E-Learning in "Growing Success"

      In 2010, the Ontario ministry of education developed the document, Growing Success, to complement the change with the provincial reporting assessments.  The document outlines the structure of the current provincial progress reports and report cards, assessment and evaluation strategies in the classroom, and  accommodations and modifications for students with specific and special needs.  This document has become a key component for structuring teaching practices for assessment and reporting within the classroom.

      In reviewing this document, one short chapter that caught my eye was the chapter on E-Learning. The chapter outlines the structure of E-Learning in Ontario for secondary school students.  The ministry of education has made it possible for secondary students to obtain certain secondary course credits through e-learning courses, developed through the provincial learning management system, (LMS) and delivered by school boards throughout the province.  These courses serve as an alternative to supplement traditional classroom teachings, and abide by the same provincial assessment, evaluation, and reporting policies.

      The chapter goes on to outline some key benefits for students accessing e-learning courses.  Students who live in small, rural, or isolated schools would have the same access to diverse course and learning resources, as all other schools throughout the province.  Furthermore, e-learning courses allow for great flexibility and choice in course selection, they provide alternative formats for course delivery, give additional options for students recovering credits, and provide students with the opportunity to succeed in online learning beyond secondary school.  This last benefit is the one that stands out for me the most.  Much learning today is being done through these types of courses, at all levels and avenues of education.  E-learning courses and tools allow for a wider range of activities that meet the needs of all types of learners, and provide students with the opportunity to work at their own pace.  It is a great idea to expose learners to this method of content and course delivery sooner rather than later.

      While the chapter is targeting e-learning at the secondary school level, I pose the question:  Why not start sooner than that?  There are so many great Web 2.0 tools that educators can access, for free, to supplement traditional classroom practices.  Teachers can pick and choose their tools that they are comfortable using and see fit, or they can access great sites like Edmodo, to structure the delivery of specific units, or even their entire program.  The key to success, would be in shaping assessment and evaluation tools, to stay in line with provincial assessment and reporting standards.  Many teachers are already doing this within their course planning, so why not extend this chapter to include elementary and middle school grades.  Most teachers are expected to develop their own content, delivery, and evaluation methods anyways, why not do it online.  There are even sites such as Quizlet, that allow for assessment strategies to be utilized by teachers over the internet.

      While I do believe that e-learning can be extended to elementary level students, this should be done to complement traditional learning practices.  This would provide an excellent system of scaffolding for students, who will eventually move to online courses later on, as they progress along their chosen educational path.

https://www.youtube.com/watch?v=aOvPUMTIRSc