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 OurBlook interview with James Peters, VP of product development for Giant Campus ... www.giantcampus.com
Please give us the basics about Giant Campus ... the who/what/why/where/how.
JP: Giant Campus is an education and learning experience company that empowers teens and adults through in-person and online technology classes. We teach everything from game design to audio engineering and business. Since our start in 1997, we have taught technology skills to hundreds of thousands of teens and adults. The demand for our services is growing; we’ve recently established two new school programs to meet the needs of our customers:
· Giant Campus of Washington (launched 2010) is an online public high school that’s free to all Washington state high school students, grades 9-12. The school is a partnership between Giant Campus and the White Salmon Valley, WA, public school district, providing students across the state with instruction in computer science, digital arts, and business & innovation and more. There are full-time and part-time school options available. And all classes are taught by certificated instructors.
· Giant Campus Academy is an online private (tuition-based) high school that’s available to students around the world, grades 9-12. The school provides a solid foundation in math, science and writing plus an extensive catalog of electives in technology and business.
· Both programs were recently accredited by the Northwest Association of Accredited Schools.
What have you concluded about the technique of online learning ... is it better 100 percent by itself or should it be combined with personal teaching? Are some students or some class subjects more amenable to it than others?
JP: Some students thrive in 100 percent online environments, and some seem to benefit most from “hybrid” environments, in which online classes are taken under the supervision of instructional staff in a school lab setting. A recent E-Learning 2010 Education Week Special Report states that local districts are finding that a mix of face-to-face classes and online-only courses is proving to be effective because it plays to students’ strengths and can also mitigate some of their weaknesses.
The important thing is keeping students engaged. By providing a relevant course of study in an environment that promotes communication and initiative, we believe even students who are 100 percent online can be very successful. As an online education company, we hire instructors who are passionate and knowledgable about their subject areas. Their passion and love for what they’re teaching creates an engaging learning environment for the students. Students do more than study key concepts; they also get to practice their skills through a wide range of hands-on projects. We think our emphasis on project-based learning is one of the keys to success.
We also believe that building a strong online community is key to engagement. Our programs include after-school clubs, community service organizations, and lectures by local technology and business experts. By creating an online community that reflects our students’ needs and aspirations, we are finding more ways to keep our students logging and learning every day.
Is there a cost-savings aspect to this ... is online teaching more financially effective and efficient?
JP: Let me tell you of an example of how we’re currently working with a private school. We met a teacher who had lots of students eager to learn web design, but the school didn’t have anyone with the expertise to teach it. Rather than hire a new technology teacher, the school organized a weekly class where the students log in for interactive, real-time sessions with our online teacher. The students interact with each other and ask the teacher questions in the online environment, so it’s just like a classroom, but virtual. This enables the school to offer a variety of new classes without adding to their staffing costs. So yes, there are ways in which online instruction appears to be more efficient. It certainly has the potential of matching qualified teachers with interested students, regardless of geography.
Aside from the online technique, how else is technology used in teaching and learning at Giant Campus?
JP: To say “online” doesn’t really get at the extent to which we are using technology throughout our programs. The school campus is entirely online, so obviously students are logging in to their courses to see their assignments, e-mail from teachers, etc. But they are also connecting with students online, sharing projects, doing collaborative assignments, or just socializing. Real-time web conferencing is another key piece: students attend weekly class meetings that are conducted by their teachers in real time. Then there is the curriculum. We are focused on teaching software skills, 21st century skills, and job skills. So it’s really everywhere in our programs.
What do see in the public high schools around you ... is technology being used and if so, is it being used enough and is it being used well?
JP: Too often, it still seems like “technology” in traditional schools boils down to a collection of aging desktops in a computer lab somewhere down the hall. It’s amazing how few schools actually teach technology-based courses to their students, and how few teachers really have these skills. People need to get beyond the idea that technology is about hardware. The Internet has shown us that one of the most powerful uses of technology is in bringing people together. If you aren’t using technology to support/extend/enable your learning community, I think you are missing a huge opportunity. I understand that all of this technology costs money, and that this is a terrible time for public school budgets. But eventually, traditional schools will be swamped, absolutely overtaken by this trend. Partnerships between private organizations like Giant Campus and public schools like White Salmon Valley may be taking off because it’s a way for public K-12 to make quick progress in this area.
Are there any disadvantages to the use of technology in education, or anything that concerns you?
JP: Students today have access to a ton of information and resources all the time, and they are using devices that are increasingly powerful and inexpensive in their homes. And yet our schools seemed trapped in the '90s when it comes to addressing this sea change. We must create new learning opportunities that reflect life in the 21st century and the pervasive role of technology in society. It’s as if we are teaching students how to live in a world of the past. But they know better. They know we are not moving fast enough. My main concern is making sure we are creating an incredible school environment for our students. If we do that, we can overcome any of the disadvantages.
Everyone is familiar with the stats, but they bear repeating:
· In Washington state, 38 percent of students will not graduate from high school with a regular diploma in four years. Dropouts from the class of 2008 alone will cost Washington almost $7.3 billion in lost wages over their lifetimes.
· Some 5,000 schools persistently fail year after year, and about 2,000 high schools produce about half the nation’s dropouts and three-quarters of minority dropouts (Balfanz & Letgers, 2004; Tucci, 2009).
· Of students who do graduate from high school, one third are unprepared for postsecondary education, forcing community colleges and four-year colleges and universities to devote precious time and resources to remedial work for incoming students (National Center for Education Statistics, 2003).
· By 2016 – just six years from now – four out of every 10 new jobs will require some advanced education or training (Dohm & Shnipe, 2007). Fifteen of the 30 fastest growing fields will require a minimum of a bachelor’s degree (Bureau of Labor Statistics, 2008).
· Today, just 39 percent of young people earn a two-year or four-year college degree (National Center for Public Policy and Higher Education, 2008).
Are you optimistic or pessimistic about the future of education in America?
JP: I am a huge optimist. The power of the Internet has opened up high-quality education to families everywhere. Online learning is likely to play a critical role in changing the way K-12 education operates, whether it’s 100 percent online or a blended/hybrid approach.
There are more choices today, and that is great for innovation. Many of today’s class options provide students with the unique opportunity to explore exciting, fast growing 21st century careers.
We’re also hopeful about the amount of focus that the current administration is putting toward public education. Race to the Top and other initiatives are sure to create positive change across the country.
Is there anything else you'd like to say about any aspect of this topic?
JP: No student learns in a vacuum. It takes a community that values learning and reinforces it continuously to help students develop the skills and habits they will need in life. Creating that community is key. There are new examples of online communities that are thriving every day; we’re one of them!
(James Peters joined Giant Campus in 2005 with over 15 years of experience in teaching, training and web-based content development. Before that, he worked at Microsoft in a variety of positions related to instructional design and online curriculum development. James began his career in 1991 as a special education teacher. He has also worked as a curriculum consultant for public school districts across the U.S. and Canada. He has a bachelor’s degree in English from the University of Washington.)
(Note: Giant Campus also has armed services programs for the Air Force at the MacDill and Nellis bases and for the Army at Fort Lewis.)
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