Blended Learning_CUEBC_Pro-D_Oct_25


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Computer Using Educator of BC, CUEBC

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  • This is what I am presenting today.If this is what you want to hear about, welcomeIf you are in the wrong session now is a good time to move.
  • This is what I am presenting today.If this is what you want to hear about, welcomeIf you are in the wrong session now is a good time to move.If you are new to the services available in BC, Three LMS and two Content services
  • As I started looking at the direction Education could go, I found thisPublication by International Association for K-12 Online Line
  • BC Government
  • I Believe the 20th Century was a period of Integrating Technology and some will continueHowever at the turn of the 21st Century was the introduction of the Learning Management System (LMS)
  • Implementing a Blended Learning model meas
  • According to iNACOLInternation Association for k-12 Online EducationClassroom instruction integrating online resources, but limited to or no requirements for student to be onlineClassroom instruction with sginificant, required online components that extend learning beyond the classroom and beyond the school dayMostly or fully online curriculum in computer lab or classroom where students meet every dayMostly or fully online curriculum with select day required in classroom or computer labFully online curriculum with option for F-2-F instruction, but not required
  • How to address the needs of all learnersDiverse strengths and Challenges?
  • Inspired orgs Inside OutLaw of Diffusion of Innovation2.5 Innovator13.5 early adopters34 early majority34 later majority16 laggards15-18% is Critical Mass
  • Quizzes set to multiple attemptes.
  • Describes a teacher through the ages who like has a Student Centered PhilosophyMost of us resonate with many of these terms
  • As you begin to design your Blended Learning experience, there is no correct way.There are strengths in each way of instructionDetermine which is most effective to meet the needsBe strategic and Intentional
  • As you begin to design your Blended Learning experience, there is no correct way.There are strengths in each way of instructionDetermine which is most effective to meet the needsBe strategic and Intentional
  • Resistance was highSeveral reasons:Change in learning style. Some want the tactile of books.More responsibility for learning is given to the student
  • My Son in Grade 8, decided he wanted to take English 8 online. School agreed, teacher agree, so he is happily completing English 8.He loves the Flexibility of what to do and when.
  • Blended Learning_CUEBC_Pro-D_Oct_25

    1. 1. BLENDED LEARNING: Convergence of Online & Face-to-Face Education Michael Cochrane Open School BC Dal Little Sooke School District
    2. 2. INTRODUCTION • Learning with Technology, at its extreme • It is blending the best of an online delivery with the best of a face-to-face classroom.
    3. 3. INTRODUCTION • a Learning Management System (LMS) • pre-developed course with assignments and assessment • students in a classroom/school with great internet access
    4. 4. WHAT WE ARE GOING TO LEARN TODAY Blended Learning: • is an optimal model for implementing 21st Century skills into K-12 Summary • Define • What is Blended Learning iNACOL • Why Blended Learning Click to download a copy as PDF • Describe - Blended Learning Pilot Project • Share the Project findings
    5. 5. CHANGE
    7. 7. BLENDED LEARNING Blended Learning 4 Key Conditions for Implementation 1. LMS – e.g. Blackboard Learn, Moodle, D2L (Content Delivery and Assessment Tracking, Reporting, Parent Access) 2. Pre-developed customizable, online courses 3. Class time for one-to-one instruction, & relationship building, group interaction, …. 4. Requires computer technology and Internet access 5. Paradigm Shift – Administers, Teachers, Students
    9. 9. WHY BLEND? WHY NOW? Meeting the needs of Diverse Learners • Advances in Technology Better, Faster, Mobile, Multiple type of interaction • Internet Access Ubiquitous access, fast, reliable • LMS (Blackboard Learn, Moodle, D2L) Features designed for K-12 learners • Fully developed grade 8-12 courses by Open School BC • Students expect to be online often
    11. 11. BLENDED LEARNING THREE DOMAINS FOR CHANGE Change in Educational Program Delivery Time - When • When students access information. • They can choose. Busy athletes who travel. Proximity – Physical Distance from teacher • Schedule for attending class based on personal need • Relationship with teacher Pace – How learning proceeds (Teacher Negotiated) • Lessons, assignments and assessments online • Negotiate when learning will occurs for each student • Class time - Hands-on, Questions, Teacher Interactions
    12. 12. THE BLENDED LEARNING PROJECT Project - in Summary: • 10 high school teachers an opportunity to teach differently. • Provide students orientation and a chance to learn differently. • Provided teachers with training & ongoing Open School BC technical support in Blackboard. • Provided teachers with pre-develop courses, supported to customize • Provided ongoing Pro-D to change, edit, customize, improve courses • Goal was to have No Evaluation, but Learn! There is no explicit “criteria” for success. See how teachers and students respond • Project was extended for September 2013-June 2014
    13. 13. PROJECT PARTNER ROLES Three partners to support Project 1. E-Learning and Graduation (BC Ministry of Education) • Provide partial funding for project • Funding provide Inservice for TOCs for participating teachers 2. Open School BC • Manage project funding and deliverables • Provide access to course content, Blackboard Learn for up to 1000 users • Provide support to participating teachers & project coordinator
    14. 14. PROJECT PARTNER ROLES 3. Sooke School District (SD 62) • Provide 0.4 release time for project coordinator/teacher • Mentor teachers in use of Blackboard and • Monitor student/parent/teacher activities • Create discussion group and work with Open School BC to create survey questions for participant groups • Report findings back to Open School BC, Ministry of Education and British Columbia DL Conference
    15. 15. PROJECT BUDGET $61,000 MINISTRY OF EDUCATION: • Teacher Release Time (20 days @ 350/day) • Development of tools for action research 7000 1000 OPEN SCHOOL: • Bb Hosting (1000 users) • Bb support/admin • Pre-developed Courses - Licensing 11500 1000 7500 SOOKE SCHOOL DISTRICT (WESTSHORE) • Travel & presentation 1000 • Support teacher salary (SD 62) (0.4 Salary/benefits /0.5 year) 32,000
    16. 16. PROJECT QUESTIONS Questions to be addressed: • If teachers have access to a high quality learning management system, access to pre-developed courses, - How will they use it? • How will Blended Learning change the learning experience for students? • Did it “Personalize Learning” for students? Was the choice and Flexibility apparent?
    17. 17. TEACHER/STUDENT DEMOGRAPHICS School District (9000) • 3 High Schools (2500) • 4 Middle Schools (2000) • 18 Elementary Schools (4500) Project open to all Middle - High Schools • Started with 10 teachers, 800 students • Ended with 4 active teachers, 250 students • Teachers with high innovator mind set
    19. 19. TEACHER COMFORT LEVEL WITH BLENDED LEARNING Innovators 2.5% Early Adopters 13.5% Laggards 16% Early/Late Majority 34% SD 62 Project
    20. 20. SCAFFOLDING FOR TEACHERS WHAT WORKED IN THIS PROJECT? Continual support with adding new tools • Work together to demonstrate a new learning tool. • Learning Curve to overcome! Comfortable after using Provide extensive professional development • Pro-D, Pro-D, Pro-D, Inservice if $$ Provide the right support for staff • Instructional / Curriculum support (Education Technology role) • Teachers need 1-0n-1 specific support for their instructional needs. Utilize Pre-developed courses in LMS • Pre-developed courses, that already exist, provide an easier place to start than the overwhelming task of having to create their own from scratch …
    21. 21. WHAT DID THE TEACHERS SAY? PROS • • • • • Online quizzes and tests worked well. (Formative and Summative Assessment) Preferred student grouping for projects as assessment. (Assessment) Online keys/texts and lessons were an asset. (Virtual access) Students can work ahead or catch-up, which created a higher pass rate in the science course. (Flexibility) Provides options for student learning and communication through one-to-one relationships is still more powerful in class. (This is blended!) CONS • • • Learning curve to get started, but love it once underway The computer labs had limited times, so only really committed teachers (or teachers who booked in advance) could get lab time. (Access to technology) Access to computer time and technology use within the facilities and the slow and insufficient Internet caused problems. (Access to technology infrastructure)
    22. 22. 21ST CENTURY TEACHER Andrew Churches
    23. 23. PROFILE OF STUDENT USE Number of hits during days of the week during first semester by students in two different classes – Self Directed vs Structured
    24. 24. PROFILE OF STUDENT USE Biology 12 Science 10 Number of hits during hours of the day during first semester by students in two different classes – Self Directed vs Structured
    25. 25. STRATEGIC AND INTENTIONAL Blended Learning Perspective: Online LMS Face-to-Face Implement 21th Century One-to-one connection Organize content Group for re-teaching Manage the process Group according to interest Information-age model Choice to attend class Collaboration Collaboration Personalizes learning 24X7 Personalizes learning Student choose time-Flexibility Focus on hands-on activity Proximity to teacher Extend instruction to interest Developed courses-Manage files Edit and adjust courses Collaboration Observe behaviour-Social Reading and writing Speaking
    26. 26. PROJECT CHALLENGES Blended Learning: Lessons Learned Online LMS Face-to-Face LMS Training One-to-one connection Cost $$$ Letting groups self-manage Wrestling Quality (process/content) Group according to interest Information-age skill-set When to give choice? Paradigm Shift (Students/Teacher) Collaboration, when Personalizes learning Personalizes learning Negotiating with Students Paradigm shift for students How much online? Online access an interactive resource Developing course continually Mixing textbook and online Access, Access, Access Reading and writing
    27. 27. WHAT DID STUDENTS SAY? PRO • I liked how assignments, notes, and quizzes were available online for me to access and complete from home. (access) • We did lots of tests online which was good because you could work on them at home if you needed to. (access) • It helps me study out of class/on break well and with understanding. Diagrams and online YouTube videos helped as well. (access and variety) • I believe blended learning is something that will be in our future, so therefor we must adapt to the different way to learn and absorb information. • Was able to work away from home and school! Good to use when checking in during vacation. (access) • I was able to work on or study anything that was needed at my own pace, it was nice. (Flexibility)
    28. 28. WHAT DID STUDENTS SAY? CON • Sometimes if I needed to do work from home I couldn„t, due to no text book or no computer available. It sucks. (access) • I didn't like the online textbook but the power points were helpful. (Flexibility) • Wasted time, way behind due to blended learning. Computers don't teach me, teachers do. (not blended then) • iPads seemed too distracting having games and such on them, but page layout was very easy to follow. (individual styles) • I DONT LIKE BLACK BOARD I HAVE NEVER USED IT IN THIS COURSE AND I NEVER WILL. I LIKE LEARNING FROM A TEXT BOOK AS IT IS HOW I GREW UP. I DO NOT LIKE THE FORMAT OR ANYTHING ABOUT BLACKBOARD. I DONT LIKE IT. (training required)
    29. 29. EDUCATIONAL CHANGE Belmont Secondary School • Blended Learning Biology 12 Video
    30. 30. LESSONS LEARNED • FLEXIBILITY of the timelines of blended courses popular. • Proximity to instructor can vary but students from pilot indicated their need to see the teacher regularly. • Redesigning a course from Face-2-Face to Blended Learning TAKES TIME. • Provide models for future instructional design. • On-line resources change the dynamic of needing to use a standard text book. Eliminate textbook loss. • We must ensure that when we introduce this to our classes it is NOT an “add-on” and viewed as “more work” as it impacts how it is viewed by students.
    31. 31. POSITION STATEMENT When students perceive technology as a luxury or extra, they play with it. When students perceive technology as a learning tool, they own their learning with it. Conference Presenter 2010
    32. 32. THANK YOU! Questions and Comments? Michael Cochrane Open School BC Dal Little Distributed and Blended Learning Support Sooke School District, Victoria, BC, Canada