The Diploma Programme Online: New Developments New Relationships New Courses New Opportunities Page 0 0
Today s agenda 1. Introductions 2. The Diploma Programme (DP) Online a) Background and purpose b) How is quality assured? c) 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 online b) What are some of the course design elements 4. Pamoja Education and the IB a) Why Pamoja? b) Current course offerings c) What courses interest you? 1
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 2
Extend subject choice for students in IB World Schools IB World Schools provide support to their own students in online courses IB approves authorizes Course providers Develop online courses Set course requirements and timetable Provide all instruction in online courses Report students progress to school collaborate IB World Schools Guide and counsel students on course options Register students for online courses Ensure students can meet requirements and timetable Stay up-to-date on students progress Register students and administers IB examinations 3
Extending access to 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 Certificates Certificates Diploma Programme DP Coordinator Site Coordinator* Diploma Programme DP Coordinator Site Coordinator Diploma Programme DP Coordinator Site Coordinator * Required when students are enroled in online courses Pilot in 2010 Pilot in 2011 4
Incorporating external students IB Open World Schools and IB World Communities provide support to external students in online courses IB approves authorizes Course providers Develop online courses Set course requirements and timetable Provide all instruction in online course Report students progress to school collaborates IB Open World Schools & IB World Communities Guide and counsel external students on course options Register external students for online courses Ensure students can meet requirements and timetable Stay up-to-date on external students t progress Register external students and administer examinations 5
How will it work? How will existing IB World Schools be affected? Schools will determine: 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 course provider required online professional development on how to register, monitor and support students learning online keeps track of students progress and reports progress to parents 6
How is quality assured? 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 progress 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 7
Maintaining the IBness of the students experience IB has taken steps to ensure an authentic IB experience Providers must incorporate IBness into 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. o Explicit it links are made to Theory of Knowledge Course development must meet IB s academic standards for DP Online All online teachers must be experienced Diploma Programme teachers 8
What makes successful online courses? High degree of interaction (student-teacher) Teacher-led vs. Computer-led High degree collaboration (student-student) Student t centered and inquiry i 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 Better for sharing opinions and critical assessment of peer work Enables a more social experience good for getting acquainted Better for discussion of less complex tasks and planning 9
Technology enabled interaction Web 2.0 tools utilized within an online course etexts Interactive textbooks Netvibes subject-specific current event news articles and blogs Online Concept Mapping Using visual learning to build comprehension Elluminate Virtual office and classroom D2L (L.M.S) Weekly Lessons and Activities Weekly interactive checklists Chat Customised Course Homepages Course Documents My Locker Technical Know-How-To s T Rubrics Wiki s Study guide Interactive Notebook Glossary Podcasting Audio and Video for Mobile learning. Blogs Writing for an audience Wimba Voice blogging Google Docs Collaborative Presentations Diigo Social bookmarking 10
Challenges Multiple time zones: impact the development of group generated content reduce opportunities for synchronous collaboration Technology access: blanket school ICT policy restricts access to Internet scheduling considerations Practical work: experimental sciences and lab work 11
Investing in curriculum research with the IB Main issue is the compatibility of online practical work with practical work in faceto-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, with the current curriculum, starting ti in September 2012 http://yscience.byu.edu/tour/chemistry 12
But do DP Online students achieve comparable results? Original trial of online economics SL 2004 2006 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 Started t Sept 2007 and students t took exams in May 2009 Global mean grade = 4.4
Economics SL - geographic distribution 38 students 18 IB schools Online 10 countries mean grade = 4.4
Business & Management SL - geographic distribution 18 students 10 IB schools Online 7 countries mean grade 4.4
ITGS HL - geographic distribution 10 students 5 IB schools Online 4 countries mean grade = 4.4
Nurturing 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 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. Socializing with them. Getting their ideas and opinions because of the place where they were raised, place where they live, etc. 17
Who wants to do it? Interest from IB World Schools Half of all coordinators and heads believe students at their school would be interested t in taking online Diploma Programme courses More than 70% of heads and coordinators wanted to see one or 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 group. Group 6 courses attracted the lowest proportion of coordinators interest and second lowest of heads interest 18
Collaboration with Pamoja Education Since Spring 2006 IB has been looking for a suitable 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 will meet all of the quality control measures that IB requires In July 2008, Pamoja approached IB regarding its access agenda and DP Online. Pamoja is committed to preserving the quality of the IB experience Support for IB research into the delivery of experimental sciences online Long term agreement with Pamoja Education announced on 9 March, 2010. 19
About Pamoja Education Founded in 2009 to offer top quality DP online courses for IB World Schools 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- Saharan Africa Working in close cooperation with the IB Teacher recruitment Quality assurance during development, delivery and assessment Joint research into challenge areas including experimental sciences and languages 20
Pamoja Education s Project Jump Start A successful test t run, initiated iti t in September 2009 uniting 68 students studying 4 subjects in 6 sections residing in 16 countries attending 22 IB World Schools working with experienced IB teachers from 6 countries
Extending subject choice for students in IB Schools and beyond Pamoja to develop courses in all subject groups plus the Core Number of Courses IB will provide curriculum support and quality control Minimum catalog of 27 courses by 2015 Pace and scope of development determined by school demand 22
Courses on offer from September 2010 Group 2 Group 3 Group 5 23
September 2010 Cohort - What a classroom!! Uniting 281 students, from 70 schools in 37 countries: North and Latin America: 116 Africa/Europe/Middle East: 87 Asia Pacific: 78 Studying 7 Subjects (3 HL and 4 SL) in 15 course sections. Working with 11 IB teachers from: Netherlands, Ukraine, Hong Kong, UK, USA, China, Japan, India, South Korea and Bali. 24
Expanding to 12 to 14 courses for September 2011 Group 2 Group 1 Group 3 Mandarin ab initio German (Language A) HL German (Language A) SL????? Group 5 Group 6 Film SL 25
For further information or to express interest/questions Over to you about the project: Email: dp.online@ibo.org Email: darren.hughes@ibo.org Email: roderick.mcallery@pamojaeducation.com com 26