21st Century Learning
Imagine, if you will, a unique learning environment where each student enjoys a fully individualised learning programme.
Imagine, if you will, classes taught by experienced teachers and mentors from the business, academic, cultural and sports worlds.
Imagine, if you will, a state of the art learning environment where students experience freedom to learn, instant access to the world's knowledge and opportunities to interact with students from across the globe.
Imagine no more. It is a reality. The Alpha digital facility was created to provide students with the opportunity to experience a fully rounded education and the freedom to learn without distraction. The digital learning environment has been embraced by the tertiary institutions across the world yet our pre tertiary students have been denied the benefits of the digital age.
The efficacy of digital learning environments is well documented. Both the OECD and the American No Child Left Behind Project have validated the efficacy of virtual schooling. In the UK the government has issued the Digital Challenge and is forging ahead in funding private enterprise and local authority collaboration to develop innovative educational provision for its people.
India is also moving to provide virtual education. In the time since Frances Hill first approach the NZ Ministry in April 2003 with the concept of a digital educational facility for school aged students, other countries have embraced the concept and moved ahead of New Zealand.
The challenge for the creators of the Alpha eLearning programme was to marry the needs of school students to the educational opportunities provided by the digital learning environment. We have been fortunate. When we approached the eLearning community, we were met by those who were totally committed to our vision. The result of this collaborative activity is the creation of the Alpha eLearning facility. We now have an extensive state of the art digital facility which educates school aged students and has been operating successfully since April 2005.
The Alpha learning environment is innovative and flexible; it allows students to engage in a wide range of learning activities which are stimulating to the intellect and which enhance emotional and social function. Students enjoy a protected learning environment which enables them to reach their full potential via mentorship, inquiry, investigation and the creation of valid product.
Students may be involved in in-depth research, collaborative activity or on-line mentoring; the fast pace and variety provided by a digital learning environment creates passionate engagement and the confidence and energy to embrace the intellectual risk taking which fuels creativity and originality of thought.
The Alpha Digital facility is extensive; it is able to accommodate up to 40 000 students but learning is conducted in small learning communities consisting of students, teachers and mentors. The site map which students meet beyond the protected portico is divided into areas which have been constructed to address their emotional, social and cognitive needs.
Collaborative learning on an international scale and the ability to interact confidently with a variety of learning communities are strong features of Alpha, as is mentor access to a range of experts who are eager to support the new Alpha initiative. The extensive student / teacher interactive facilities allow for sophisticated communication between students, teachers and invited mentors from the academic, arts and business worlds. Students may also choose to mentor each other in areas of specific talent or interest.
Alpha teaches students the skills of Navigationism. Students may have the collective knowledge of the world at their fingertips, but they need to learn how to navigate their way through this knowledge; we teach each student how to locate information, to establish its validity, to sift, discern and apply knowledge. More than anything, we teach students how to develop their skills and build their current knowledge base so that they can move into creativity and originality of thought.
Elements of the programme provide a number of options which include:
The Alpha programme allows for exceptionally differentiated programmes which are tailored to individual need and interest. Students proceed at their own pace. A student may excel in maths but find expressive writing a challenge. In a four walls classroom such uneven development might be a source of embarrassment for that student. In a digital learning environment a student's programme is seamlessly tailored to that student's challenge level. A student may access a level 5 maths programme and a level 3 literacy programme; only the student's family and teachers are aware of the content of that individual programme. Students are able to move effortlessly between course levels. Sudden leaps forward in understanding or an urgent need for revision are easily accommodated in the flexible digital environment; such highly responsive learning opportunities ensure optimum learning conditions for students.
The facility consists of a range of rooms which support group learning and I to I learning which takes place in each student's individual conference suite. All interactions are recorded .The rooms are also password protected and open only to those who are enrolled in a particular course. Daily printouts and graphs of student performance ensure optimum accountability.
The range of interactive activities creates a highly flexible learning programme which allows gifted students to excel and which provides excellent assisted learning tools such as audio reporting facilities, writing tablets and speech recognition programmes which support students who experience marked learning difficulties.
It has been noted that GLD students who experience significant learning difficulties, despite their high intellectual functioning, thrive in the Alpha learning environment.
Alpha students' learning programmes are tailored to their personal profiles. The first step in joining Alpha is an interview to ensure student suitability for the eLearning programme. If a student is accepted, the next step is an in depth assessment via the Synergistic Learning Profile which is exclusive to Alpha. Each student is professionally assessed for their individual learning preferences.
The Synergistic Learning Profile is a comprehensive assessment of each student's natural learning style in the crucial areas of:
Each student's individual learning programme is based on the results of this in-depth assessment.
At this point, a Needs Analysis is undertaken. The NA is a comprehensive document which collates the social, emotional and cognitive needs of the student and which identifies key areas for development, advancement and support.
Students may chose from the current programme which is set in course levels according to age and ability. They may choose to enter the Alpha Plus programme which delivers on line gifted and talented students' programmes to main schools or they may undertake a Negotiated Study on topic of interest.
The Alpha programme provides programmes which are tailored to individual need and interest. Although the Alpha virtual site is officially open for instruction during the prescribed hours; access is available 24 /7. Students may continue working in the evenings or at weekends. I often receive messenger inquiries from students at unusual times. All Alpha interactions are recorded and logged to ensure safe use of the site.
These programmes are integrated into the fabric of the Alpha learning programme. In addition, specific emotional and social Literacy programmes are taught on-line, initially via a forum and then followed by discussion and debate via the audio conferencing facility. Students access specific programmes according to their identified need and mindset.
Currently four emotional and social literacy programmes are provided:
Alpha students belong to three learning communities:
Additional opportunities for social interaction include:
We haven't forgotten parents. As partners in their children's learning, their support is invaluable which is why we have created a PTA chat room with a difference. Parents meet on line to organise supportive activities for their children, to debate and discuss issues or simply for a chat.
The virtual learning environment offers an extensive variety of reporting and product opportunities. Students may choose to engage in on-line discussions and debates, produce movies, create PowerPoint presentations or use a variety of other virtual learning opportunities as they share their newly acquired knowledge with their peers.
A favourite choice for junior Alpha students is to report via video recordings. They can report directly from the site of their investigation, such as a local lake and can then stream that video on to the digital classroom wall and lead and question and answer session afterwards. Slide Shows also prove popular with the younger students who script the text and add graphics to create visually stimulating products of their learning.
Alpha students are highly productive. They display a marked need to share their knowledge in a variety of ways. Initially they generate products which match their particular learning style. With encouragement they explore various ways of expressing their knowledge. The prospect of international collaboration inevitably enhances the quality of their product as publishing in an international arena creates a need to attend to detail and to excel.
The learning possibilities of the digital learning environment are extensive and engaging. Students quickly embrace the virtual concept and readily become adept ICT practitioners.
Student to student mentorship is especially creative and affirming. As a community, we learn from each other and from the mentors who visit the Alpha facility to encourage and extend students. Instant access to monitored websites ensures that students can engage in inquiry, practice skills, widen their knowledge base and develop their creativity.
We find that students relish the fast paced learning which the Alpha programme provides. The wide range of reporting options made available through he use of interactive tools encourages originality of thought and product.
The Alpha year consist of four terms ,each divided into a series of integrated studies referred to as Learning Units .Each term begins with Tahi Week when students, in collaboration with teachers, organise their negotiated learning plans, write the Social Contract which details how students will interact with their local community and complete the Sports Contract which demonstrates how students will use local sports facilities to fulfill the requirements of the Alpha sports focus for the particular term. Students also choose from a range of optional courses which will compliment their regular learning programme. International collaborative learning projects are also organised at this time and mentor access is planned.
Depending on the length of the term, 3 or 4 Learning Units are delivered; each consisting of course related learning tasks which are expected to be completed within 2/3 weeks. Each Learning Unit builds on knowledge of the preceding Learning Unit. Organisation of the Learning Units promotes maximum engagement and concentration. Time management is efficient and productivity is high.
By alternating integrated studies in a brain efficient manner, teachers and students are able to engage in a range of interactive teaching and learning activities which ensure thorough student learning. Mentor input from the world of academia, arts, sports or business enriches the educational provision.
Term ends with Review and Assessment Week when students and teachers review learning and assess performance. At this point all Learning Units are open to students to allow them to revise material, complete assessments, engage in deeper investigation, catch up on any learning which has been missed due to illness or focus on extra tuition in any area of learning which has proved to be challenging. Time is also devoted to reflection on the educational programme, evaluating efficiency and organising any required adjustments. Teachers provide and evaluate assessment activities and students select exemplars of their best practice. These assessments are stored in each student's on line folder.
Each Alpha day runs from 8.15 to 12.40 from Monday to Thursday. Flexi Friday is an off line day and is so called because the practical activities such as science investigations, interviews or art works may be completed on Friday or at any time before 4 pm on Sunday when all work is expected to be submitted to teachers for assessment. A good deal of local collaborative learning takes place on Fridays when Alpha students get together to produce documentaries/ movies which reflect their current learning.
8.15 Students go to the Notice board to read the teacher's daily site news which describes the focus for the day and any other issues of note.
8. 20 Students and teachers greet each other in audio conferencing Meeting Circle. Learning intentions for the day are discussed and individual and group lessons or collaborative activities are also organised; facilities such as the interactive whiteboards are booked. It is at this time that any student products such as PowerPoints, movies or student led discussions are presented.
Student who require a structured programme follow the Alpha time table which consists of 4 learning sessions interspersed by brain refreshing breaks. Each learning session lasts 45 minutes for seniors and 40 minutes for juniors to ensure maximum concentration. Tasks are alternated between left and right brain focus to encourage brain efficiency. Two learning sessions are devoted to literacy. One is devoted to maths and the final session of the learning morning is devoted to integrated studies.
The perception that Alpha students are tied to their computers is erroneous. In the course of the learning sessions, students move between their computer and the variety of learning tasks which they enjoy. The provision of a modest set of speakers allows students to remain in constant audio contact with their peers and with their teacher.
Autonomous students, in consultation with teachers, organise their own daily learning, assisted by the Alpha Log which allows them to plan their time efficiently. They book sessions with teachers and mentors and collaborative sessions with other Alpha students or with overseas students. They may choose to work continuously on a particular area of learning and then devote a lengthy session another learning area. Many autonomous students negotiate alternative studies directly with their teacher. Gifted students may choose to use the current Alpha Plus integrated study which is set out under thinking skills rather than subject courses.
Students meet again briefly at the end of the morning to reflect on their learning and to farewell each other. Afternoon activities are at student discretion but are usually devoted to sports or optional courses.
Although the official on line Alpha day end at 12.40 for seniors and 12 noon for younger students, we find that students often return to work in the evenings or weekends; Alpha facilities are open 24/ 7 with the exception of audio suites which are only open when teachers are in attendance.
To ensure maximum interaction and accountability, the teacher /student ratio is restricted to 1:20 in the senior classes and 1:15 in the junior classes.
The interactive elements of the digital facility ensure that teachers are instantly responsive to student need. Students maintain constant audio communication with their teacher. Every activity in Alpha is carefully monitored and recorded. Teachers know instantly where each student is working and what each student is doing. Daily logs and graphs of student activity are available to parents and to students. In addition, students monitor their working sessions by using the Alpha Learning Logs to plan and monitor their time and the Reflective Logs to evaluate their end of unit performance.
A typical morning for an Alpha teacher may include:
An Alpha teacher's role is to teach students how to organise in-depth and valid inquiry rather than regurgitation of facts. We also challenge students to go beyond their 'comfort zone', to engage in a variety of eLearning opportunities, to access mentors and to report back via a range of creative options, such as animated Power Points, Movie Making and Audio Conferencing seminars. The focus is on learning skills such as those which allow students to navigate their way through the ever changing sea of knowledge, discern valid information and apply their knowledge to the creation of original insights and products.
Alpha teachers create learning opportunities which develop higher order thinking skills. The teacher's role is to facilitate learning and to balance the programme so that a student's focus does not become too narrow; to support students in managing time efficiently, evaluating performance and deciding upon areas of further investigation.
Alpha teachers must undertake additional professional development so that they can make full use of the digital facility. Prospective teachers complete:
Teaching in Alpha is a great pleasure. Engaging inquiring young minds in qualitative research, application of knowledge and originality of thought is highly rewarding.
Such has been the response from educators and learning experts that the Alpha digital facility has been extended to include:
Developments on the 2006 horizon include:
Applying for registration as a virtual primary school, either with the New Zealand Ministry or with an enlightened overseas community.
21st century students must be at the cutting edge of educational initiatives which celebrate diversity and value the intellectual synergy which occurs when creative individuals form a true community of learners.
The Alpha eLearning facility provides a fully rounded educational experience which enables students to meet the challenges of 21st century and to excel.
Former Principal, Frances Hill has extensive experience of teaching students in New Zealand and in the UK. Frances is an educational researcher, advisor and author. Her latest publication is a series of four books "Teaching Gifted Learners". Frances currently teaches students via the Alpha Facility which delivers educational programmes to students from preschool to high school age.
Frances also supports teachers via the Alpha Plus Internet Programme, a series of fortnightly differentiated studies which are delivered to schools. She is also the facilitator of The Responsive Teacher Course, a professional development opportunity for educators.
In creating the Alpha eLearning facility, Frances undertook extensive research into the efficacy of virtual schooling, sought expert advice from the eLearning community and collaborated with visionary educators to create a prototype school for the 21st century.
Since its inception in April 2003, Frances has kept the New Zealand Education Ministry fully informed of developments in the Alpha eLearning Facility and has responded to their advice to establish a trial of Alpha with the home school community which ran from April 26th 2005. At the request of the Christchurch Ministry, Frances also wrote the virtual framework for a primary virtual school and submitted it to the Ministry. The latest Ministry suggestion is to trial Alpha with students currently in state schools. This trial is underway and will run from May 1st to December 2006. Auckland schools have responded to the invitation to partner Alpha in this initiative. Schools from other areas of New Zealand are invited to respond to the invitation.
Currently Alpha delivers the New Zealand curriculum in the expectation of registration by the start of the year 2007.
