1. Adapting and Building for the Future
Futures of Learning:
Adapting and Building for the Future

2. What is Blended Learning?
Blended Learning is a balance of teacher-led instruction with student-centred, flexible, self- paced, multimodal approaches to learning
Students learn in a supervised brick and mortar school environment in part through online delivery
It is an increasingly popular instructional model that is helping schools and their communities address issues of:
broad curriculum access
student engagement
challenges of student achievement
expectations of 21st century learners

3. Pat Bassett, NAIS – Schools of the Future
“The end of education as we know it may be the prelude of learning as students need it…the new technologies of web-delivered instruction offer disruptive competition that’s good… and will meet some of the needs of students that traditional classroom-based instruction typically does not: adaptive testing and monitoring of progress; subsequent individualizing of instruction; ability to access and re-access lessons anywhere, anytime; etc.”
“If you are not a school of the future, you won’t be a school in the future.”

4. Credibility in online courses
What standards?
How do these mesh with our own accreditation
Course development at K12 and Pamoja – with instructional design experts
iNACOL International Standards of Quality for Online Courses
online course content, instructional design, technology, student assessment, and course management
Depth of the material // Quality of the design
Engaging interactive curriculum built by expert team
Over $250 million invested in curriculum and platform
Importance of materials (textbooks, science lab kits, novels, etc.)

5. Blended Learning “Best of Both Worlds”
Increased opportunities for courses not available on our campuses / in our schools
Focused on empowering students to chart an individualized curriculum pathway
Hargreaves distinction between Business and Professional Capital
this is not an effort to replace teachers – online learning needs mediation and moderation as a part of the curriculum

6. Added Value with Online Learning
Extend course choices
Resolve scheduling conflicts
IB Diploma and Advanced Placement courses
Credit Recovery options
Reduce the cost of low enrollment courses
Options for advanced learners in middle school
Summer School opportunities
Continuity of learning as students move globally
Help students develop 21st Century skills
Meet diverse and individual needs of students (i.e. special education/learning needs)
Manage waiting lists
Increase student access

7. Blended Learning at ISBerne
Where are we?
G9-10 Electives – non-MYP – 32 students this year
IBDP – Math HL, Film SL, Spanish ab initio
Challenges
IT – k12, infrastructure, Pamoja
Different form of learning
Faculty involved
Why are we doing this?
Increased opportunities for students
Extends the reach of our school – access and connections
E-learning is a 21st century skill we need to be developing – life-long learning skill

8. Overview So What Are We Doing? Working with K12 Icademy courses
K12 Icademy electives
IB DP Students studying online with Pamoja Courses
IB DP World School Project
ISBerne Online Development

9. ISBerne Online Original Plan:
Construct and develop online courses in partnership with k12 and IB – create an international blended curriculum
Course development – realistic timeline combined with political realities
Impact on us, on-campus
Decision - Soft launch – October 2011

10. ISBerne Online Future development, future opportunities
IBOWS – IB Open World School – pilot project
IBDP – has more options - extending access globally
Opening our market
Course development – longer term
Teaching online – opportunity, not a requirement
There will be challenges
Study Abroad

11. International School Partners
IB Open World Schools Pilot Project
ISBerne
Yokohama IS
Adrian HS – Michigan
Riverview HS - Florida
K12 partners with international schools to expand course offerings to students
American School Foundation of Monterrey, Mexico
Anglo American School of Sofia
Beijing BISS International School, China
Graded School, Sao Paolo, Brazil
International School of Bangalore, India
International School of Iceland
International School of Manila
International School of Panama
Qingdao International School of Shandong
School of the Nations Brasilia
Union School of Haiti
Uruguayan American School, Montevideo, Uruguay
35 total

12. Local School Site Coordinator
A part-time Site Coordinator must be assigned to:
Coordinate student enrollments with K¹² for each cohort start
Ensure that your students have properly working equipment and access to high speed internet
Monitor your students’ progress by checking the grade book and login/activity
Check the Communications Center (K-Mail) daily for important information from your teachers or K12 staff
Keep the lines of communication open with your K¹² Account Manager and attend weekly conference calls to review student progress and success
Pamoja requirements 12

13. Building for the Future
New Campus Opening planned for 2015
Blended learning campus – what could this mean?

14. Building for the Future
Questions?
Kevin Page