Welcome to SETDA's Toolkit 2005 on Virtual Learning. This site was created as part of the 2004 National Leadership Institute in Washington, DC.
|
|
Step One: Understanding the Models and Adopting a Common LanguageOne of the critical needs for any leader is to know and understand the range of options that are available for a particular program. This is especially true in eLearning. Before choosing a particular eLearning program for their states, is critical that state leaders first know the range of possibilities for such programs. In thinking through these options, state leaders must understand the implications and efficacy of these different eLearning models and policies, and the potential challenges and solutions to those challenges. Recognizing this need, one subgroup focused on delineating the key attributes of the many different kinds of eLearning models. This subgroup developed an Attributes Matrix [PDF 76 KB] – a continuum of eLearning models that range from a much more limited use of technology within traditional school settings to cyber-schools in which students receive the majority of their instruction via online courses. The group intends for this continuum to serve as a reference point for discussions about eLearning policies and implications, providing a common language and understanding with which to have such discussions. The group purposefully focused on eLearning models at the macro-level—these attributes characterize eLearning programs from the state-level perspective rather than drilling down to the details of specific eLearning courses. The descriptions are also intentionally generic so as to be useful to leaders and stakeholders in a variety of settings. The models within this matrix are highlighted to serve as a guide for leaders who are in the process of assessing their state’s needs while also understanding the realities of their state policies that often dictate governance, staffing and funding. This tool can be used to inform policymakers and state leaders by representing the characteristics that currently exist in a wide variety of eLearning models and assessing whether these models might be appropriate given the particular state’s context. With this stated purpose, the group also thought it important to include the policy implications of these different models, along with the descriptions of what these models entail. The different models on the continuum are broken down by issues such as governance, staffing and funding, and explanations for how these different issues take shape with different eLearning models (e.g. where the locus of control for eLearning programs resides when students from traditional schools take one or two virtual courses). Thus, the guide provides a reference point for stakeholders to begin the process of discussing, developing or incorporating differentiated e-learning policies into existing education infrastructures.
|
MAKING THE CASE TIP #1:
