The aftershocks being felt in the virtual education community over the past couple days are in response to a study written by the American Enterprise Institute's Rick Hess.
Called Quality Control in K-12 Digital Learning, the Hess study is the first volley in series of six papers commissioned by the Thomas B. Fordham Institute on policies surrounding the growth of digital learning.
Hess looks at how to ensure that digital learning provides a quality education. No small task since, "taking advantage of all the opportunities online learning offers means that there is no longer one conventional 'school' to hold accountable. Instead, students in a given building or district may be taking courses (or just sections of courses) from a variety of providers, each with varying approaches to technology, instruction, mastery, and so forth," Hess writes.
The responses to the Hess study are growing and many have been thoughtful.
Bill Tucker, who writes Education Sector's blog "The Quick & The Ed," writes that "perhaps the best part of the paper is its realistic recognition that there is no magic recipe to ensure quality. We need a blend of strategies and a willingness to adopt better tools as they become available, not only for digital learning, but also for traditional, place-based learning and all of the blended learning options in-between."
Tucker then adds five more ideas to move along the conversation about digital learning and quality.
Click here for a link to more about the Hess study and the complete report.
Click here for a link to Liberating Learning blog contributor Tom Vander Arks response to the Hess study.
Click here for Bill Tucker's complete post.
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