The Virtual Learning Magnet Education Policy Briefing United States Department of Education 23 July 2009

Elements Guiding Precepts Broad overview of the VLM The VLM for Space, Science and Mathematics The Proof of Concept Broad Lessons Learned

Guiding Precepts In the 21 st century, geography and time must no longer be allowed to be determine a child’s ability to learn at the highest levels. The best teachers, content resources, and tools for learning can be made available to every child 24/7/365. Innovative learning opportunities will be dependent on open, systems that accommodate change, expansion, and rapid technological advances. New technologies can overcome barriers of equity and access.

Guiding Precepts We have the potential to reach every single child, from the traditionally successful to those who fail in or are failed by our system. We can challenge students to the same high levels of rigor and success regardless of their school or state. Students will learn and are most successful when they exercise appropriate control over decisions about their learning. Every child should experience the excitement of becoming a successful learner. Paradigm-breaking innovations which are learner centered rather than school centered are possible.

The Virtual Learning Magnet How the design meets the guiding precepts: –Personalization & mass customization of learning –Interest-driven curriculum –Differentiated levels of student self-directed learning content, depth, breadth, time –Non-linear course design with highly modularized content –Assessment for learning –Performance-based credits

The Virtual Learning Magnet How the design meets the guiding precepts (continued): –Use of Open Educational Resources to provide scalability at lower costs –Shift of teaching role from delivering content to supporting self- directed learning, providing feedback, and coaching for success –New opportunities for public and private sector to partner around the needs of students

The Virtual Learning Magnet for Space Science and Mathematics Meets STEM-related priorities A suite of 6-8 courses similar to a magnet school focus –Reach from “middle school” to dual credit –Physics chosen as a pivotal course in the suite –VLM courses replace traditional courses for credit towards graduation Innovative cross-state collaboration –Sharing content, teaching, and infrastructure –Brings students and teachers with similar interests together to learn Overwhelming support and enthusiasm from the Chiefs

The Proof of Concept (Feb – May 2009) Made possible through National Aeronautics and Space Administration, unsolicited proposal for $250K Introductory Physics – organized around eight “Big Ideas” using NASA and OER content No textbook/ all materials online Learning Team: 50 students from 8 states and DC supported by 2 experienced online teachers Use of Social Networking Smithsonian engagement after POC began demonstrates magnet- like nature of the VLM to attract those who can contribute content, context, and subject matter expertise –Business and industry, military, non-profits, governmental

Broad Lessons Learned Although the Proof of Concept was very limited, it affirmed basic design: It is possible through collective state action to provide unique learning opportunities that cannot be replicated by every school or every state. Potential of shared standards or a common core –Standards mean interoperability –Foundation for differentiating instruction –Enables choice in learning and demonstrating learning If standards and expectations are clear, it is possible for students and teachers to work across geographic boundaries and in new roles to meet specialized needs and interests.

Broad Lessons Learned The VLM can supplement existing state virtual schools and traditional brick and mortar schools. Use of OER resources reduces costs and expands student choice. Innovating with technology opens new opportunities to work with government and industry to ensure 21 st century global competitiveness.

Contact: Linda Pittenger, Tom Welch,