the diploma programme online:the diploma programme online
TRANSCRIPT
The Diploma Programme Online:The Diploma Programme Online:
New DevelopmentsNew Developments
New Relationships
New Courses
New OpportunitiesNew Opportunities
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Today’s agenda
1. Introductions
2. The Diploma Programme (DP) Online a) Background and purpose b) How is quality assured? ) q yc) How will it work for students both within IB World Schools and beyond?
3. Where are we now? a) What it is like to teach and learn onlinea) What it is like to teach and learn online b) What are some of the course design elements
4. Pamoja Education and the IB a) Why Pamoja?a) Why Pamoja?b) Current course offeringsc) What courses interest you?
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Why the Diploma Programme online?Why the Diploma Programme online?Increased access and greater educational opportunities
Extend subject choice for students in IB World Schools
Enable students who cannot attend an IB World School to benefit from an IB educational experience
Create international and intercultural classrooms in ways which cannot be envisaged in many schools
Enable students, increasingly socialized in the digital world, to develop 21st century skills that will equip them for life after school
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Extend subject choice for students in IB World SchoolsExtend subject choice for students in IB World SchoolsIB World Schools provide support to their own students in online courses
IB
authorizesapproves
IB World SchoolsCourse providerscollaborate
• Develop online courses• Set course requirements
and timetable • Provide all instruction in
online courses
• Guide and counsel students on course options
• Register students for online courses
• Ensure students can meetonline courses• Report students’
progress to school
• Ensure students can meet requirements and timetable
• Stay up-to-date on students’ progress
• Register students and
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gadministers IB examinations
Extending access to external studentsExtending access to external studentsOpportunities and support structures will be similar for all participating students
Internal students External students
IB World School
IB Open World School
IB World Community
•Certificates •Certificates •Certificates
•Diploma Programme
DP C di t
•Diploma Programme
DP C di t
•Diploma Programme
DP C di t•DP Coordinator
•Site Coordinator*
•DP Coordinator
•Site Coordinator
•DP Coordinator
•Site Coordinator
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Pilot in 2010 Pilot in 2011* Required when students are enroled in online courses
Incorporating external studentsp gIB Open World Schools and IB World Communities provide support to external students in online courses
IB
authorizesapproves
IB Open World Schools & IB World CommunitiesCourse providers
ll b tcollaborates• Develop online courses
• Set course requirements and
• Guide and counsel external students on course options
• Register external students for online coursesq
timetable • Provide all
instruction in online course
online courses• Ensure students can meet
requirements and timetable• Stay up-to-date on external
t d t ’
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• Report students’ progress to school
students’ progress• Register external students and
administer examinations
How will it work?How will existing IB World Schools be affected?
• Schools will determine:
How will it work?
– whether or not to allow their students to participate
– how student participation will be funded
• Schools must have in place a site-based coordinator
communication liaison between school and– communication liaison between school and course provider
– required online professional development on how to register, monitor and support students g , pplearning online
– keeps track of students’ progress and reports progress to parents
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How is quality assured?q y
All students – including “external” students – must register through -
IB has taken steps to ensure a high-quality online experience
All students including external students must register through and be supported by - an authorized IB World School, IB Open World School or IB World Community
A site-based coordinator will support students and monitor progresspp p g
Online teachers will complete IB-approved professional development
Providers and courses will be monitored to ensure quality
Course development and delivery will be based on current best practice in online education
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Maintaining the “IBness” of the students’ experienceg p
Providers must incorporate “IBness” into d i
IB has taken steps to ensure an authentic IB experience
course design
o Course content and assignments are aligned with the IB subject guide
o The course works toward developing in students the attributes of the IB Learner Profile.
E li it li k d t Th fo Explicit links are made to Theory of Knowledge
Course development must meet IB’s academic standards for DP Onlineacademic standards for DP Online
All online teachers must be experienced Diploma Programme teachers
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Wh t k f l li ?
High degree of interaction (student-teacher)
What makes successful online courses?
Teacher-led vs. Computer-led
High degree collaboration (student-student)
St d t t d d i i b d l i Student centered and inquiry based learning
Constructivist vs. Infotainment
Asynchronous vs. Synchronous
Asynchronous Synchronous• Students have more time to reflect because there is no • Quick response
expectation of an immediate answer
• Enables the student to schedule learning around work and family commitments
Q p• Enables a more social experience … good for getting
acquainted• Better for discussion of less complex tasks and
planning
• Better for sharing opinions and critical assessment of peer work
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Technology enabled interaction gyWeb 2.0 tools utilized within an online course
Wiki’sElluminateNetvibes Study guideInteractive NotebookGlossary
Virtual office and classroom
Netvibessubject-specific current event news articles and blogs
Podcasting
D2L (L.M.S)
Weekly Lessons and ActivitiesWeekly interactive checklists Blogs
gAudio and Video forMobile learning.
eTextsInteractive textbooks
Weekly interactive checklistsChatCustomised Course HomepagesCourse DocumentsMy LockerT h i l K H T ’
BlogsWriting for an audience
Online Concept Mapping Technical Know-How-To’sRubrics Wimba
Voice blogging
Online Concept MappingUsing visual learning to build comprehension
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DiigoSocial bookmarkingGoogle Docs
Collaborative Presentations
ChallengesChallenges
• Multiple time zones:
– impact the development of group generated content
– reduce opportunities for synchronous collaborationreduce opportunities for synchronous collaboration
• Technology access:
– blanket school ICT policy restricts access to Internet
– scheduling considerations
• Practical work:
– experimental sciences and lab workexperimental sciences and lab work
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Investing in curriculum research with the IBInvesting in curriculum research with the IB
• Main issue is the compatibility of online practical work with practical work in face-to-face courses
• Establish a Group 4 Sciences online curriculum review group
• Outcome is a new face-to-face course which allows for fully integrated online course – establishing an identical IA model
• Pilot hybrid Physics SL and ESS courses, ith th t i l t ti iwith the current curriculum, starting in
September 2012http://yscience.byu.edu/tour/Chemistry
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But do DP Online students achieve comparable results?
Original trial of online economics SL 2004–2006
Course completed online by 11 students in four IB Schools
But do DP Online students achieve comparable results?
2004 - 2006
Course completed online by 11 students in four IB Schools
Schools did not offer economics – online was only option
Started Sept 2004 and students took exams in May 2006
2007 - 2009
2nd cohort of online economics SL 2007–2009
Course completed by 7 students in four IB schools
Same online course taught by a different online teacher
Schools did not offer economics – online was only option
St t d S t 2007 d t d t t k i M 2009
Global mean grade = 4.4
Started Sept 2007 and students took exams in May 2009
Economics SL - geographic distribution
Online mean grade = 4.4 38 students 18 IB schools 10 countries
Business & Management SL - geographic distribution
Online mean grade 4.4 18 students 10 IB schools 7 countries
ITGS HL - geographic distribution
Online mean grade = 4.4 10 students 5 IB schools 4 countries
Nurturing global citizenshipNurturing global citizenship
Students who participated in courses this year put connecting with other students at the top of their list of things that they liked most about the course.
Further positives are detailed in student feedback detailed below:
“Seeing viewpoints on issues from multiple cultures and countries.”
“It has allowed me to connect with people that I otherwise wouldn't have which in turn has given me other takes on issues that mayhave, which in turn has given me other takes on issues that may not have been raised in a class of one nationality. “
“It allowed communication and cooperation with classmates from all over the world who had different viewpoints then I, as opposed to a local face to face course ”local, face-to-face course.”
Socializing with them. Getting their ideas and opinions because of the place where they were raised, place where they live, etc.”
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Who wants to do it?Who wants to do it?Interest from IB World Schools
• Half of all coordinators and heads believe students at their h l ld b i t t d i t ki li Di lschool would be interested in taking online Diploma
Programme courses
More than 70% of heads and coordinators wanted to see one 3 ff dor more group 3 courses offered
Coordinators and heads indicated a broad interest in language courses – with regional variations
Among all group 4 courses, ecosystems and societies, design technology and physics were the most frequently suggested
Computer science also received the highest number of requests than any other course from any other subject grouprequests than any other course from any other subject group.
Group 6 courses attracted the lowest proportion of coordinators’ interest and second lowest of heads’ interest
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Collaboration with Pamoja EducationCollaboration with Pamoja Education
Since Spring 2006 IB has been looking for a suitable partner/donor for the funding of thesuitable partner/donor for the funding of the DP Online project
We have met with the major online providers and had been unable to find a partner who pwill meet all of the quality control measures that IB requires
In July 2008, Pamoja approached IB di it d d DP O liregarding its access agenda and DP Online.
Pamoja is committed to preserving the quality of the IB experience
S t f IB h i t th d li f Support for IB research into the delivery of experimental sciences online
Long term agreement with Pamoja Education announced on 9 March, 2010.
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,
Ab t P j Ed ti
• Founded in 2009 to offer top quality DP online courses for IB World Schools
About Pamoja Education
• A social enterprise, established by Pamoja Capital– social entrepreneurs and investors in alternative energy and education
profits benefit the charitable McCall MacBain Foundation and its work in sub– profits benefit the charitable McCall MacBain Foundation and its work in sub-Saharan Africa
• Working in close cooperation with the IBWorking in close cooperation with the IB– Teacher recruitment
– Quality assurance during development, delivery and assessment
– Joint research into “challenge areas” including experimental sciences and – Joint research into challenge areas including experimental sciences and languages
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Pamoja Education’s “Project Jump Start”
A f l “t t ” i iti t d i
Pamoja Education s Project Jump Start
A successful “test run”, initiated in September 2009
• uniting 68 studentsg• studying 4 subjects in 6 sections• residing in 16 countries • attending 22 IB World Schoolsg• working with experienced IB teachers
from 6 countries
Extending subject choice for students in IB Schools and beyond
• Pamoja to develop courses in all Number of Courses
Extending subject choice for students in IB Schools and beyond
j psubject groups plus the Core
IB ill id i l t • IB will provide curriculum support and quality control
• Minimum catalog of 27 courses by 2015
• Pace and scope of development determined by school demand
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C ff f S t b 2010Courses on offer from September 2010Group 2
Group 3
Group 5
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September 2010 Cohort What a classroom !! September 2010 Cohort - What a classroom !!
• Uniting 281 students, from 70 Uniting 281 students, from 70 schools in 37 countries:
• North and Latin America: 116• Africa/Europe/Middle East: 87• Africa/Europe/Middle East: 87• Asia Pacific: 78
• Studying 7 Subjects (3 HL and 4 SL) i 15 tiin 15 course sections.
• Working with 11 IB teachers from:
• Netherlands Ukraine Hong • Netherlands, Ukraine, Hong Kong, UK, USA, China, Japan, India, South Korea and Bali.
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E di t 12 t 14 f S t b 2011Group 2 Group 1
Expanding to 12 to 14 courses for September 2011
GermanGerman
Group 3
German (Language A)
SL
German (Language A)
HL
Mandarin ab initio
?????
Group 5 Group 6
Film SL
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For further information or to express Over to you…interest/questions about the project:
Email: [email protected]: [email protected]: roderick mcallery@pamojaeducation comEmail: [email protected]
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