Lessons+Learned

= Learning by Example =

The range of examples cited over the last three pages, supports the reccomendations from several researchers suggesting that successful online-programmes for at-risk learners incorporate some of the following strategies (Watson et. al., 2008; Archambault et. al., 2010):
 * Increase the communication between learning coaches and learners & their families.
 * Maintaining teacher accountability for delivery of a quality service.
 * Early identification of at-risk and struggling students.
 * Flexible online site access.
 * One-to-one support.
 * Self-paced learning options.
 * Continuous year-long enrolment.
 * Using multi-media content to engage and differentiate.
 * Professional Development for staff.
 * A range of courses.
 * A rigorous online curriculum, combined with diagnostic testing, and individualised instruction.
 * At-risk students find self-paced courses very valuable.
 * Linkages with the programme, the outside community, and work, to motivate and engage students.
 * A blended approach is usually most appropriate as it allows for significant support from in-class teachers, while still offering an individualised and self-paced curriculum.

de Jong & Griffiths (2006) have suggested a 'best practice' for general Alternative Education which has been applied in the table below to the case of online delivery of alternative education such as seen in the previous three pages:
 * =  ||= **de Jong & Griffith's "Best Practice" criteria ** ||= **How the criteria may be met by Online Education ** ||
 * //**Organisation & Partnerships **// || * adoption of a 'holistic/systems/ wraparound' framework of delivery
 * understanding student behaviour from an ecosystemic perspective
 * parent and community participation
 * interagency collaboration
 * developing a shared vision || * Programmes are likely to include partnerships with community, parents, counsellors to ensure students suceed
 * Online delivery means learners have flexibility and may be removed from triggers of negative behaviour in regular school
 * Schools employ community members, mentors, local business people to give relevance to student projects.
 * Students often develop an individual learning plan with tutors to give shared expectation an responsibility. ||
 * //**Pastoral Care & Ethos **// || * relationship-building
 * mentoring and role-modelling
 * providing a sense of purpose and vision in life for students
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">high staff to student ratio
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">resourcing with high quality staff
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">ensuring a supportive, non-threatening learning environment
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">viewing behaviour management as an educative process
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">implementing program-based case management processes
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">being proactive rather than reactive. || * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">One-on-one discussions are easier between tutor and student due to less better teacher-student ratio and less classroom distractions.
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Often relaxed and less threatening teacher-student relationship and often more personal.
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Mentors and work-experience programmes for role-modelling.
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Increased options and regular assessment or self-testing give students a sense of success and hope for their future.
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Often work is at home in a safe supported environment, and face-to-face support is available regularly. ||
 * //**<span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Curriculum & Pedagogy **// || * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">being responsive to students' needs
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">encouraging student ownership of their learning program
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">including planned future pathways
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">incorporating literacy and numeracy development
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">developing resiliency
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">improving self-understanding and life skills. || * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Self-paced and self-directed values are inherent to an online study progamme.
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Because flexibility is a key feature of many programmes, students are likely to have more ownership of decisions they make for their learnining.
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Students will likely need to read and write more in an online class than in a traditional classroom.
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Courses are often done in blocks rather than concurrently meaning literacy can be studied prior to adding additional courses.
 * <span style="background-color: #ffffff; margin: 0px; marginbottom: 0px; marginleft: 0px; marginright: 0px; margintop: 0px;">Visible outcomes may mean students can easily measure their own abilities. ||



References