OLK 12
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The instructor's role

A teacher's effectiveness has more impact on student learning than any other factor under the control of school systems, including class size, school size, and the quality of after-school programs.

Their role, as technology resources have increased dramatically, is noticeable in todays classroom's. Millions of students rely on this form of technology to address certain needs, evaluating research, apply for college, learn about critical analysis of certain topics, and to connect with their communities.

Unfortunately, our educators are not maximizing this opportunity of growth in the classroom to the full extent. With OLK12, they could identify students who are at-risk of dropping out, provide a mix of school and program choices to get students back on track for a diploma, and manage the change process inherent in improving student achievement at scale. We could be a useful asset in making decisions about school improvement.

Once on board, the research will tell you that a change process is essential for maximum success. It involves inviting administrators and parents inside and outside the system to make the kinds of changes that are needed for student/teacher development.

An example could be the college readiness standards for mathmatics. The next generation of math standards must be focused on deeper, more thorough understanding of fundamental ideas, and higher mastery of these fewer-but more useful-skills. OLK12, should be your supplemental guide to the way students approach mathematics in order to achieve college bound readiness in a demanding world.

Highlights Include:

* Delegate and Speaker: Education Project, Bahrain
* Trainer for e-Portfolio using Sakai Portfolio and Assessment Solutions
* Consulting for Professional Development Portfolios
* Over eight years experience in public education
* Adjunct Faculty Member, Southern New Hampshire University, Education Department

A Chinese Example

China's e-Learning market

After years of development, e-Learning over the Internet has entered its 'growth stage' in China. Its market scale reached RMB (Renminbi) 17.5 billion in 2008, 20.7% higher than the RMB 14.5 billion reached in 2007. As to users, there were about 12.2 million people using online education in 2008, 25.1% higher than in 2007.

Since the government doesn't spend so much on pre-school education as a whole in China, most of the service providers in the field are private organizations. That's why their standards of running schools are so different from each other. Against the background, some innovative organizations or individuals enter the pre-school field in the form of online education. Participation of so many players would bring China's pre-school online education into a market-brewing stage in the next few years, during which new business and profit-making models would present themselves.

Primary- and middle-school education online became active in China in 2005, and the market scale reached RMB 1.54 billion in 2008, up by 18.5% from 2007, with the number of users increasing too. Our research shows that traditional primary and middle schools will continue to dominate in this field, and there will not be so much consolidation because of Chinas special educational models.