The i2Flex Classroom Model: A New Pathway for K12 Blended Learning

1. The
i2Flex
Classroom
Model:
A
New
Pathway
for
K12
Blended
Learning
S.
GIALAMAS
&
M.D.
AVGERINOU
WITH
D.
ANDRIKOPOULOS,
M.
KATSIYIANNI,
H.
ARNOLD,
J.
GRIGOROPOULOS,
L.
RONTOGIANNIS,
A.
DIMITROPOULOS,
&
D.
NELSON
ICODL2015-­‐
ATHENS
GR

2. Session
Overview
• The
gMp;
HMH
with
Ethos;
Background
to
i2Flex
(Gialamas)
• i2Flex:
what
it
is;
what
it
takes
to
implement
(the
four
condiBons;
leadership)
(Avgerinou)
• Major
challenges
(Gialamas)
• Voices
from
the
Trenches:
Math
(Andrikopoulos
&
Katsigyianni);
Second
Language
(Arnold
&
Grigoropoulos);
Science
(Rontogiannis);
Physical
EducaBon
(Dimitropoulos);
&
Social
Studies
(Nelson)

4. EducaVon
for
the
21st
Century
• purpose
of
educaBon
is
to
successfully
prepare
students
for
the
future
• by
implicaBon,
we
cannot
conBnue
educaBng
them
in
ways
that
address
educaBon
and
market
needs
of
the
past.

5. EducaVon
in
the
21st
Century
• The
world
has
changed
exponenBally
in
ways
that
are
not
always
easy
to
understand,
so
as
to
accurately
predict
and
prepare
students
for
the
future.
• Thus,
a
new
trajectory
in
educaBon
is
urgently
needed

6. The
Role
of
Academic
InsVtuVons
All
Academic
insBtuBons
of
the
world
must
inspire
their
students
to
develop
the
wisdom
to
transform
their
educaBonal
experience
into
social,
economic,
environmental,
intellectual
and
ethical
resources
to
improve
their
lives,
but
most
importantly
the
lives
of
less
privileged
students
across
the
globe.

7. EducaVonal
OpportuniVes
Academic
insBtuBons,
now
more
than
ever,
have
to
provide
educaBonal
opportuniBes
and
experiences
which
are
determined
by
their
culture
defined
through
its
history,
principles,
values,
policies,
management
style
and
most
importantly
the
thinking
and
behavior
of
its
consBtuents.

8. Global
Morfosis
paradigm
(gMp)
Consists
of
three
inseparable,
interconnected,
and
interrelated
components:
1)
the
Morfosis,
EducaVonal
philosophy
from
the
Greek
word
Μόρφωση
(ethical,
social
and
intellectual
shaping
of
the
human
character),
2)
The
i2Flex
Delivery
Methodology
3)
the
Aristeia
Leadership,
from
the
Greek
word
Αριστεία
(pursuing
excellence
under
the
guidance
of
ethos).

9. Global
Morfosis
Paradigm
(gMp)
g-morfosis.gr

10. Morfosis
EducaVonal
Philosophy
(Morfosis
–Μόρφωση)
is
defined
as
a
• holisBc
• meaningful
• harmonious
educaBonal
experience
• guided
by
ethos

11. Morfosis
• Holis&c
understanding
and
successfully
combining
the
academic,
emoBonal,
physical,
intellectual
and
ethical
components
to
ensure
a
healthy,
balanced
individual.
• Meaningful
being
in
line
with
ones
principles
and
values,
with
ones
personal
and
professional
goals

12. Morfosis
(cont.)
• Harmonious
Refers
to
the
idea
that
all
human
dimensions
must
be
in
harmony.
In
other
words
emoBons,
intelligence
and
intellect
must
be
harmonically
integrated.
• Ethos
“
Doing
the
right
thing
when
no
one
is
watching
you”
(C.S.Lewis;
Aldo
Leopold)

13. The
Aristeia
(Αριστεία)
Leadership
• The
Aristeia
leadership
is
the
conBnuous
act
of
effecBvely
engaging
all
members
of
an
organizaBon,
or
community,
as
well
as
uBlizing
their
differences,
their
authenBc
energies,
creaBve
ideas,
and
diverse
qualiBes
primarily
for
the
benefit
of
their
consBtuencies.
It
consists
of
three
components.

14. Components
of
Aristeia
•
The
establishment
of
an
Authen-c
Leadership
Iden-ty
(ALI)
• The
creaBon
of
a
Collec-ve
Leadership-­‐
Partnership
Approach
(CPA).
•
Serving
Humanity
www.g-­‐morfosis.gr

15. i2Flex
History
•
2000
-­‐2003:
iOpVmize
(USA)
Keller
Graduate
School
of
Business
and
Management
(10,000
students)
DeVryUniversity
(21,000
students)
• 2003:
iFlex
American
College
of
Thessaloniki
(125
students)

16. iOpVmize
• A
15
weeks
course
became
10
weeks
course
• Once
a
week
face
to
face
• The
rest
of
the
week
online
• Course
shell
• 4580
professor
were
trained
• 122
course
shells
were
created
• Different
types
of
assessments
created
for
students
and
professors

17. iFlex
• 15
weeks
course
had
the
following
structure
• Week
1
Face
to
Face
• Weeks
2,3,4
Online
• Week
5
Face
to
Face
• Weeks
6,7,8,9
Online
• Week
10
Face
to
Face
• Weeks
11,12,13,14
Online
• Week
15
Face
to
face

18. i2Flex:
what
it
is
• i:
independent
• i:
inquiry-­‐based
• guided
• face-­‐to-­‐face
• flexible
LEARNING
• supported
by
technology

19. Why
i2Flex
• The
main
goal
underlying
the
implementaBon
of
this
learner-­‐
centered
methodology
in
systemaBc,
pedagogically
sound
ways,
is
the
development
of
higher
order
cogniBve
skills
as
these
have
been
specified
in
Bloom’s
revised
Taxonomy
(Anderson
&
Krathwohl,
2001),
within
a
learning
design
framework
that
is
flexible
regarding
Bme,
pace,
place,
and/or
mode.
• UlBmately,
i2Flex
aims
at
culBvaBng
and
expanding
students'
21st
century
skills,
while
empowering
them
to
funcBon
as
architects
of
their
own
learning
(per
the
ACS
Athens’
vision),
and
at
the
same
Bme
facilitaBng
their
successful
preparaBon
for
their
higher
educaBon
studies,
as
well
as
their
future
roles
both
as
professionals,
and
global
ciBzens.

20. Benefits
of
i2Flex
• Greater
personalizaBon
(“just
for
me”
learning)
of
the
learning
experiences
• AnyBme,
anywhere
learning
• Facilitates
acBve
learning;
boosts
engagement,
and
confidence
• Develops
student
21st
Century
skills
• Leads
to
higher
student
saBsfacBon
with
the
learning
experience
which
leads
to
improved
academic
performance
• Builds
online
study
and
communicaBon
skills
for
university,
but
also
life
long
learning
• Enriches
and
improves
teaching
condiBons

21. The
Enabling
CondiVons
of
i2Flex
Success
Adapted from: Kinsey, M., & Shorr, J. (2014- September) Blended learning in the
mix. Available in Edutopia.

22. Enabling
CondiVons
• administra&on,
faculty,
and
staff
training
and
development
(relevant,
personalized,
and
sustainable)
• educa&ng
parents
and
preparing
the
students
• curriculum
(adjustments
as
necessary
to
fit
the
i2Flex
methodology)
• technology
infrastructure
to
support
the
needs
of
i2Flex
implementaBon
at
all
levels

23. Enabling
CondiVons
(cont.)
• leadership
(i)
to
lead
by
example,
remove
barriers,
and
convince
the
consBtuencies
about
the
educaBonal
value,
and
potenBal
of
the
i2Flex
methodology;
• (ii)
to
support
the
i2Flex
integraBon
(first
through
communicaBng
and
educaBng
all
school
consBtuencies
about
it,
and
subsequently
through
supporBng
in
parBcular
the
faculty
to
implement
the
school-­‐wide
change)
• (iii)
to
establish
eLearning/ID
posiBon
(who
will
be
in
charge
of
the
iniBaBve,
and
work
together
with
faculty
and
IT
staff
on
course
re-­‐design
and
populaBon
of
LMS
cells
with
digital
content)

24. The
i2Flex
Design
&
Development
Tools
&
Process
• Phase
1
a.
develop
an
implementaBon
plan
&
Bmeline
b.
develop
or
re-­‐design
course
on
Moodle
(with
or
without
student
access;
Alignment
table;
QM®
standards;
ID
and
EdTech
support)
• Phase
2
evaluaBon
of
Phase
1
(external,
and
self-­‐review
via
QM®
Rubric;
CoI)
• Phase
3
teach,
reflect,
review,
teach
again

25. i2Flex
InstrucVonal
Design
&
Development
Process
Reflect
on
Lesson
Plan
or
EnBre
Course
ConBnue
InstrucBonal
Design
ConsultaBons
Re-­‐Design
Lesson
Plan
or
Course
via
Alignment
Table
or
QualityMa|ers®
Rubric
Start Here
ID #1 ID #2 ID #3
Pilot/
Implement ID
Decisions
with/without
further ID
and/or
technical
support**
* One-on-One Meetings with Educational Technology & eLearning Director
** Information Services, K-12 Technology Co-ordinators, i2Flex Faculty Champions
*** Formative evaluation and monitoring of Implementation (with Educational Technology Director, and students)
1.1 2.1
3.1***
3.+
Support

26. Alignment
Phase
1
te
T
E
C
H
N
O
L
O
G
Y

27. QualityMa`ers®
QUALITY MATTERS = A NATIONAL
BENCHMARK FOR ONLINE COURSE DESIGN (US)
Quality Matters (QM) is a leader in quality
assurance for online education and has
received national recognition for its peer-based
approach to continuous improvement in online
education and student learning.
Phase 1 & Phase 2

28. i²Flex
Course
Standards
–
QM®
• General
Standard
1:
The
overall
design
of
the
course
is
made
clear
to
the
student
at
the
beginning
of
the
course
• General
Standard
2:
Learning
objecVves
are
clearly
stated
and
explained.
They
assist
students
in
focusing
their
effort
in
the
course
• General
Standard
3:
Assessment
strategies
use
established
ways
to
measure
effecBve
learning,
evaluate
student
progress
by
reference
to
stated
learning
objecBves,
and
are
designed
to
be
integral
to
the
learning
process
• General
Standard
4:
InstrucVonal
materials
are
authoritaBve,
up-­‐
to-­‐date
and
appropriately
chosen
for
the
level
of
the
course
• General
Standard
5:
Meaningful
interacVon
between
the
teacher
and
students,
among
students,
and
between
students
and
course
materials
is
employed
to
moBvate
students
and
foster
intellectual
commitment
and
personal
development
(learning
acBviBes)
• General
Standard
6:
Course
navigaVon
features
and
the
technology
employed
in
the
course
foster
student
engagement
and
ensure
access
to
instrucBonal
materials
and
resources
• General
Standard
7:
The
course
facilitates
student
access
to
insVtuVonal
services
essenBal
to
student
success
• General
Standard
8:
The
face-­‐to-­‐face
and
online
course
components
are
accessible
to
all
students
• General
Standard
9
—
Compliance
Standards:
This
secVon
of
the
rubric
is
opVonal
and
may
be
tailored
to
parBcular
requirements
or
mandates
at
the
state
or
local
level.
These
requirements
may
deal
with
subject
ma|er
standards,
inclusion
of
specific
informaBon
in
the
course
outline
or
syllabus,
mandated
communicaBons,
etc.

29. The
Community
of
Inquiry
Framework
(CoI)
1
.Student/Faculty
PercepVons
of
i2Flex
Learning
2.
SaVsfacVon
with
the
i2Flex
Learning
Experience
CoI
Cita-on:
Anderson,
T.,
Rourke,
L.,
Garrison,
D.
R.,
&
Archer,
W.
(2001)
Phase 2

30. Major
Challenges
• Faculty
resistance/acceptance
DeparBng
from
the
comfort
zone
(rethinking
teaching
and
learning;
developing
new
technology
skills)
Release
Bme
(e.g.
Bme
for
faculty
to
redesign
their
courses)
Reduced
teaching
load
• IdenBfying
appropriate
leader
for
the
iniBaBve

31. i2Flex
and
You
h`ps://www.youtube.com/watch?v=CJGUAin3SQE

32. VOICES
FROM
THE
TRENCHES

33. Before…
If we teach today’s students as we taught yesterday’s,
we rob them of tomorrow.
John Dewey
Dora Andrikopoulos &
Matina Katsiyianni (Math)

35. The i2Flex methodology
in the
Math Classroom & the Math Studio
Working
collaboraVvely
Working
on
Online
Assessments
Independent
learners
Learning
through
games
• Learning
through
hands-­‐on
acBviBes
CreaVng
models
After…

36. Students engaged in
fun and interactive
activities
Finding the LCM
Reading Time
Finding the LCM
Scale Drawing
Students Creating
Interactive
Journals
Solving puzzles
Math GameActive participation
Matching game

37. The i2Flex Instructional Methodology
Implemented in Middle School Classes
for Young EFL/ESL and Foreign Language Learners
Heike Arnold & Jenny Grigoropoulos
ACS American Community School of Athens / Heike Arnold, Jenny Grigoropoulos 37

38. Framework
of
OrientaVon
CreaVon
of
Blended
Learning
Scenarios
QuanBtaBve
learning
objecBves
QualitaBve
language
acquisiBon
objecBves
Timeframe
per
secBon,
unit
or
chapter
Media
literacy
/
media
competence
goals
Learning
venue
–
classroom,
computer
lab
EducaBonal
reference
criteria
Technical
equipment
–
whiteboard,
laptops
CreaBon
of
learning
arrangements
Virtual
classroom
-­‐
complementary
benefit
Central
pillars
within
learning
process
→
InterrelaBon
of
all
acBviBes
→
Symbioses
between
language
and
media
literacy
educaBon
ACS American Community School of Athens / Heike Arnold, Jenny Grigoropoulos 38
Course Outline for a Foreign Language
Beginner Class - 6th grade students

39. LESSON PLAN ON THE COUNTABLE AND UNCOUNTABLE NOUNS FOR
EFL CLASS
(Students with Low Proficiency in the English Language)
Educa&onal
Reference
Criteria
Mul&media
presenta&on
Title of Project “Present your Favorite Dish”
Language Learning Goal Grammar, Writing, Research , speaking and critical
thinking skills
Learning Strategies and Techniques The students are called upon to research, write,
present, evaluate, and reflect upon the use of
multimedia to present their recipe.
Communication Form and Learning Venue Both synchronous and asynchronous, in the
foreign language computer lab, classroom, and home.
Media Tools Glogster poster ®, internet, Moodle, whiteboard
Educational Function of Media Tool and teacher’s
role
Bilingual multi-media presentation (instructional and
target language) through direct instruction, guidance,
and facilitation of the process.
Assessment Form Rubric, checklist, journal writing, observation,
evaluation, reflection, quiz, and unit test
ACS American Community School of Athens / Heike Arnold, Jenny Grigoropoulos 39

40. Flipping
and
Flexing
In
Science

41. What
did
I
do?
• Created
my
own
video
lessons
that
students
watched
at
home
for
“homework”.
• Used
TedEd
website
to
upload
videos
and
create
lessons
based
on
those
• Students
then
came
to
class
prepared.
This
in
turn
gave
me
more
Bme
to
create
and
implement
labs,
acBviBes
etc
that
focused
on
higher
order
skills:
analyzing,
evaluaBng
and
creaBng

42. How
did
it
differ?
• It
gave
me
more
Bme
in
class
to
do
hands
on
acBviBes
• Gave
me
an
opportunity
to
also
use
online
simulaBons
• Made
students
more
independent
in
their
learning
• Allowed
me
to
work
one
on
one
with
students
in
class

43. What
are
the
results?
• Based
on
some
data,
surveys
and
feedback:
– Students
are
more
moBvated
to
learn
– Curriculum
demands
were
met
with
more
ease
– In
general,
students
were
more
likely
to
watch
a
video
for
homework,
than
to
complete
a
“tradiBonal”
homework
assignment

44. Technology
in
Physical
EducaVon
• Cell
phone
apps
• Mp3
recordings
• QR
CODES
• Video
• UBlity
so~ware
Angelos Dimitropoulos

45. WEIGHT
TRAINING
e-­‐LOGS
Workout trackers make gym time
easy and effective
Mp3
recordings
Can help you avoid giving up
activity time

46. Cardio
Tracker
NutriBon
Health & Fitness
tracking- calorie
counter
Students can turn their
mobile into a social sports
computer . One may rack
and analyze performance,
share workout data and
photos with friends, and
most of all – get fit and stay
healthier

47. QR codes : An independent
workout at its best!
A real world treasure hunt!

48. Goal: Motivate all learners….
to become inquisitive, knowledgeable
problem solvers who connect to their learning.

49. Dave Nelson
(social studies)

50. “Reverse
Engineering”
of
IB
History
Exemplars:
Applying
the
i2Flex
methodology
to
improve
students’
analyVcal
wriVng

51. “Reverse
Engineering”
of
IB
History
Exemplars:
Applying
the
i2Flex
methodology
to
improve
students’
analyBcal
wriBng

52. THANK
YOU!