North Carolina School of Science and Mathematics Distance Learning Technologies:

A Case Study

Brenda C. LedfordEDTC 650-9040

Eugene Rubin & Kecia CampbellMarch 18, 2009

Design copyright © 2003, 2007 Distance Learning Technologies

Table of Contents

• Background• School Mission• Organizational Structure• Regulatory Environment• Scope of Offerings• Student Body• Evaluations of Effectiveness• References

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Background In 1992, North Carolina School of Science and

Mathematics (NCSSM), the nation’s first science and math focused residential high school, received a grant to begin a distance education program (NCSSM Distance Learning Technologies Department, 2007). In 1995, the department for Distance Learning Technologies outreach program was initiated as a means of satisfying its mission to provide a catalyst for improving North Carolina’s K-12 public science and math curriculum (Haught & Stern, 2007).

North Carolina School ofScience and Mathematics

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Design copyright © 2003, 2007 Distance Learning Technologies

NCSSM

© 2008 North Carolina School of Science and Mathematics

Distance Learning Technologies

Distance Learning Technologies (DLT) utilizes two-way interactive video-conferencing (IVC) and other web-based technologies to provide courses for 80+ North Carolina K-12 Public Schools (Haught & Stern, 2007). The outreach program takes advantage of a state-wide network called North Carolina Information Highway (NCIH) and Video-Over-IP. DLT targets rural and underserved schools, and is a tuition-free public enrichment program (NCSSM Distance Learning Technologies Department, 2007).

Distance Learning Technologies virtual tour and photo gallery: http://www.dlt.ncssm.edu/distance_learning/tour/index.htm

4Design copyright © 2003, 2007 Distance Learning Technologies

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Distance Learning Technologies School Mission

In DLT’s effort to fulfill its NCSSM directive as a catalyst for educational improvement throughout the state, their

stated mission is:

“to provide enriched educational opportunities for learning and teaching

throughout the state, utilizing cutting edge instructional technologies and

methodologies.”

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Organizational Chart

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for a complete list of contact information visit: http://www.dlt.ncssm.edu/distance_learning/staff.htm

Regulatory Environment

North Carolina School of Science and Mathematics Distance Learning Technologies instruction is aligned with North Carolina learning objectives and competency goals. The AP courses follow AP guidelines (Haught & Stern, 2007; NCSSM Distance Learning Technologies Department, 2007).

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Scope of Offerings

DLT offers K-12 enrichment courses and faculty development. The emerging online course offerings exist in partnership with North Carolina Virtual Public School (NCVPS). The K-12 programs consist of 55-90 minute sessions utilizing two-way IVC or online technologies (Haught & Stern, 2007; ). Averages approximately 400 hours of sessions per month. In addition to course offerings, DLT also conducts virtual field trips and subject matter expert presentations (Haught & Stern, 2007).

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Audio commentary

Program Presentation Technology Scope

• Multimedia• Web-based scheduling interface• Video-conferencing• Multipoint Control Unit (permits multiple site participation)• Video Network Services (VNS) [includes: Interactive Video

Conferencing (IVC), Video-Over-IP, Streaming Video]• Online course offerings• Moodle (Haught & Stern, 2007)• Podcasting (Haught & Stern, 2007)

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Office of Information Technology Services Website 2008

To learn more about these collaboration and communication technologies employed and the services provided by Information Technology Services visit:

http://www.ncih.nethttp://www.its.state.nc.us/servicecatalog/toc.asp#ccs

K-12 Programs

Mathematic programsIVC delivery

(Grades 5-7, 9-12)

• General math• Algebra 2/AFM• Pre Calculus • Calculus/AP Calculus • Advanced Math • Discrete Mathematics

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For additional information and course descriptions see:

http://www.dlt.ncssm.edu/distance_learning/DLWorkshops/09Spring_toolkit.pdf

http://www.dlt.ncssm.edu/distance_learning/Courses.htm

Audio commentary

Science ProgramsIVC Delivery

(Grades 1-5, 7-12)

• General science• Psychology • Biology• Honors Forensics• Honors Genetics/Biotechnology• Honors Intro to Psychology• Honors Physics

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Humanities/Interdisciplinary Programs

IVC Delivery(Grades 3-12)

• Music• Math Music• Electronics Music• History Music• Computer Music• Honors African American Studies• Honors Intensive Writing• Honors Mandarin Chinese I & II

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Here is a video of a Humanities session in progress courtesy of the News & Observer.com :

http://videos.newsobserver.com/index.php?a=player&id=1913781

Online Courses(credit bearing courses)

AP Physics BAP Calculus BCAP ChemistryHonors BiologyHonors Chemistry

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Audio commentary

Professional Development

Educator Development includes a rich array of video-conferencing sessions, workshops and conferences. Also a collaborative mentoring system pairs K-12 teachers with an NCSSM residential instructor to assist with the integration of technology into existing courses and course development collaboration.

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The following links provide additional information on professional development:http://www.dlt.ncssm.edu/resources/DataStreme.htm

http://www.dlt.ncssm.edu/lmtm/index.htmhttp://www.dlt.ncssm.edu/distance_learning/links.htm

Student BodyElementary, Middle and High School students across North Carolina who

exhibit the aptitude and ability to participate in the DLT programs.

Student testimonials about NCSSM’s Distance Learning Technologies experience:

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Audio commentary

Effectiveness Evaluation

Parents Although no specific information within the DLT website was found for

parental support , Anna DeConti, the Dean of the Distance Education and Extended Programs (DEEP) , conveys that parental support is accomplished in several ways. Parents participate in IVC “back to school” sessions (A. DeConti, personal communication, March 17, 2009). Progress reports are administered twice a semester, requiring parental signatures. The progress reports contain the contact information of the instructor and indicate the best time to contact. Additionally, when report cards are administered, the instructor writes a detailed narrative of the student’s progress. Student grades are also posted on an learning management system to which parents have ready access to view grades at any time.

Problem resolution involves working closely with the local facilitator and school counselor. Additionally, e-mail, phone conversations and IVC sessions are available to assist parents and students.

Anna notes that “We try to keep all those involved informed of student’s progress. And […] make the information flow as seamless as possible.”

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This screen shot of the Distance Learning Technologies home page demonstrates the lack of support service pages for

parents and students.

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Students The Distance Learning Technologies home page lacks a specific student

support page, but video provided for this presentation reveals that IVC sessions are archived so that students can access missed sessions. Student support during IVC session is monitored by a session facilitator. The facilitator also keeps in close contact with the IVC instructor. This YouTube video beginning at 1:21 through 2:04 presents an interview with a site facilitator discussing how she assists students by collaborating with instructors. Also discussed are the specific needs of students who participate in the IVC sessions.

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Teachers/Administrators

DLT gets high marks in its efforts to assist teachers and administrators. This group is central to their success. Resource pages includes opportunity to view past workshops and relevant research as well as announcements about upcoming workshops and development sessions. The ITS services offer 24/7 tech support.

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Teachers can utilize the TIGER graphic development resource to enhance lessons.

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ReferencesDistance Education and Extended Programs Division NCSSM. (2008).

Interactive Videoconferencing at NCSSM (video). Retrieved March 16, 2009 from: http://www.youtube.com/watch?v=NGnuaZPcHFQ

Haught, D. & Stern, C. (2007). Building interactive connections in K-12 outreach through distance learning. Presented at the University of North Carolina’s Teaching and Learning With Technology Conference March 21-23 2007. Retrieved March 11, 2009 from:

http://conference.unctlt.org/conf2007/program/index.php%3Fsort=date&date=2007-03-22

Office of Information Technology Services (2008). K-12 videoconferencing services. Retrieved March 11, 2009 from : http://www.ncih.net/hsncvip/index.html

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News & Observer. (2003, June 3). NC school of science and math distance learning (video archives).

Retrieved March 11, 2009 from: http://videos.newsobserver.com/

North Carolina School of Science and Mathematics . (2009, Spring). Curriculum Toolkit. Retrieved March 11, 2009 from: http://www.dlt.ncssm.edu/distance_learning/DLWorkshops/09Spring_toolkit.pdf

NCSSM Distance Learning Technologies Department . (2007). Retrieved March 11, 2009 from: http://www.dlt.ncssm.edu/distance_learning/

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Ventimiglia, J, & Overby, D. (2008). NCSSM Interactive Video Conferencing Experience (video). Retrieved March 16 from: http://www.youtube.com/watch?v=YgijpakQklo

Ventimiglia, J, & Overby, D. (2008). Students Talk About Distance Learning (video). Retrieved March 16, 2009 from: http://www.youtube.com/watch?v=ms4P-6Za-OI

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