![“[Blended learning] integrates
City Prep
Academies
face-to-face classroom time
(NY) with online learning
(facilitated at all times by a
Some definitions
to consider . . .
classroom teacher),
combining the effectiveness
and socialization of the
classroom with technology-
enhanced online materials.”](https://image.slidesharecdn.com/blendedlearninginactionaesa-111205073837-phpapp02/75/Blended-Learning-in-Action-AESA-2011-9-2048.jpg)
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Similar to Blended Learning in Action (AESA 2011)
Blended Learning in Action (AESA 2011)
- 1. Blended Learning inAction: Improving Education through Technology COLLEEN WORRELL MANAGER OF PROFESSIONAL DEVELOPMENT VHS (MAYNARD, MA) SUSAN REES EXECUTIVE DIRECTOR ACCEPT COLLABORATIVE (NATICK, MA) AESA CONFERENCE DECEMBER 2011
- 2. Session Overview Introductionsand Background What is Blended Learning? Blended Learning in Practice: Project ABLE Strategies for Success Q&A/Discussion
- 3. Introductions ACCEPT Education VHS Collaborative Founded in 1974 to promote “The” original Virtual High excellence and innovation in School – 15 years of operation educational practice for school Non-profit consortium of districts in MetroWest, MA nearly 700 member schools Mission: use the collective power from across the globe (in 32 of member school districts and states & 40 countries) community resources to provide Co-synchronous online a wide range of exceptional middle/high school courses programs and services that that aim to supplement maximize the potential of curriculum students, their families, educators and communities. Respected PD program for educators at all levels
- 4.
- 5. What is BlendedLearning? Image used under a Creative Commons license
- 6. Terminology: Blended orHybrid? CC Licensed Image CC Licensed Image
- 7. Online: Synchronous or Swensonand asynchronous online learning Redmond, Issues in with 20% or less face-to-face time. Teacher Blended: Synchronous or Education (2009) asynchronous online learning combined with more than 20% Some definitions face-to-face time. quantify level of online versus f2f Hybrid: Courses that combine two time, using or more synchronous or different asynchronous online learning terminology to distinguish tools combined with face-to face approaches time.
- 8. Definitions There aremany different interpretations Program level versus classroom level implementation Differentiating factors include Time Model(s) Delivery Rationale Technology
- 9. “[Blended learning] integrates CityPrep Academies face-to-face classroom time (NY) with online learning (facilitated at all times by a Some definitions to consider . . . classroom teacher), combining the effectiveness and socialization of the classroom with technology- enhanced online materials.”
- 10. . . .And the list goes on Keeping Pace Report Innosight Whitepaper “Blended learning “Blended learning is any combines online learning time a student learns at with other modes of least in part at a supervised instructional delivery.” brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace.”
- 11. Context is Key Rationales vary: Time and Money Student Engagement Personalized Instruction 21st Century Skills Transformative Practice Too often the focus is on the “how” rather than the “why” Primary goal: create more effective, engaging, and flexible ways for students to learn and gain mastery
- 12. VHS’ Definition ofBlended Learning Blended learning is the integration of digital content, resources, and Web 2.0 tools into classroom instructional practice to enhance, expand, and transform student learning and outcomes. Image used under a Creative Commons license
- 13. Begin with the Endin Mind Alexander Hiam’s Five I’s of Educating for Innovation: ◊ Imagination ◊ Inquiry ◊ Invention ◊ Implementation ◊ Initiative Image credit: FableVision Poster Gallery
- 14. Blended Learning MustHaves Quality, flexible PD for teachers Supportive school environment and school leaders Strong vision around quality, student-centered learning Emphasis on 21st century competencies Integration of Open Educational Resources/digital technologies 24/7 access to student learning opportunities Rethink classroom time (meet needs of all learners) Standards-based focus
- 15. Blended Learning inPractice Image Credit: Flickr.com
- 16. Project ABLE Tenparticipating school districts (2010-11) Two-year professional development grant initiative (STEM) Emphasis on: 5 C’s Backwards and universal design project-based learning OER and Web 2.0 technologies Innovation and engagement Image source: flickr.com
- 17. Project ABLE Mission& Focus Our approach promotes the Develop student-centered, universally designed standards development of solid based curriculum units that are content knowledge, relevant and rigorous personalized learning and Design lessons that teach the 5 21st century skill “c’s”: content knowledge, critical development. thinking, communication, collaboration, and creativity Teachers create rich Provide a flexible learning curriculum and adaptive environment for students (physical project based learning and virtual) environments that engage Foster an innovative, collaborative, project-based classroom culture all students leading to Facilitate and manage the online successful learning and face-to-face classroom outcomes for all students. seamlessly
- 18. Blended PD Initiative Teachers trainedin blended course development and facilitation Online learning modules and f2f workshops Professional Learning Communities for ongoing support Strong mentoring component
- 19. Introduction toBlended Learning Online Modules Introduction to Open Educational Resources → Co-synchronous model Facilitation Skills I → 10 hours each → Woven into comprehensive PD PBL and Blended Learning program (f2f workshops, mentoring Facilitation Skills II sessions, online PLC)
- 20.
- 21. Why Use OER? 21st Flexibility Quality Affordability Interactivity Century Skills
- 22. Top OER bySubject Fine Arts: http://www.diigo.com/list/cdworrell/fine-arts- oer Foreign Languages: http://www.diigo.com/list/cdworrell/foreign-language-oer Language Arts: http://www.diigo.com/list/cdworrell/language-arts-oer Math: http://www.diigo.com/list/cdworrell/math-oer Science: http://www.diigo.com/list/cdworrell/science-oer Social Studies/History: http://www.diigo.com/list/cdworrell/social-studies-oer
- 23. Project Exemplars: DifferentModels and Outcomes
- 24. Hopkinton High School Digital Photography Schedule forF2F vs. online class meetings set by school administration Authentic assessment Student blogs, wikis, forums
- 25. hhspress is astudent run news site produced by Hopkinton High School students
- 26. Blog from blendedDigital Photography course
- 27. Flipped Classroom Middle School teacher fromAshland, MA Uses open source videos from Khan Academy Creates her own podcasts and videos to teach content Enables more flexible use of class meeting time Image credit: Knewton blog
- 28. A meansto INCREASE interaction and The Flipped personalized contact time between students and Classroom teachers. is . . . An environment where students take responsibility for their own learning. A classroom where the teacher is not the "sage From “The Flipped on the stage," but the "guide on the side." Class: What it is and A blending of direct instruction with What it is Not” constructivist learning. by Jon Bergmann, A classroom where students who are absent due Jerry Overmyer and to illness or extra-curricular activities such as Brett Wilie athletics or field-trips, don't get left behind. A class where content is permanently archived for review or remediation. A class where all students are engaged in their learning and can get a personalized education.
- 29. Millis Public Schools Mobile One-to- One withiPads: Pathway to Personalized Learning Image provided by Millis Public Schools
- 30. Why Personalize Learning? Flexible anytime, anywhere learning Redefine teacher role and expand “teacher” Project based, authentic learning Student-driven learning path Mastery/competency- based, progression pace Image provided by Millis Public Schools
- 31. Goals of the1:1 iPad Pilot 1. Extend Learning beyond the School Day 2. Increase Student Engagement & Productivity 3. Increase 21st Century Skill Development 4. Promote Self-Directed Learning Physical Science 5. Support Personalized class, Mr. Benham, Learning Millis Middle/High School Image provided by Millis Public Schools
- 32. Project-based, Student-centered Learningin Action Image provided by Millis Public Schools
- 33. Can I Design,Build and Analyze the motion of a car that will jump a canal? Images provided by Millis Public Schools
- 34. Project ABLE Outcomes Teacher excitement, re-engagement, & innovation Many different models of success, many similar challenges Student engagement, collaboration, initiative New district-funded cohort in 2012
- 35. Quick Check In– Questions? Image credit: appstorm
- 36. How Do IGet Started? Strategies for Success Photo credit: Flickr
- 37. Administrative Considerations Funding Timing Technology Organization Delivery Photo credit: flickr
- 38. Must Haves forBlended Programs 4 C’s of Blended Learning Contemplate Customize Communicate Cultivate Photo credit: flickr.com
- 39. Start with thoughtful planning Contemplate Photo credit: http://www.flickr.com/photos/wonderlane/37531816/
- 40. Think about Designnot Technology Plan ahead and start early Focus on course goals & learning objectives Design should determine your use of technology, not the other way around
- 41. Blended Learning isa Process Rely on Start small student/peer and build feedback & self- Be flexible – your blended reflection to learn as you course one constantly go! step at a time improve your course
- 42. Customize Image credit: flickr.com
- 43. Diversify • Incorporate a variety of media and voices into your approach (e.g., text, your video, podcasts, websites, approach discussion forums, wikis/blogs, journals, slideshows) Move • Use Open Educational Resources to integrate quality content, create beyond the engaging learning experiences, and textbook take students beyond the classroom • Rethink how to measure student Realign progress and mastery in a blended assessment environment
- 44. Communicate Image credit: flickr.com Photo credit: http://www.flickr.com/photos/library_of_virginia/2898490491/sizes/z/in/photostream
- 45. Establish clear Use multiple modes expectations, and voices (syllabus, directions, and lines of announcements, email, communication blog, podcasts, etc. ) Communicate Establish online Provide timely presence – students feedback as often as need to know teachers possible to students are there
- 46. Cultivate Image credit: flickr.com
- 47. Collaboration & communityfor students Communities of practice for teachers & school leaders Knowledge! Create opportunities to develop content knowledge, pedagogical approaches, and technical competencies Image credit social networks: flickr.com Image credit books: flickr.com
- 48. PD for Blended Learning from VHS Graduate-level coursewith step-by-step development of a blended module Custom PD with tailored learning modules www.goVHS.org
- 49. Image credit: FilomenaScalise / FreeDigitalPhotos.net
- 50. Thank you for attendingthis session! Colleen Worrell [email protected] Susan Rees [email protected] Diigo list: http://www.diigo.com/list/cdworrell/blend edlearning Image credit: flickr.com
Editor's Notes
- #11 Texas DOE: 40% of content and activities are onlineSloan C:Blended/Hybrid = 30 to 79% of content is online where course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to- face meetings.
- #13 Emphasize QUALITY/impact not quantityNote the juxtaposition of old (timeless?) with new! Interesting fact: In recent article Money magazine named “40 under 40” top leaders from around the globe notable for being today’s “innovators, disrupters, and job creators.” Only one leader – Sal Kahn of Khan Academy – has direct ties to education.
- #14 Too often the role of school leadership is a mere asterisk in research on online and blended learning. However, experience reveals that the most successful initiatives all have supportive and knowledgeable administrators. If we are to create quality learning experiences around what Alexander Hiam calls the Five I’s (Imagination, Inquiry, Invention, Implementation, and Initiative) we need effective school leaders who both model and nurture the 21st century competencies we want to build in our students. See this forHiam’s article: http://www.eschoolnews.com/2011/02/01/how-and-why-to-teach-innovation-in-our-schools/
- #22 Rather than passively consuming content teachers and students become active producers of knowledge in the new world of OER
- #25 Moodle site created by a Project ABLE teacher for a blended Digital Photography course;Authentic Assessment=assignments produce online school paper – see next slide for screenshot of paper, one after that = screenshot of blogBlogs/wikis NOT in Moodle = word pressMention *don’t need* an LMS
- #38 Types of stuff to talk about – remind group that there are things to think about if they are undertaking a big blended learning initiative. Under funding they should think about grants or other means for funding the training/PD that would be needed for this initiative. Within Timing, it’s important to think about whether they should start with a smaller pilot, using highly motivated teachers (rather than rolling out a huge initiative). Get the student interest and energy up so that they are excited about the project. Technology considerations speak to whether or not they need hardware (1x1 initiative, for example) and should be careful to ensure that their technology infrastructure is up to the task. Within organization, I’d consider taking about which content goes online, what percentage of content will constitute a blended class, how are teachers using the online component, what are the goals. Delivery is the process of delivering content (host locally vs. through a third-party vendor). Also considerations around evaluating teachers, etc.
- #40 Moving to a blended approach takes time and requires careful planning that centers around course goals and learning objectives
- #41 Fundamentally rethinking the course design to optimize student engagement What does blended learning look like? No “one way” of “going blended”/Division of online and classroom instruction for each blended course varies/Different approaches are based on course content, instructional style, class size, and overall course goals.
- #46 RE: Feedback – acknowledge LMSs as timesaving tools for teachers (with automatic grading) as well as free online tools like Hot Potatoes RE: “Be Present” talk about how the "guide on the side" often becomes a "ghost" to students in an online setting.
- #48 RE: Professional Community: .Seek out a community (f2f and/or virtual) of supportive, like-minded peers and professionals for ideas and to sustain your professional growth (PLCs)Re:knowledge -- Not only will this help to energize you as an educator, it will also make you a model of life-long learning for your students.
- #50 Image: FilomenaScalise / FreeDigitalPhotos.net