Integrating and Unveiling Nestedness in Digital Learning Ecosystems
An Analytical Approach to Structuring and Understanding Digital Education
Investigating the complex digital learning ecosystem, a pivotal question arises: How can we cultivate nestedness and integration within it?
I encountered this term while working on our upcoming paper, 'What Schools Can Learn from Virtual Schools (and Online Universities)', which is submitted for presentation at the EDEN DLE 2024 Annual Conference, 'Learning in the Age of AI: Towards Imaginative Futures', in Graz, Austria, from 16-18 June 2024.
Nestedness is highlighted in one of the four core objectives of the paper, and it deeply influenced my thinking as I independently track the ecosystem for the UK Online Learning Guide (ages 4-18).
The paper is co-authored by Dr. Paul Bacsich, Charlotte Doody, Dr. Margaret Korosec, and myself. It explores the ecological concept of nestedness—a term that was initially unfamiliar to me—to draw parallels with the structuring of digital educational environments. Nestedness, similar to ecological systems, refers to the organisation of components into layers or hierarchies. This concept is also relevant in computer science and information structuring, underscoring its significance in the digital education landscape.
This exploration is driven by my growing interest in virtual schools and the broader spectrum of digital education providers.
Unveiling the Ecosystem: A Diverse Landscape of Digital Learning
In my curiosity to map this landscape, I have come across a diverse array of UK, and non UK, based online learning organisations, which I am referring to as 'organisations' rather than 'schools' to acknowledge the wide range of learning experiences they offer.
From Catalyst By Winchester College and Collaboration Laboratory, which target extracurricular enrichment, to more targeted educational providers like TCES, Tute, and Gaia Learning, the digital learning ecosystem is complex and varied. Established institutions like Minerva, UK Virtual School, and King’s InterHigh, alongside emerging online tutoring services, illustrate the ecosystem's dynamic growth.
Building on this, I'm developing an interactive matrix showcasing these UK online learning organisations and providing a visual representation (see below) of the ecosystem's complexity and interconnectedness. The matrix aims not only to highlight the present state of UK digital primary and secondary education but also to explore how these entities, through their nestedness and integrated structures, contribute to the evolving landscape of learning in the age of AI.
Digital Learning Organisations: A Matrix of Innovation
Mapping Challenges and Opportunities
Mapping the UK's online learning landscape remains an intricate endeavour, partly due to the dynamic and growing nature of virtual educational offerings. Remarkably “there is currently no official data on the number of virtual schools or the number of students who are studying at them in England” (Bacsich and Doody, 2023).
In pursuit of a more comprehensive understanding, the matrix is designed to tabulate and visualise the spectrum of organisations involved in this digital shift.
However, the matrix's current iteration captures just a fragment of the whole, illustrating the persistent challenge of gathering exhaustive and complex data. To bridge this gap, organisations can contribute and referee their own details using the online learning opportunities (ages 4-18) information form.
Categorising the Complexity of Virtual Schools
The task of delineating virtual schools presents its own set of complexities, given the diverse operational models that exist within this ecosystem.
These can be broadly categorised based on their function as either full-time entities, which serve as replacements to traditional schooling, or part-time, complementing existing educational organisations.
Furthermore, their operational visibility varies; some function as distinct visible entities or departments within an organisation, while others are invisible within a school teaching online to pupils in other schools (Bacsich, Doody, Korosec, Lloyd, 2024).
This evolving typology underscores the fluidity of digital education, hinting at a landscape where traditional and virtual learning environments increasingly intersect and blend. It's this very fluidity that signals the necessity for ongoing investigation and research.
As we chart this sector, it becomes apparent that our understanding of these educational models must evolve in parallel, allowing us to foster an ecosystem that is both inclusive and adaptive.
Looking Forward: Anticipating the Future of Education
The endeavour to map and categorise the UK's online learning organisations is more than an academic exercise; it's a step towards shaping future educational policies and practices.
As we peel back the layers of this complex ecosystem, the goal remains to not only document its current state but to also anticipate its trajectories as well.
This anticipatory stance is crucial, for it prepares us to navigate and influence the unfolding future of education in a digital age, ensuring that the matrix is not merely a snapshot but a resource that reflects a dynamic and open system.
References
Bacsich, P., Doody, C. (2023). Trends and Issues of Digital Learning in the United Kingdom in Lee, Y.F & Lee, L.S. (2023). Trends and Issues of Promoting Digital Learning in High-Digital-Competitiveness Countries: Country Reports and International Comparison. ED636595.pdf
Bacsich, P., Doody, C., Korosec, M., Lloyd, J. (2024). “What schools can learn from virtual schools (and online universities)”. Opening up learning (bacsich.org). https://bacsich.org/2024/03/28/what-schools-can-learn-from-virtual-schools-and-online-universities/