10 Elements of High Quality Digital Learning

The 10 Elements of High Quality Digital Learning was released at the 2010 Excellence in Action National Summit on Education Reform in Washington DC. During the fall of 2010, the Digital Learning Council defined the elements and identified the actions that need to be taken by lawmakers and policymakers to foster a high quality, customized education for all students. This includes technology-enhanced learning in traditional schools, online and virtual learning, and blended learning that combines online and onsite learning.

1. Student Access
All students have a right to a high quality education. In the 21st century, a high quality education must include digital learning.

Students who are eligible for public school should be eligible for publicly funded digital learning. Establishing criteria for eligibility, such as previous attendance in a public school, only limits, delays and diminishes opportunities for learning. Small increases in public school enrollment may be offset by lower cost virtual courses and savings gained by early graduation.

2. Barriers to Access
All students have access to high quality digital learning.

Actions for lawmakers and policymakers:
•State does not restrict access to high quality digital content and online courses with policies such as class size ratios and caps on enrollment or budget.
•State does not restrict access to high quality digital content and online courses based on geography, such as school district, county, or state.
•State requires students take high quality online college-or career-prep courses to earn a high school diploma.
Digital learning opens the virtual door to a high quality education. Where technology has created unprecedented access to a high quality education, policies that limit or control access threaten to build virtual barriers where the walls have already come down. Moreover, restricting access based on geography, such as where a student lives, is illogical in the digital world where learning can occur anywhere and everywhere.

Capacity – not arbitrary caps on enrollment or budget – should be the only factor in limiting access to digital learning. A number in state statute should not deny a student access to digital learning where space is available.

With digital learning, teachers can provide one-on-one instruction and mentoring to many students across the nation. Artificially limiting class size, prescribing teacher-student ratios or restricting a teacher’s ability to serve students at multiple schools ignores the freedom and flexibility that comes with digital learning.

Requiring students to take a high quality college prep online course ensures students are better prepared to succeed in life after graduation in the digital age. A robust offering of digital content and online courses expands options and ensures students acquire knowledge and gain skills from the experience of digital learning.

3. Personalized Learning
All students can use digital learning to customize their education.

Actions for lawmakers and policymakers:
• State allows students to take online classes full-time, part-time or by individual course.
• State allows students to enroll with multiple providers and blend online courses with onsite learning.
• State allows rolling enrollment year round.
• State does not limit the number credits earned online.
• State does not limit provider options for delivering instruction.

Digital learning allows an individualized educational experience. In today’s world, learning doesn’t have to start when a student enters the classroom and end when the school bell rings. Students can access digital learning virtually whenever and wherever they are – both physically and figuratively. Access to a comprehensive catalog of online courses means a student in rural Indiana or inner city Detroit can learn Mandarin Chinese, forensic science or college-level calculus – regardless of whether their school offers these courses in a classroom. With personalized learning, students can spend as little or as much time as they need to master the material. Self-paced programs mean high achieving students won’t get bored and can accelerate academically, while struggling students can get additional time and tutoring to gain competency and the confidence that comes with it. Digital learning can extend the school day or school year and connect students with community resources with little or no additional cost. Flexible scheduling allows students to take full advantage of their peak learning times to complete lessons. To mitigate the cost of extending the school year, states could provide digital content 365 days a year but limit instructional support to shorter timeframes. Best of all, students can experience blended learning. Students can learn in an online or computer-based environment part of the day and in traditional classroom, even one-on-one tutoring, for part of the day – essentially the best of both worlds combined into one education.

4. Advancement
All students progress based on demonstrated competency.

Actions for lawmakers and policymakers:
• State requires matriculation based on demonstrated competency.
• State does not have a seat-time requirement for matriculation.
• State provides assessments when students are ready to complete the course or unit.

Grade level promotion has historically been dictated by birthdays, attendance and minimum achievement. Instructional pacing, aimed at the middle of the class, may be too fast or too slow for some students who become frustrated, disengaged and unmotivated. Digital learning offers the potential for students to study at their own pace and advance based upon competency and mastery of the material — it is student-centered, not school-centered. In this environment, seat time requirements and the all-too-common practice of social promotion become obsolete. A student will spend as much time as necessary to gain competency. Additionally, digital learning adapts to situations where a student is ahead in one subject and behind in another. Making high stakes assessments, which are used to trigger progression, available when students are ready will accelerate student learning.

5. Quality Content
Digital content and courses are high quality.

Actions for lawmakers and policymakers:
• State requires digital content and online and blended learning courses to be aligned with state standards or common core standards where applicable.

The dynamic nature of digital content and its varied uses requires a fresh and innovative approach to ensuring high quality content. Like print content, digital content should be aligned to state academic standards or common core standards for what students are expected to learn. However, digital content should not be held to higher standard than print content. Freedom for interactive engagement that results in higher student retention and achievement should be encouraged. States should abandon the lengthy textbook adoption process and embrace the flexibility offered by digital content. Digital content can be updated in real time without a costly reprint. The ongoing shift from online textbooks to engaging and personalized content, including learning games, simulations, and virtual environments, makes the traditional review process even less relevant. Transitioning to digital content will improve the quality of content, while likely saving money in production that can be dedicated to providing the infrastructure for digital learning.

6. Quality Instruction
Digital instruction is high quality.

Actions for lawmakers and policymakers:
• State provides alternative certification routes, including online instruction and performance-based certification.
• State provides certification reciprocity for online instructors certified by another state.
• State creates the opportunity for multi-location instruction.
• State encourages post-secondary institutions with teacher preparation programs to offer targeted digital instruction training.
• State ensures that teachers have professional development or training to better utilize technology and before teaching an online or blended learning course.

Great teachers produce great students – wherever they live or learn. Digital learning erases physical barriers that have prevented the widespread connection between effective teachers and eager students. Statutory and administrative practices that stop instruction – at the classroom door, school campus, state border or even the nation’s border – limit access to quality educators.

A retired NASA scientist in Cape Canaveral who is qualified to teach physics in the Sunshine State should be able to teach students in any state in the country. A digital educator in one school should be able to teach students in multiple schools in-state or out-of-state. Preparation and professional development programs should educate teachers and administrators on how to engage students, personalize learning, teach online and manage learning environments. Educators should be prepared for specific roles – traditional, blended or online – and then certified based on demonstrated performance. Performance-based certification will become increasingly important as the number and type of roles for learning professionals expands. Breaking down the barriers to digital instruction can improve the quality of education, while at the same time reduce costs. Teachers can serve students across the state or nation from one location. Digital learning lends itself to innovative staffing plans and formation of an opportunity culture that is appealing enough to attract and retain top teaching talent, and to maximize impact and minimize cost.

7. Quality Choices
All students have access to multiple high quality digital providers.

Actions for lawmakers and policymakers:
• State has an open, transparent, expeditious approval process for digital learning providers.
• State provides students with access to multiple approved providers including public, private and nonprofit.
• States treat all approved education providers- public, chartered and private – equally.
• State provides all students with access to all approved providers.
• State has no administrative requirements that would unnecessarily limit participation of high quality providers (e.g. office location).
• State provides easy-to-understand information about digital learning, including programs, content, courses, tutors, and other digital resources, to students.

In the digital age, innovative learning programs are rapidly evolving and providers can be located anywhere. Regulations should reflect this new paradigm. To maximize the potential of digital learning, states must provide a rich offering of providers that can cater to the diverse and distinctly unique needs of different students. States should set common-sense standards for entry, have a strong system of oversight and quality control, and foster a robust competitive environment where students can choose the provider who best meets their learning needs. Unnecessary administrative requirements, such as having a brick and mortar office in the district or state, create obstacles that prevent high quality providers from participating. Public, not-for-profit and private for-profit organizations provide different benefits to the education consumers – both the students and the taxpayers. Public providers were pioneers in digital learning and provide a record of proven success in providing supplemental education in partnership with school districts. Not-for-profits extend access and often make contributions to open education resources. Private providers have the capital to invest in development of high quality content, can administer comprehensive school management services and offer collaboration opportunities with their national network of students. Consumers of education – both students and parents –often provide the best feedback on the quality of providers. A publicly available database that fosters a feedback loop, similar to tools used by Amazon or eBay, would help parents and students make informed decisions about digital learning.

8. Assessment and Accountability
Student learning is the metric for evaluating the quality of content and instruction.

Actions for lawmakers and policymakers:
• State administers assessments digitally.
• State ensures a digital formative assessment system.
• State evaluates the quality of content and courses predominately based on student learning data.
• State evaluates the effectiveness of teachers based, in part, on student learning data.
• State holds schools and providers accountable for achievement and growth.

Administering tests digitally has multiple benefits. Tests can be administered and scored quickly and efficiently. Computerized scoring provides the opportunity for a cost effective method to create better tests beyond multiple choice, including simulations and constructed responses. Getting the result of tests faster can improve instruction as well as expedite rewards and consequences, which can strengthen accountability for learning. Learning management systems, digital curriculum, and online summative and formative assessments have the distinctive capability of collecting real-time data on the progress of each student against learning objectives. Instant feedback for students and personalized analytics for teachers provide the support for continuous improvement and competency-based progress. Outcomes matter. States should hold schools and online providers accountable using student learning to evaluate the quality of content or instruction. Providers and programs that are poor performing should have their contracts terminated. History has proven that inputs, such as teacher certification, programmatic budgets and textbook reviews, do not guarantee a quality education. In fact, these regulatory processes often stifle innovation and diminish quality. Policymakers should resist attempts to create a checklist of inputs and, instead, focus on developing an accountability framework that is based on outcomes. While conversion to digital assessments requires an initial investment, transitioning to a digital system can save money in the long run.

9. Funding
Funding provides incentives for performance, options and innovations.

Actions for lawmakers and policymakers:
• State funding model pays providers in installments that incentivize completion and achievement.
• State allows for digital content to be acquired through instructional material budgets and does not discourage digital content with print adoption practices.
• State funding allows customization of education including choice of providers.

How money is spent is as important as how much money is spent on education. Funding should fuel achievement and innovation, not reward complacency and bureaucracy. Paying for success will yield success. Right now, the majority of education funding rewards attendance. Schools get paid when students show up, regardless of what or how much students learn or achieve. Under that framework, its no wonder achievement is stagnant. Moreover, digital learning can actually save money in the long run. Full-time virtual schools can save money on facilities or transportation compared to traditional schools. Supplemental programs offering individual course enrollments can offer even bigger savings to states and districts. As digital learning grows, economies of scale will drive costs down. Partners within states or across state lines can further increase the purchasing power. Given fiscal challenges faced by governments across the country, states need to be innovative to meet the challenge of providing access to digital content. To build a quality digital learning environment, states will have to spend smarter – not necessarily more. Geographically unbounded digital learning provides incentive for states to develop an equalized and weighted funding formula that better matches resources with individual student needs regardless of zip code.

10. Infrastructure
Infrastructure supports digital learning.

Actions for lawmakers and policymakers:
• State is replacing textbooks with digital content, including interactive and adaptive multimedia.
• State ensures high-speed broadband Internet access for public school teachers and students.
• State ensures all public school students and teachers have Internet access devices.
• State uses purchasing power to negotiate lower cost licenses and contracts for digital content and online courses.
• State ensures local and state data systems and related applications are updated and robust to inform longitudinal management decisions, accountability and instruction.

The proliferation of mobile phones and access devices suggests the potential of mobile learning. Students are already using mobile devices to communicate, access and share information, conduct research, and analyze data. These devices are the gateway to digital learning. Digital learning will also support educators in better identifying and meeting student needs by providing them real-time data on student performance, expanded access to resources to individualize instruction, and online learning communities to gain professional development support. States can adopt a variety of approaches to accelerate the shift to digital content, online assessment, and high access environments including learning environments that take advantage of student owned devices. While local choice and options should be empowered, states can use purchasing power to negotiate lower cost licenses and contracts for everything from digital content to access devices to mobile Internet services. Equipment and services can be provided based on financial need. Public-private partnerships can also become a tool to build and sustain the infrastructure for digital learning.