Director's Blog: Finding Fidelity in a Blended World

The North Carolina Virtual Public School, www.ncvps.org, enters new territory this Fall of 2010 as we have our first ever funding formula mandated by our state legislature. For the first time in our history, school districts have to compare the value of our services amidst a sea of online and blending learning providers. The question school districts are asking right now is how do you find fidelity in a blended world? Because ncvps.org also operates under a state board policy that requires us to approve all e-learning courses for credit in North Carolina, I thought I'd share this week the three big ideas we advise school districts on when looking for fidelity in a blended world of learning providers.

First, all content is not created equal. United States students took courses from state virtual schools, education management organizations, higher education institutions, and corporate e-learning providers to the tune of “75 % of United States school districts having one or more students in a fully-online or blended course environment this past year" (Patrick, 2010). Yet, content experiences often vary. In many instances, many players in this space struggle to align with state standards, invoke existing research on blended learning, and/or focus more on technology
engagement, than rigor.

At ncvps.org all of our courses are aligned to the NC Standard Course of Study, iNACOL standards, PISA frameworks, and NAEP standards. Our courses are taught by highly qualified NC certified teachers, and through our revision cycles, our instructional models are robust, and constantly augmenting to the new common core standards.

So, the first question one should ask when reviewing fidelity for e-learning providers is "what do students need to know?" (Dufour, 2008). In addition to resources like the www.edweek.org article “Buyer Beware”, I routinely direct evaluators to the six core subject experiences of 21st Century Learning found here: http://www.p21.org/. If the blended learning providers think this way and can demonstrate it through their courseware, then you have begun to assemble the fidelity picture on your potential investment.

Second, context is king. "How are the students learning the content?", (Dufour, 2008), is a key question you must ask when assessing fidelity in a blended world. As school districts in North Carolina evaluate which providers provide the best "blended learning experiences" for students at the best value, we ask them to consider classroom space
and human resources differently. We ask them to do a cost benefit analysis on their e-learning programs alongside of balancing highly qualified teacher loads, credit recovery and remediation costs, and where they want to be regarding competency-based learning versus seat-time learning. Therefore, context flexibility by the provider is a key element in terms of product performance. In order to engage learners in the Web 2.0 tools necessary to answer the key context
question, school districts and leaders must not only have assurances that providers posses Web 2.0 tools that engage students, they must also as Chris Dede (http://www.gse.harvard.edu/~dedech/) of Harvard University often reminds "assess the types of learning that are actually happening with the engaging tools". As Nancy Robinson suggests, "today student's value customization and personalization; the ability to scrutinize and provide feedback for improvement; Integrity and openness; and they want collaboration and “serious play” in their education, project-based, real-life experiences (http://www.iconoculture.com/)". All of these factors are critical issues to consider before one takes a swing at the lowest price point of a provider. Just as stand up talking is deadly for the millennial learner, sitting in front of a computer with little engagement and/or learning approach can be equally damaging to those in pursuit of fidelity.

Third, access is no longer about the digital divide, it is about the participation gap. The gatekeepers of this gap are the "old guard", and many e-learning providers cater and/or pander to their promulgation of fear regarding technology in school districts instead of realizing the academic and social value of strategic providers. Some of the best in class state virtual schools, providers, and institutes of higher learning understand that every student needs access to online opportunities, and adults should get out of the way on this one. Therefore, key questions towards fidelity here are "How
will we know students are learning the content? What if they don't learn it? And what if they already know it?" (Dufour, 2008). Leaders must embody this quote by Matterlink when considering such an approach to fidelity, "On the road to the future, each progressive is opposed by a thousand appointed to guard the past". Therefore, they must act decisively on policy and practice reform that allows ubiquitous 1:1 computing, professional development for blended
learning among parents, teachers, students, and community stakeholders, online tutoring, and a host of access options for blended learning. Hardware devices like the iPad, and/or virtual kiosks at local community centers are part of the solution. In addition, mobile devices on school buses are showing promise in Arkansas and Arizona as students begin to access teaching and learning, anytime, anywhere. As you consider the fidelity of a provider, do they have back end data on any of their access points? Can they provide you with results on their approaches? Or, will you have to spend twice as much remediating all of the kids who went through your cost savings pilot down the road?

In all, finding fidelity in the blended learning space has to have some key components for those looking for value. Recently, an educational leader suggested that ncvps.org had become a luxury due to the new funding formula. I promptly rebuked the suggestion, because I know our value to students and parents. I know that our work is
student-centered. I know that through our modular efforts, we are working on competency-based, multiple pathways for student success. I know that we increase student opportunities and outcomes - http://www.ncvps.org/results/, and that our over 100 courses include STEM, CTE, world languages, and over twenty AP courses. A luxury? No, not hardly. NCVPS.org along with multiple providers in this space including other state virtual schools, City Prep Academies, Connections, and Rocketship, to name a few are now a necessity for student success.

The key when assessing fidelity is to make sure that you pick one that can address the challenges in US Education. If 40% of US high schools do not offer AP courses and 75% of districts use online learning to offer Advanced Placement or college-level courses, then we will all need to continue to assess price, models, and value to students. In short, if 40% of public school districts in America today say they need online learning resources because certified teachers are not available for traditional face-to-face instruction, then there will be plenty of work for everyone to go around. Multiple options can exist, but all options are not equal and do not contain the product fidelity for today's or tomorrow's students. Do you have a plan to find fidelity? I hope so for the sake of your students and the success of our nation.