study that widen access to education (Roffe, 2004).

• Online learning (sometimes referred to as e-Learning) is learning which makes use of the internet or intranet for delivery (Finger, Russell, Jamieson-Proctor & Russell, 2007). Roffe (2004) describes it simply as a shorthand term for the ways people communicate and learn electronically.

About us

• BSDE - Queensland• Blackboard (LMS) • Online statewide community- The Learning Place

– online resources, collaborative online courses, projects and communities

• Transition phase – print based to a mix of print, CDrom and online

txt about ur org 2 0403122249Ur state

LMS usedWhere u r up 2

Models of distance education – a conceptual framework (Taylor, J, 2001, p.2)

BSDE

Online learningBenefits Barriers

Communication, collaboration, community

Wikis

Blogs

Discussion forums

Access to experts•21st Century skill development•Digital generation attributes acknowledged•Flexibility – anywhere, anytime•Motivating, engaging, fun•Interactive Multimedia resources

Learning objects

Audio

Video•Personalisation – can shift from teacher to learner centred instruction•Development of ICT skills for all learners•Teachers developing courses – greater ownership and knowledge of content, able to modify course in order to cater for individual contexts and learners – interests, needs, learning styles.

•Increased workload for teachers in

training

exploration

preparation

participation•Lack of pedagogical knowledge in

learner centred approach

design of courses •Lack of confidence in ICT skills –

teachers

home tutors

students•Limitations of technology

random behaviour

lack of access to equipment

bandwidth and connectivity issues•Technical, administrative and institutional support•Security, privacy, copyright•Early years considerations

Txt any more in ur org to 0403122249

Queensland storyThe seven SDEs across the state have been working collaboratively to develop Early Years Maths, English and

Connected Learning Curriculum (CLC) blended learning materials. The following factors have been accessed/developed in an attempt to exploit the benefits of and overcome the barriers to online learning :

FOR TEACHERS

• Web 2.0 tools, teleconferencing and f2f opportunities to collaborate, communicate and connect teachers in the development phase. It is hoped this relationship will continue in the implementation and evaluation stages.

• Distribution of workload• Sharing of ideas, knowledge etc to enhance product• Access to desktop publishing team

FOR HOME TUTORS & STUDENTS

• CD rom version and print documents to overcome technology issues• Development of orientation and help packages for students/home tutors and staff• Early Years learner needs: Multimedia incorporated where possible, consideration given to time spent on computer• Incorporation of Web 2.0 tools so students and home tutors can collaborate, communicate and connect to each other and to

experts

BSDE infrastructure to provide for

• Professional development opportunities – ICT pedagogical certificate and licence• Professional learning communities – access to eLearning help

Example 1

Unit development for broader use

• Online development

• Artrageous example (trial)

Similar projects?Txt 0403122249

MATHS

• Year 1- externally developed stand alone package

• Year 2 – Qld SDE online, CD rom and print materials.

Example 2

Professional learning researchIn order for teachers to develop and implement these blended learning programs in a pedagogically

sound manner, ongoing professional learning is important. As Blomeyer (2002) suggests “In the final analysis, online learning or e-learning isn’t about digital technologies any more than classroom teaching is about blackboards. E-learning should be about creating and deploying technology systems that enable constructive human interaction and support the improvement of all teaching and learning” (p.19).

Analysis of literature in this area highlights that in order to design effective professional learning opportunities for staff a number of factors need to be acknowledged:

• Recognition of the prior knowledge, skills, learning styles and personal beliefs about teaching of individual staff members

• Development of a sense of community which encourages sharing and collaboration for staff to set clear goals

• Ensuring the learning opportunities are timely and sustained and that they allow time for reflection

• Ensuring the learning is relevant and practical and meets ongoing and immediate needs. (Carlson, 1994, Lloyd and Cochrane, 2206, Newmann, King and Young, 2000)

Queensland model• How can organisations help teachers to plan for ICT

integration and promote a professional learning culture that caters for individual needs and beliefs within the organisational context? How can they provide for sustained, relevant, meaningful, practical professional learning that allows for deep learning and reflection?

• In Queensland, a framework for professional learning related to ICT integration/transformation has been developed which focuses on teacher practices and is situated in the life and world of the school.

Smart Classroom Professional Development Framework

This framework is designed for teachers to

• explore and clarify their understanding of how effective teaching and learning can be facilitated through ICT,

• explore and plan student learning experiences that effectively use ICT,

• reflect on their beliefs, planning and practices about using ICT for learning.

Smart Classrooms Effective eLearning (Department of Education & the Arts, 2006)

BSDE model

• Staff access to in-house facilitators to lead them through the process of the Smart Classroom’s Professional Development framework

• eLearning HOD to provide sustained, relevant, meaningful, practical help as needed and to cater for individual needs, abilities, skill levels and learning styles

• Sharing of ideas – staff meetings

• Developing a professional learning community

• PD opportunities in-house and externally

Similar projects in ur school or state?

txt 0403122249

Collation and discussion of ur txt input

References• Blomeyer, R (2002). Online Learning for K–12 Students: What Do We Know Now? Retrieved October 22, 2007

from http://www.ncrel.org/tech/elearn/synthesis.pdf

• Carlson, E. (1994). Staff development for multimedia: coping with complexity. In Ward, Anne (Ed.), Multimedia and Learning: A school leader’s guide (pp.53-60). Alexandria, VA: National School Boards Assoc.

• DETA (Department of Education, Training and the Arts). (2006a). Smart Classrooms Professional Development Framework. Retrieved October 23. 2007 from http://education.qld.gov.au/smartclassrooms/strategy/tsdev_pd.html

• Finger, G. Russell, G. Jamieson-Proctor, R. & Russell, N. (2007). Transforming learning with ICT: Making IT happen. Pearson Education Australia. Frenchs Forest, NSW.

• Lloyd, M. & Cochrane, J. (2006) Celtic knots: Interweaving the elements of effective teacher professional development in ICT. Australian Educational Computing 21(2): pp. 16-19.

• Newmann, F., King, B., Young, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. Paper presented at the Annual Meeting of the American Educational Research Association.

• Roffe, I (2004). Innovation and e-Learning: e-Business for an educational enterprise. University of Wales Press, Cardiff.

• Taylor, J. (2001) Fifth Generation distance education. Higher education series. REPORT No. 40. Retrieved October 22.2007 from http://www.dest.gov.au/archive/highered/hes/hes40/hes40.pdf