Sooke SD Blackboard Conference 2013


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Presentation at Blackboard Conference in July 2013. The focus is on implementing a Blended Learning Project to evaluate.

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  • Inspired orgs Inside OutLaw of Diffusion of Innovation2.5 Innovator13.5 early adopters34 early majority34 later majority16 laggards15-18% is Critical Mass
  • Sooke SD Blackboard Conference 2013

    1. 1. Blended Learning Implementing 21st Century Skills Dal Little Distributed and Blended Learning Support Sooke School District Victoria, British Columbia, Canada
    2. 2. ABOUT ME Dal Little, M.Ed. Distributed and Blended Learning Support Sooke School District, Victoria, BC, Canada I have used Blackboard Learn for 3 years. • Online Educator for 15 years • Currently, work as Teacher, Instructional Designer/Developer Province of British Columbia, Canada • 59 School Districts (Largest is 70,000 student population) • 350 Secondary, 240 Middle, 1000 Elementary • 550,000 Student Population
    3. 3. ABOUT MY PROVINCE Sooke, BC Las Vegas, NV BC Ministry of Education • 21st Century Learning Skills, Competencies and Knowledge Challenge: Education in a fast-changing World • The Plan – Five Points • BC’s Education Plan • Blended Learning in Bb! Sooke School District: • 9,000 Students • 2000 Secondary • 2 new high school - 2015
    4. 4. WHAT WE ARE GOING TO LEARN TODAY Blended Learning: - is optimal model for implementing 21st Century skills into K-12 Summary • Define - The Steps • Describe - Blended Learning Pilot Project • Share the Project findings Click to download a copy as PDF
    5. 5. THE FOUR STEPS TAKEN Blended Learning Project Participating teachers had understand: 1. BC Government‟s - Education Plan 2. Impact of Technology 3. Definition of Roles and Terms 4. Blended Learning Project - Details
    6. 6. BC Ministry of Education 2010 The Plan’s Five Points 1. Personalized Learning 2. Quality teaching and learning 3. Flexibility and choice 4. High standards 5. Learning empowered by technology Goal: “This Plan will give students, families and educators more say on how, where, when and what students will learn.” BC‟S EDUCATION PLAN
    7. 7. BC‟S EDUCATION PLAN How?
    8. 8. 2. TECHNOLOGY CHANGES The Internet and New Technology • Constantly changing “How we do daily life” Shopping, Banking, Communication, Jobs, Education • Technology smaller, cheaper and more powerful • Impact of today is ubiquitous access Coffee Shops, Schools, Restaurants, Walmart, Downtown City • Education is changing as a result, mostly better
    9. 9. 2. TECHNOLOGICAL CHANGE - EXAMPLE Why the Map? It shows Victoria, Seattle, and the Straits of Juan de Fuca The map highlights how technology has changed my life. I can navigate these waters in the fog using my iPhone and $15.00 app accessing GPS signals!!! 20 years ago? 20 years ahead? Seattle
    10. 10. OUR CHALLENGE The Internet and New Technology • Constantly changing “How we do daily life” Shopping, Banking, Communication, Jobs, Education • Technology smaller, cheaper and more powerful Digital immigrant – Digital natives • Impact of today is ubiquitous access Coffee Shops, Schools, Walmart, Downtown AnyCity • Education is changing as a result, mostly better Google Glasses Interactive Laser-optical display
    11. 11. 2. TECHNOLOGY CHANGES Imagine – How will Education change? Students, teachers, parents, and administrators interacting online and within a face-to-face classrooms. What might this 21st Century class (i.e. 2023) look like? • Accessing educational programs using “Google’s Glasses” • Personalized Learning Culture • Students actively directing and gaining responsibility (Self-efficacy) • Teachers Facilitating, the “Guide on the Side”, Relationship building
    12. 12. 2. TECHNOLOGY CHANGES We keep seeking new ways of doing “old stuff” OUR EVOLUTION OF BLENDED LEARNING…
    13. 13. 3. COMMUNITY BUILDING: TECHNOLOGY DEFINITIONS Information Technology (IT) ・ is the use of computers and telecommunications equipment to store, retrieve, transmit and manipulate data. - Wikipedia Role: ・Computer Hardware & Software ・ Email Accounts ・ Internet Access ・Ensure users ability to access district network services and Internet Educational Technology (Ed Tech) ・ is the theory and practice of design, development, and evaluation of processes and resources for learning and developing human capability. - WikipediaRole: ・Instructional Design & Development for online learning materials ・Analysis, Design, Develop, Implement, and Evaluate courses ・User-centered design navigation and engaged learning
    15. 15. BLENDED LEARNING Blended Learning 4 Key Conditions for Implementation 1. LMS – Blackboard Learn (Content Delivery and Assessment Tracking, Reporting, Parent Access) K-12 Choice of LMS 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
    18. 18. 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
    19. 19. WHY BLEND? WHY NOW? Because it can be done! • Advances in Technology Better, Faster, Mobile • Internet Access Ubiquitous access, fast, reliable • Blackboard Learn Features designed for K-12 learners • Fully developed grade 8-12 courses by Open School BC These four items created a foundation for the Blended Learning Project
    20. 20. THE BLENDED LEARNING PROJECT In Summary: • Offered 10 high school teachers a chance to teach differently. • Offered many students a chance to learn differently. • Provided teachers with training & ongoing Open School BC technical support in Blackboard. • Provided teachers with digital course content for their subject areas, including text, multimedia, assessment tools and teacher guides. • Provided students and parents accounts for the teachers‟ online classroom to allow for “anywhere/anytime” access to their new learning environment. • 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
    21. 21. 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 PROJECT PARTNER ROLES
    22. 22. 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 • Blended Learning Project British Columbia DL Conferce
    23. 23. PROJECT BUDGET $61,000 MINISTRY OF EDUCATION: • Teacher Release Time (20 days @ 350/day) 7000 • Development of tools for action research 1000 OPEN SCHOOL: • Bb Hosting (1000 users) 11500 • Bb support/admin 1000 • Pre-developed Courses - Licensing 7500 SOOKE SCHOOL DISTRICT (WESTSHORE) • Travel & presentation 1000 • Support teacher salary (SD 62) (0.4 Salary/benefits /0.5 year) 32,000
    24. 24. 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? • What impact will access to an online learning system have on parental participation and involvement in their student‟s learning? • Did teachers use the resources to support their vision of “personalized learning” for their students?
    26. 26. TEACHER COMFORT LEVEL WITH BLENDED LEARNING Innovators 2.5% Early Adopters 13.5% Early/Late Majority 34% Laggards 16% SD 62 Project
    27. 27. INCREASED ROLE OF ED-TECH The effect of using more technology in teaching means that there is a greater demand for targeted and specific Educational Technology support
    28. 28. 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
    29. 29. SCAFFOLDING FOR TEACHERS WHAT WORKED IN THIS PILOT? Keep adding new tools and support • Work together to demonstrate a new learning tool. • Once teachers have become comfortable using a tool, it is added to their repertoire. Provide extensive professional development • Partners support each other while they model their 21st century skill set. Provide the right support for staff • Instructional / Curriculum support (Education Technology role) • Teachers need 1-0n-1 specific support for their instructional needs. Utilize Blackboard Learn (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 …
    30. 30. WHAT DID THE TEACHERS SAY? PROS • Preferred the blended aspects of the project for use with assessment. (Assessment) • Online quizzes and tests worked well. (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 but communication through 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)
    31. 31. 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
    32. 32. PROFILE OF STUDENT USE Number of hits during hours of the day during first semester by students in two different classes – Self Directed vs Structured Biology 12 Science 10
    33. 33. WHAT DID STUDENTS SAY? PRO - pg1 • 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. • Some parts of this project I truly enjoyed such as being given worksheets and being asked to finish them with the help of Blackboard and our notes it makes our learning richer and more fulfilled. (engagement)
    34. 34. WHAT DID STUDENTS SAY? PRO - continued • It allowed me to keep track of what unit we were on, and what to expect. I could go ahead and look before starting it in class. (Flexibility) • After taking practice tests, the custom study guide was an excellent tool to improve grades later. (Flexibility) • 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)
    35. 35. 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)
    36. 36. EDUCATIONAL CHANGE Belmont Secondary School – Biology 12 Video
    37. 37. PROJECT CHALLENGES • Training $$$ and Time • Introducing the Project to students – set the tone • Wrestling with the questions of quality (content over delivery) • Support for students (and staff) with access to reliable/available technology. Each school/class needs reliable “pipes and machines”. Schools need enough Machines/labs for easy student access. • What do you remove when you add something and still stay on track with the curriculum? • Wrestling with how much F-2-F and on-line time students need/want.
    38. 38. 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.
    39. 39. FUTURE IMPLICATIONS • Blended Learning remains in its formative stage but has reached acceptance by many • Anticipate continued growth in K-12 education • Post-secondary education is well underway supporting instructional staff to adopt Blended Learning. • K-12 will need to support staff as does post-secondary in Educational Technology as well as Information Technology • Critical Mass in K-12not achieved yet, is rapidly moving in that direction • Teachers need to be reassured that this direction will be continued and is not just another trend or “Buzz Word”
    40. 40. NEXT STEPS - LOCALLY • Be school-ready in two years to open 2 new high schools in the Sooke School Districts • Students and teachers enter using Blended Learning • Begin to train teachers/students at Middle Schools. • Ensure all participants (Students, Teachers, Parents, & Administrators) expect an instructional model model that encourages learning self-efficacy - The belief in his or her ability to succeed at learning
    41. 41. THANK YOU! Questions and Comments? Dal Little Distributed and Blended Learning Support Sooke School District, Victoria, BC, Canada Email: