Michael B. Horn: For Digital Learning, the Devil’s in the Details

With Digital Learning Now providing a "“Roadmap for Reform,” that is a a guide to help states navigate different paths toward changing their online education policies, and non-profits such as the Khan Academy providing digitally-based Open Education Resources to schools, one might assume that moving into the future of online learning will be a straightforward exercise.
It isn't that easy, as I write in the Spring 2012 issue of Education Next.
Crafting a viable funding model for online courses that makes sense for districts and providers alike has not been easy. Even more challenging is helping schools and districts transition to a world in which students still need some of the services they provide but take most of their courses online. How does funding work in this model? How do schools create the flexible schedules and offer the critical services—many of which may be nonacademic—to accommodate students’ varying needs? How do they transition to this service—or community center—model?
Suggesting that a road map document could tackle such complexity isn't fair. But a glimpse into the exciting— and uncertain—future presented by Digital Learning Now! does raise many legitimate questions. That’s no reason to delay implementing its recommendations though; innovation is never perfect right out of the box.
Click here to read my entire article and find out why I believe innovations will clear many of the familiar roadblocks.

Guest Commentary: Alliance for Excellent Education Revisits its 'The Digital Learning Imperative'

Researchers don't often go back to their published work to see if their predictions came true. But that's exactly what the Alliance for Excellent Education did.

 Founded by former West Virginia Gov. Bob Wise, the Alliance published "The Digital Learning Imperative" in 2010. It contained bold predictions and prescriptions for the future of virtual education.

Wise would go on to join former Florida Gov. Jeb Bush in launching Digital Learning Now, an advocacy group that has developed model legislative strategies for expanding online learning opportunities.

Two years after the publication of "The Digital Learning Imperative," the  Alliance for Excellent Education returned to the original report. In the 2012 version, researchers revisit state education budgets, teacher quality and the impact digital learning has made, and can make, on education and public policy  in the future.

The researchers also take a second look at some of the original assumptions. In some cases, they broaden definitions of digital learning (blended learning take an important step into the spotlight).

"Simply slapping a netbook on top of a textbook, however, will not necessarily lead to significant 

outcomes. Critical for learning success with digital learning is developing a comprehensive strategy that  has a foundation of involvement and sustained career training for teachers—not occasional professional development—which concentrates not just on the technology, but also on the pedagogical skills needed to use the technology in teaching and learning," the researchers write.

"Piecemeal, incremental action is taking place in some states to move toward more digital textbooks, for example, or toward 1:1 laptop/device programs," they note.  But without well- thought-out policies that consider quality, the importance of teaching, and the experience of the student, these fragmented efforts will produce no better results than reform efforts of the past decades."

Click here to read the complete report.

Guest Commentary: Lance Izumi on How California Impededs Digital Learning.

There's a lot of California dreaming going on and the focus is improving the state's atmosphere for expanding online learning opportunities.
Earlier this fall, education blogger John Fensterwald called California a "backwater for K-12 online learning."
A few weeks ago, a plan to  an online learning initiative on the November 2012 ballot.
"The California Student Bill of Rights," the supporters say, would greatly expand high school online education, while breaking down geographic and other barriers that are denying many rural and urban students equal opportunities to attend a four-year public university.
Now, Lance Izumi, senior director of Education Studies at the Pacific Research Institute, using Digital Learn Now's online learning report, to show how California is short-changing students who want to take classes online.
"Jim Konantz, a top official at a large digital-learning company, says that he is surprised that much of the online-education technology "started out here in Silicon Valley, and we're the last to get on board here in California," Izumi writes.
Click here to read Izumi's complete article.

Guest Commentary: Slicing and Dicing Digital Learning Now's Report Card

Brian Bridges is director of the California Learning Resource Network (CLRN) a board member of CUE, a nonprofit, California corporation whose goal is to promote technology in education Board of Directors and a frequent commentators on the virtual education movement.
Bridges recently took a detailed look at the results of Digital Learning Now's Report Card. He was disheartened to find out that, by his calculations, California finished dead last when it comes to providing a nurturing atmosphere for expansion of digital learning opportunities.
Bridges then used this protocol and ranked all 50 states--something the Digital Learning Now Report Card didn't do. In one data base, Bridges used the 50 categories used by DLN. In another analysis, Bridges fine-tuned the DLN categories and 72 data points for his analysis. Bridges' results:
"While there are 72 data points, the highest score by any state was 49, shared by Utah and Wyoming. If we weren’t grading on a curve, both No. 1s would have 68% on our test, earning 'D' grades," Bridges wrote.
"However, given that this is a new test, one might ask if all the questions are valid, if some are more important that others, if there was a rubric indicating what is required to meet each point, or if the tests are fairly graded," he added.
Click here to read more of his analysis and to find spreadsheet showing DLN totals and a spreadsheet using Bridges 72-point database.

Guest Commentary: John Fensterwald of Educated Guess Bluntly Says--California is 'Dead Last in Digital Ed'

John Fensterwald is a veteran California journalist who has covered state education matters for decades. He now runs a blog called Educated Guess for the Silicon Valley Education Foundation.
This week he posted a viewpoint on where the Golden State stands as far a digital education.
"California is a backwater for K-12 online learning, according to a new analysis of states’ policies toward virtual education. Other states are clearing away obstacles and adopting innovative strategies, such as allowing middle school students to take high school courses online and letting students start online courses anytime and complete them whenever they show competency. California is stuck in the past, imposing the standard calendar and student-teacher ratios on a virtual world," Fensterwald writes.
Using the Digital Learning Now report card, Fensterwald added: "Brian Bridges, director of the California Learning Resource Network (CLRN) and a font of knowledge on digital courses, did calculate the states’ individual totals. Out of a possible score of 72, Utah and Wyoming topped the states with 49. The median was 27, he reports in his blog. With 14 points, California was last."
Click here to read Fensterwald's complete post, which includes suggestions on how California can muscle to the head of the digital learning pack.
Click here to read how Brian Bridges calculated rankings for California and other states using the Digital Learning Report Card.