Nettilukio - case study

General information

Name of school	Internet Upper Secondary School at Otava Folk High School
Address	Otavan Opisto, 50670 OTAVA, Finland
Website	http://www.nettilukio.fi
Contact name and role	Administrator and student counsellor: Taru Kekkonen, +358 44 794 3517, taru.kekkonen(at)otavanopisto.fi
VISCED partner/author	TIEKE (Finnish Information Society Development Centre) / Merja Sjöblom, +358 50 567 6893, merja.sjoblom(at)tieke.fi
Type of school	Public
References	Annual report 2011: http://www.ofw.fi/mmm/vuosikertomus/nettikoulutuksen_toimintakertomus_2011.pdf http://www.studentum.fi/Nettilukio_142004.htm Futura 1/08 (http://www.futurasociety.fi/futura.htm), article by Hannu Linturi Linturi Hannu 2002. Oppimisen verkkosaalistusta. Teoksessa Verkot ja virtuaalistaminen oppimisen tukena. Juhani Nieminen (toim.). Hämeen ammattikorkeakoulu. Saarijärvi. 125–173. Linturi Hannu 2003. Oppimisen kulttuurievoluutio verkossa. Teoksessa Tulevaisuudentutkimus. Toim. Kamppinen, Kuusi & Söderlund. Suomalaisen Kirjallisuuden Seura. Helsinki. 665–788. Rubin, A. & Linturi, H. (2004) Muutoksen tuulissa. Pienten lukioiden tulevaisuudenkuvat. TUTU-julkaisuja 3/2004. Tulevaisuuden tutkimuskeskus. Turun kauppakorkeakoulu. Turku. Linturi, Hannu & Rubin, Anita (2006) Kouluttomaan oppimiseen? Opetuksen ja kasvatuksen ristiriitaiset tulevaisuudenkuvat haasteena koulutuksen kehittämiselle. Futura 1/2006. 42-52. Linturi, Hannu (2008) Sivistys on rajanylityksiä ja järjestyksenpitoa. Viisitoista vuotta tulevaisuutta takana. Futura 1/2008. 42-71 Linturi, Hannu & Rubin, Anita. 2011. Toinen koulu, toinen maailma. Oppimisen tulevaisuus 2030. Turun yliopiston Tulevaisuuden tutkimuskeskus. Tutu-julkaisu 1/2011. Linturi, Hannu, Rubin, Anita, Airaksinen, Tiina (2012) Lukion tulevaisuus 2030 - Toinen koulu, toinen maailma. Otavan Opiston Osuuskunta. 978-952-6605-00-5 (pdf), ISSN-L 2242-1297, ISSN 2242-1297. Hannu Linturi och Jari Sarja 2001. Otava Folkhögskolas val: Internet i demokratins tjänst. In bok Ove Korsgaard og Niels Buur Hansen: Demokrati og folkeoplysning i Norden. Köpenhavn. http://www.oph.fi/julkaisut/2011/lukion_tulevaisuus_2030

Headline description of the school

Internet Upper Secondary School for adults at Otava Folk High School originates from a project called Internetix. This ESR funded project started in 1996 aiming to find solutions to take school to students instead of forcing them to travel long distances or having to move in order to get to school. In the project eLearning material was produced and special demand seemed to be in upper secondary school courses. The first distance learners of Nettilukio started in 1997 - at that point there were 13 students, today more than 500.

Nettilukio is both national and international upper secondary school for adults operating in Finnish, but students living all around the country and world. Typical virtual school student comes from one of the following groups:

• parents of small children
• professional and semi-professional athletes
• people who travel a lot (because of occupation or for other reasons)
• people living abroad
• shift workers
• people who cannot attend school for reasons of health
• people with previous negative experiences like bullying or frustration
• people living in sparsely populated areas

Flexibility seems to be the greatest advantage of distance schools. In distance school one can rhythm their schedule and studies to their other life easily. There are no terms or periods, instead each student can study according to their own schedules. There are no obligatory contact days which lead to the fact that most of students never actually visit the Otava campus.

Background

1) When was the school established? How has it evolved till now?	Otava Folk High School was established in 1892. In 1994 the school received an upper secondary school for adults status. At first the school was only a physical school, concentrating on mathematically talented students, offering coaching to math and physics. In 1996 a project called Internetix started. Within this project the totally virtual upper secondary school for adults, Nettilukio, was founded. The first students in Nettilukio started in January 1997. At first the emphasis was in producing eLearning material that students could use while taking the upper secondary school courses. Over the years the emphasis moved towards learning platforms and Nettilukio developed its own learning platform, muikku. The new learning platform was developed to support studies and evaluation. Later new learning options were developed. Nowadays students at Nettilukio can choose from three different ways to accomplish courses - or they can freely combine these options between different subjects and during their studies. These three ways are non-stop-courses, collaborative courses and phenomenon based learning.
2) What was/were the reason/s for establishing a virtual/distance/online school? What specific need(s) was it aimed to address?	ESR-funded Internetix project was a starting point for Nettilukio. However, at first the project emphasis was to produce eLearning material in general for any students and any studies. Focus was to find general solutions to take school to students instead of forcing them to travel long distances or having to move in order to get to school. From a general solution the aim was moved on to vocational education and only after that upper secondary school became the main target. At the same time the Finnish National Board of Education started to emphasize virtual schooling in adult education and especially in upper secondary schools for adults. This offered support for Internetix project as well and encouraged the idea of founding a virtual upper secondary school for adults. From the beginning one aim was also to be able to work over borders of different school levels. Transparency and trust were the guiding ideas from the beginning. Trust and transparency have also been performed when deciding not to create official and exact follow-up systems. Nettilukio trusts its students and one of the basic assumptions is that students understand that they are studying for themselves and for life - not for the school and examinations.
2 a)Who were the main intended beneficiaries? And the profile now?	First aim was to find solutions to take school to students instead of forcing them to travel long distances or having to move in order to get to school. Today Nettilukio students live all around the country and world. Typical virtual school student comes from one of the following groups: parents of small children professional and semi-professional athletes people who travel a lot (because of occupation or for other reasons) people living abroad shift workers people who cannot attend school for reasons of health people with previous negative experiences like bullying or frustration people living in sparsely populated areas At the moment people with learning disabilities, previously bullied or otherwise frustrated in physical schools seem to be the major target group. Distant school offers great opportunities for those who do not like face-to-face contacts but may be very active in social networks. Distant school without strict schedules is also a great opportunity for those with learning disabilities, because they can study in their own base and take their time to learn chosen subjects.
2b) Has the aim changed over time?	Trust and transparency are the guiding methods still. Otherwise the school is guided by national curricula, laws and regulations.
3) Current number of students?	There are two types of students at Nettilukio: those who take individual courses and those who aim to graduate (with or without matriculation examination). The amount of students taking individual courses has grown and even doubled over the past years. There are several reasons to this: if the course is not available at his/hers own school, one can easily study it virtually. Also, if a student is not currently studying in any other secondary school (upper or vocational), studying is free of charge - this motivates individuals to update their knowledge by taking virtual courses. In these cases Nettilukio receives a state grant (15 single courses are considered as one student).

The following two charts show development of performances at Nettilukio from 1997 on and also number of different student types during the year 2011.

Picture 1: Performances 1997 - 2011

Picture 2: Applied, started, quit and completed in 2011

4) Number and profile of staff?

Otava Folk High School consists of the actual Folk High School, upper secondary school, Nettilukio (virtual upper secondary school) and Nettiperuskoulu (virtual basic education). Several staff members work to different sections and their working hours are divided between these sections. There are 23 part-time teachers at Nettilukio. These teachers can live around the country (or even around the world) and they usually teach their subject along their other (full-time) job. Their salary is based on the amount of courses their students take. At the Otava Folk High School there are 8 full-time teachers. However, only fairly small part of their working hours is directed to Nettilukio. Four (4) eLearning instructors are responsible for guiding student groups - most of their work is directed to Nettilukio. In addition to these there are two Internet pedagogues, one content coordinator, office secretary (part of work directed to Nettilukio) as well as programmers and web designers who are responsible for maintaining the current and developing the new learning platform. And then Nettilukio also employs one training manager and principle.

Pedagogy

5) Where do students do most of their studying?	home (or any other place outside school)
6) Where do staff do most of their teaching?	Basically teaching can be done from where ever. All together emphasis is on distance work.
7) What is the main teaching method? How is teaching articulated (by subject, cross subject through project work, both)?	All studying at Nettilukio is done virtually. Teachers’ main duties are evaluating tasks, exercises and other outputs. In collaborative courses the evaluation contains also evaluating processes. Students produce all material by themselves. Only in collaborative courses and phenomenon based learning students also work in groups and projects, combining different learning methods. Inquiry-based learning (http://en.wikipedia.org/wiki/Inquiry-based_learning) and its methods and steps are included in phenomenon based learning. Students at Nettilukio can choose from three different ways to accomplish courses - or they can freely combine these options between different subjects and during their studies. These three options are: 1. Non-stop-courses Each student is free to pick any upper secondary school course in his/her schedule any time he/she wants. Courses are always open and the student can choose any courses and study at his/her own phase (i.e. according to his/her personal learning plan). Studying is quite independent and sometimes lonely, too. Even if the studying is independent of point of time, it offers no fast food as the learning always takes its time, no matter how flexible the frames. Interaction in not-stop-course is limited mainly between student and teacher (skype, chat, e-mail etc.). 2. Collaborative courses Several times a year there are also collaborative courses which begin and end on fixed dates. Booking beforehand is necessary and presence is obligatory. When participating on a virtual class the students are able to work on issues together and use each others as resources. Anyway, also these courses are located in a closed learning environment and they are closed from the rest of the world. Only the students and the teachers have access to the course. Discussion forums, wikis and virtual conferencing tools are widely used in collaborative courses. 3. Phenomenon based learning In addition to these two options, Nettilukio offers its students courses where they can learn together with other people. Instead of enrolling in a course in a specific subject such as mathematics, biology or philosophy, the student has a chance to grasp a bigger entity, a real life phenomenon. The phenomena so far studied at Otava are among others hunger and thirst, welfare state, piracy and human being 2.0. The idea is to integrate various subjects in the studying of the phenomenon. The student can choose approach to the phenomenon, set personal targets and thus choose which (upper secondary school) subjects and courses he/she wants to complete. As the phenomena to be studied are authentic, real life phenomena are the courses also out in an open and public online environment http://ilmiopohjaisuus.ning.com so that people in various roles and with different interests can attend. There are project managers, pedagogues, experts, media tutors, subject teachers – and students, of course. Lurking is also allowed and anyone interested also from other schools and from outside the school world is welcome. The roles are often mixed and the teacher doesn’t have to be an expert in everything. Expertise can be found also outside the school or – as it often is – among students. Web2.0 technologies (blogs, wikis, video conferencing and social bookmarking) have a lot to offer in this kind of learning and studying. These technologies chance the role of learning (and teaching) towards taking risks, tolerating uncertainty, tolerating incomplete world, flexibility to change plans while on the road. Read more on these three types of courses using a food metaphor from a blog entry by Taru Kekkonen: http://blogi.nettilukio.fi/opet/2010/09/19/uskalletaanko-paastaa-opiskelijat-keittioon At the Finnish ITE conference 2012 three students from Nettilukio introduced their ideas and opinions on phenomenon based learning. http://www.viddler.com/v/c13f0b18
8) What tools are used? If more than one tool is used, how are they combined?	Learning platform (muikku), phenomenon based learning uses Ning, Adobe Connect virtual conference meeting tool, instant messaging tools, email, phone, Skype, Google tools, social bookmarking and so on. Tools vary course by course, teacher by teacher and also student wishes are taken into account. Students also have founded a closed Facebook group for peer learning (teachers are not necessarily members)
9) Are students grouped into classes? Or are they all individual learners? In the latter case is peer learning promoted? If so, how?	All starting students belong to a student guidance group (the 25 most recent beginners form one group and they take as a group a student counselling course. The group exists as long as even one student belongs to it). During the studies each student may be an individual learner or belong to a subject group. This depends on the chosen options for each student and each subject. Peer learning is promoted in two ways: students can join a closed Facebook group which is meant only for students and the aim is peer learning. The other way to promote peer learning are tutors - students who tutor other students, for example by AC-markets, subjects vary (copyrights, matriculation examination info, hobbies). Tutoring helps students to find other similar students and to network with each other. Peer learning via these two ways has clearly increased.
10)Are there classes timetabled? Are students self-directed learners?	Normally classes are not timetabled and students are self-directed learners. Of course in collaborative courses and phenomenon-based learning there are some timetables in order to get the work done.

Staff recruitment and CPD

11) Does the school have a specific staff recruitment philosophy/policy? Does it differ depending on the category of staff?

Basically there are not any specific staff recruitment policies nor do they differ between staff categories. The fact is that turnover of especially part-time teachers is great, due to changing life situations (moving, changing work, starting a family, retiring, and so on). Nettilukio has also grown a lot during the past years, which of course has demanded new recruitments, especially eLearning instructors and phenomenon based learning teachers. Nettilukio also uses expert lecturers when needed, especially in phenomenon based learning. Sometimes an expert is also hired to take care of a single course.

12) How does the school support staff development?

Nettilukio supports strongly staff development, both teachers and all other staff. Pedagogical further education at the moment is a two-year project, in which the whole work community is participating. This further education consists of monthly workshops, team syllabuses and development tasks to be done via education. Workshops take place once a month (from Thursday to Saturday) and they are for both the staff and outside participants as well. During each workshop expert lecturers are listened to for a day and a half guiding the participants to the workshop´s themes. The other day and a half of each workshop is used to develop personal or team work. During the workshops there is always both pedagogical and technical support present. Other development is also supported. Basically when an individual needs training for a certain area, he/she can search for an appropriate course inside or outside school. Orientation of new employees is also organized, depending on the role of the new employee. Taru Kekkonen is responsible for initiating new teachers; subject teachers naturally initiate their new colleagues. The school also has a FAQ wiki where concrete instructions and operation models are stored; one can for example check how the dormitory´s sauna is heated.

Impact, inspection

13) What are the results for students in terms of learning outcomes and how do these compare with physical schools?	Students produce all learning materials individually or as group work, project work or phenomena based learning methods. Each student receives verbal evaluation from each task. The verbal evaluation itself is seen as an important part of learning. There are no examinations, which is the largest difference when comparing Nettilukio to physical schools. If and when a student aims to matriculation examination, The Matriculation Examination Board´s instructions and regulations are used.
How and when are students assessed?	As described above, assessment is continuous and new learning tasks are taken along the studies. Teacher gives verbal evaluation to each student from each task. Also peer learning is promoted and students also evaluate each other´s work. In phenomenon based learning also assessment of processes and results are used.
What are the examination and testing regimes and how do these compare with physical schools?	In Nettilukio there are no examinations or testing regimes. In most of the physical schools those are an important part of evaluation, when in Nettilukio evaluating individual tasks is the key point of assessment.
What is the retention rate of students (or the other way round- what is the drop-out rate of students?	The actual drop-out rate has not been calculated, and it would also be very difficult to calculate. This is because studying is non-stop (students can start when ever) and many students only take single or a few courses instead of the whole upper secondary school curricula. Anyway, dropping out is very common. In many cases students starting virtual school do not understand the amount of work independent studying needs. On the other hand many students only take single or a few courses instead of the whole upper secondary school curricula. Naturally changes in life situations (changing jobs, moving, changes in family status) affect studying a lot - causing also drop-outs. A noteable point is students returning to continue their studies, often a year or two after previous courses.
Are formally recognised qualifications provided?	Formal course grades are provided according to the national curriculum. Also students, who accomplish the whole upper secondary school curriculum, receive an official High School Diploma. Matriculation Examination is also possible, and formal diploma for that is naturally also granted.
Are obtained qualifications recognized at local/ national/EU/world level?	Yes.
14) What are the regulation and/or inspection regimes?	Nettilukio reports to educational authorities like any other official upper secondary school in Finland. Official statistics are also produced and delivered annually to educational authorities.