Diploma Programme Online: progress and opportunities. Associations of IB World Schools Meeting January 2009, Vancouver, BC David Ogden

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1 Diploma Programme Online: progress and opportunities Associations of IB World Schools Meeting January 2009, Vancouver, BC David Ogden International Baccalaureate Organization 2007

2 Presentation overview 1. Purpose of the Diploma Programme Online 2. Schools interest and concerns 3. Current offerings and enrolments 4. Maintaining the quality of students experience 5. Supporting students in IB World Schools 6. Incorporating external students 7. Next steps 8. Questions and comments Page 2

3 Purpose of the Diploma Programme online Increased access and greater educational opportunities Develop an online version of the IB Diploma Programme that can both support delivery in existing IB World Schools but also reach out to completely new communities of students that cannot physically attend an IB World School. From Growth to Access 2006, report from the IB Board Page 3

4 Purpose of the Diploma Programme online Increased access and greater educational opportunities Extend subject choice for students in IB World Schools Enable students who cannot attend IB World Schools 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 Connecting people with technology, Page 4

5 Schools interest and concerns Diploma Programme schools support the idea, remain cautious about participating 77% of coordinators agreed it is important to explore how the Diploma Programme can be delivered online 50% of heads and coordinators think their students would be interested in taking online Diploma Programme courses 33% of coordinators and heads expressed interest in participating in the Diploma Programme online pilot 15% of schools informed their students of the informed students of the opportunity to register for the online courses available in September 2007 Data are based on surveys of Diploma Programme coordinators in October 2006 and of heads of schools in March Page 5

6 Schools interest and concerns Diploma Programme schools support the idea, remain cautious about participating The factors that positively or negatively influence schools decisions to offer courses are the same. The frequency with which they are cited is different. The right subjects / level / language / or examination session Subjects on offer not already available at the school Cost of courses Timeliness or completeness of information provided about courses Online Diploma Programme course quality assurance Student support / administrative requirements Timetable / scheduling / length of course Cost of courses Online Diploma Programme course quality assurance Subjects on offer not already available at the school Student support / administrative requirements Timetable / scheduling / length of course The right subjects / level / language / or examination session Timeliness or completeness of information provided about courses Page 6 Data are based on surveys of Diploma Programme coordinators in October 2007 and of heads of schools in March 2008.

7 Current offerings and enrolments Four online classes in three subjects Examination in May 2009 Economics SL (2-year) Psychology SL (1-year) Examination in May 2010 ITGS HL (2-year) Economics SL (2-year) Participants represent a growing number of students and schools Course Year Offered Total students Total schools Economics SL Economics SL Psychology SL Economics SL ITGS HL Page 7

8 Current offerings and enrolments Participating students drawn from 17 schools in 12 different countries Economics (VHS) Economics (VHS) ITGS (VHS) Psychology (KC Distance Learning) Page 8

9 Current offerings and enrolments Similarities and differences between online and traditional courses Similarities Taught by experienced Diploma Programme teachers Follow and meet subject guide aims and objectives Students complete same internal and external assessments Academically demanding subject matter Require daily participation and study Include both group and independent work and learning Differences Main communication with teacher and other students is via the internet rather than face-to-face Students in the same class attend different schools (in a different country) School staff may not be familiar with subject content Students grades and participation are always available for review by school coordinators School and remote teacher share responsibility for student support Page 9

10 Maintaining the quality of students experience Steps IB has taken to maintain a high-quality educational experience Course development and delivery requirements based on standards derived from current best practice Courses designed as student-centered, inquiry based and include regular interaction among students and the teacher Courses are reviewed and evaluated by IB prior to being taught All online teachers must complete IB professional development Providers and courses are monitored by IB to promote quality Students must register through an authorized school or community A site-based coordinator must be in place to counsel and support students before and during the course Page 10

11 Supporting students in IB World Schools IB World Schools provide support to their own students in online courses IB authorize Course provider Develops online course Sets course requirements and timetable Provides all instruction in online course Reports students progress to school collaborate IB World School Guides and counsels students on course options Ensures students can meet requirements and timetable Registers students for online course Stays up-to-date on students progress Registers students and administers IB examinations Page 11

12 Supporting students in IB World Schools IB World Schools provide support to their own students in online courses Schools determine: whether or not to allow their students to participate how student participation will be funded if students can take an online class offered face-to-face who will fill the role of site-based coordinator Schools must have in place a site-based coordinator liaison between school and course provider receives online professional development on how to register, monitor and support students learning online keeps track of students progress and helps resolve issues that may arise Page 12

13 Incorporating external students A key aim of the project is to provide access to students outside of IB World Schools External students are students who do not physically attend an IB World School. They will need support just like students inside IB World Schools. Guidance in Diploma Programme opportunities, rules and regulations Registration for online Diploma Programme courses Liaison between online course provider and student s local school Registration, administration and supervision for IB examinations Other support if trouble occurs (technology snafus, encouragement when needed, unexpected life emergencies) (Open University Communications Group) Page 13

14 Incorporating external students IB Open World Schools and IB World Communities will support external students IB Open World Schools and IB World Communities will provide the academic guidance and administrative support external students need when taking online Diploma Programme courses. They will not be responsible for teaching the students. IB Open World School: existing IB World Schools willing to support students who do not physically attend their school. IB World Community: newly authorized organization that has an ongoing relationship with a significant number of students whose local school does not offer Diploma Programme courses or whose education is interrupted due to specific circumstances (e.g., professional pursuits, sports training, illness, war). Examples include sporting federations, hospitals or community-based organizations, online course providers. Page 14

15 Incorporating external students IB Open World Schools provide support to external students in online courses IB authorize Course provider IB Open World School Develops online course Sets course requirements and timetable Provides all instruction in online course Reports students progress to school Page 15 collaborate Guides and counsels external students on course options Ensures students can meet requirements and timetable Registers external students for online course Stays up-to-date on external students progress Registers external students and administers IB examinations Liaises with external student s local school

16 Incorporating external students IB Open World Schools provide support to external students in online courses Schools determine: which and how many external students they can support how student participation will be funded who will fill the role of site-based coordinator where and how to administer and supervise IB examinations Schools must have in place a site-based coordinator liaison between school, course provider and external students local school required online professional development on how to register, monitor and support students learning online keeps track of students progress and helps resolve issues that may arise Page 16

17 Incorporating external students IB World Communities provide support to their own students in online courses IB authorize Course provider IB World Community Develops online course Sets course requirements and timetable Provides all instruction in online course Reports students progress to community Page 17 collaborate Guides and counsels students on course options Ensures students can meet requirements and timetable Registers students for online course Stays up-to-date on students progress Registers students and administers IB examinations Liaises with students local schools

18 Incorporating external students IB World Communities provide support to their own students in online courses Communities determine: which students can participate how student participation will be funded who will fill the role of programme coordinator and site-based coordinator where and how to administer and supervise IB examinations Communities must have in place a programme coordinator liaison and point of contact between community and IB required professional development on role of programme coordinator and procedures in Handbook for Diploma Programme Coordinators responsible for IB examination registration, administration and supervision Page 18

19 Incorporating external students IB World Communities provide support to their own students in online courses Communities must have in place a site-based coordinator liaison between community, course provider and students local school required online professional development on how to register, monitor and support students learning online keeps track of students progress and helps resolve issues that may arise Communities may work with an IB Open World School not required efficiencies of exam administration and supervision cooperation between like-minded organizations Page 19

20 Incorporating external students Opportunities 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 Diploma Programme DP Coordinator Certificates Diploma Programme DP Coordinator Certificates Diploma Programme DP Coordinator Page 20 Site-based Coordinator* * Required when students enrolled in online courses Site-based Coordinator* Site-based Coordinator*

21 Next steps Current activities with current funding Promoting online Diploma Programme courses available in September 2009: Mandarin ab initio SL (new offering), Economics SL, ITGS HL, others TBD Creating informational resources and authorization procedures for IB Open World Schools and IB World Communities (standards and practices, questions and answers, responsibilities and requirements) Identifying and working with initial pilot IB Open World Schools and IB World Communities Providing professional development for site-based coordinators Evaluating economics, ITGS and psychology courses currently running Developing online modules for Theory of Knowledge to pilot in 2009 Continuing to pursue external funding sources Page 21

22 Next steps Future activities with future funding Expand scope of the project to offer multiple courses from multiple subject groups Develop infrastructure to support increased subject offerings and student participation Trial all Diploma Programme elements: one course in each Diploma Programme group, TOK and online support for CAS and the extended essay Contingent on securing funding! Page 22

23 Over to you Questions? Comments? Page 23

24 Further information General information on the Diploma Programme Online project: Information on opportunities to participate: Comments/questions about the project: Page 24

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