
i2Flex@ ACS Athens
Dr. M.D. Avgerinou
Director- Educational Technology & eLearning
with ACS Athens Faculty
Dr. Tonia Fir...
Session Overview
 Part I (Maria): i²Flex Overview
 Part II: i2Flex Course Demonstration by ACS
Athens Faculty (Tonia, La...
Agreements
 Focus on the Learner
 Focus on learning with technology vs.
technology in learning
 Focus on the Teacher
Educational ReformWorldwide
 “We are on the threshold of a tipping point in
public education” (Kay, 2010, xiii).
 Since ...
Rice et al. (2012)
 At its core, education teaches information gathering and
critical thinking.
 As the United States ec...
21st Century Frameworks
 The recognition of the new reality has led to the
development of a new vision for 21st century l...
21st Century Skills
Response to 21st Century’s
Educational Reform
 ground-breaking research experiments- e.g. Sugata
Mitra’s ‘a hole in the w...
Virtual Schools
and 21st Century Skills- Report
 Online learning via virtual schools is transforming
US education
 84% o...
Overview: why online & blended K12?
 the number of college students taking at least one online course
has now surpassed 6...
Online Learning in K12
 Traditional schools are turning to online instruction
to expand opportunities and choices for stu...
Online Learning in K12 (cont.)
 Not only technological advancements influence the
increase in online offering and enrollm...
Components of a 21st Century Classroom
Jones (2012)
 Supporters and critics of virtual schools agree that
online learning doesn't work for all students and
that...
• 96 % say doing well in school is important
• 94 % plan to continue their education
• 90 % between 5-17 use computers
• 9...
DIGITAL NATIVES (Prensky, 2001)
(term coined by Marc Prensky, 2001)
Is lecturing… unethical?
 A new meta-analysis research of 225 studies in teaching
undergraduate STEM finds that teaching ...
ACS Athens’ Response to Education Reform
 Building 21st century skills and educating learners
for their lives as 21st cen...
What is i2Flex?
 A new vehicle for a new education paradigm! Possibly the bridge
between the four-walled, brick-and-morta...
What is i2Flex?
 Student-centered
 i2: Independent, and Internet-based (yet fully guided and
interactive)
 Flex= flexib...
International Association for
K12 Online Learning (INACOL) 2013
 The combination of multiple approaches to learning. Blen...
Visualizing blended learning
(by www. designshare.com)
From Face2Face to i2Flex & Online
@ACS Athens
Face2Face
Enhanced by Static
Shell
& Educational
Technology
components
i²Fle...
What are the i2Flex Benefits?
This new model of instruction which integrates educational technology into student learning ...
i2Flex Leadership Committee
Principals
Deans
Director of Technology
Director of Educational Technology &
eLearning
Divisio...
What is the i2Flex
Design & Development Process?
 Phase 1
a. develop an implementation plan & timeline
b. develop or re-d...
i2Flex
Instructional Design & Development Process
Reflect on Lesson
Plan or Entire Course
Continue
Instructional Design
Co...
QualityMatters®
QUALITY MATTERS = A NATIONAL BENCHMARK
FOR ONLINE COURSE DESIGN
Quality Matters (QM) is a leader in qualit...
i²Flex Course Standards – QM®
 General Standard 1: The overall design of the
course is made clear to the student at the
b...
i²Flex Facts & Figures:
PilotYear (2013-2014)
 23 faculty in the Pilot i²Flex year
a. 8 middle school faculty
b. 14 high ...
A Vision of K12 Students Today
Selected References
i2Flex parent seminar May 2014
i2Flex parent seminar May 2014
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i2Flex parent seminar May 2014

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i2Flex parent seminar May 2014

  1. 1.  i2Flex@ ACS Athens Dr. M.D. Avgerinou Director- Educational Technology & eLearning with ACS Athens Faculty Dr. Tonia Firigou Labrini Rontogiannis Angelo Dimitropoulos Heike Arnold Dean Bradshaw May 15, 2014 Presentation to ACS Athens Parents
  2. 2. Session Overview  Part I (Maria): i²Flex Overview  Part II: i2Flex Course Demonstration by ACS Athens Faculty (Tonia, Labrini, Angelo, Heike, & Dean)  Part III: Discussion
  3. 3. Agreements  Focus on the Learner  Focus on learning with technology vs. technology in learning  Focus on the Teacher
  4. 4. Educational ReformWorldwide  “We are on the threshold of a tipping point in public education” (Kay, 2010, xiii).  Since the beginning of this century, the world has developed in such diverse directions and created new and particularly complex demands for citizenship, college and careers that it is no longer possible for old learning paradigms to accommodate them.
  5. 5. Rice et al. (2012)  At its core, education teaches information gathering and critical thinking.  As the United States economy increasingly moves towards being based on information and services, more and more jobs—and indeed entire sectors of the economy—require that workers be able to acquire information, analyze data, and act on their newly created knowledge.  Too many schools are still attempting to prepare students for this world without teaching within the mode that students will find when they move on to post-secondary education or the workforce. Instead, we appear to be preparing students for information-based jobs where they will share a single desktop computer with 25 co-workers—jobs that clearly do not exist.
  6. 6. 21st Century Frameworks  The recognition of the new reality has led to the development of a new vision for 21st century learning.  Several conceptual frameworks for 21st century skills: a. Partnership for 21st Century Skills, 2006 b. North Central Regional Education Laboratory (NCREL) & Metiri Group, 2003 c. Organization for Economic Co-operation and Development (OECD), 2005 d. National Leadership Council for Liberal Education and America’s Promise (LEAP), 2007
  7. 7. 21st Century Skills
  8. 8. Response to 21st Century’s Educational Reform  ground-breaking research experiments- e.g. Sugata Mitra’s ‘a hole in the wall’ (Mitra, 2005) and ensuing first school in the cloud (Newcastle University, 2013)  entire nations’ movements toward innovative teaching and learning programs- e.g. Singapore’s initiative “Teach Less, Learn More” (Fogarty & Pete, 2010)  pressing demands for major policy changes (Darling- Hammond, 2010); and,  a continuous dialogue among leading educational thinkers about the significant role of creativity in today’s education (Robinson, 2001) and the forthcoming sovereignty of the right brain (Pink, 2006) or of the five minds, per Gardner’s (2010) suggestion.
  9. 9. Virtual Schools and 21st Century Skills- Report  Online learning via virtual schools is transforming US education  84% of employers argue that K12 schools do not prepare students adequately for today’s workplace (esp. math, science, & reading)  30% of employers use eLearning training for their workforce
  10. 10. Overview: why online & blended K12?  the number of college students taking at least one online course has now surpassed 6.7 million (sloanconsortium.org, 2013)  96% of traditional universities offer at least one class in an online-only format  Open Course Ware offers 4200 complete courses online for free…  1689 of which are classes from MIT (source Classes And Careers.com, 2013)  According to a 2009 study from the Department of Education: “Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.” Students who mix online learning with traditional coursework (i.e. blended learning) do even better (Internet Time Group Report, 2013).
  11. 11. Online Learning in K12  Traditional schools are turning to online instruction to expand opportunities and choices for students, and professional development for teachers and administrators  More than 40% of U.S. high schools do not offer AP courses  The millennial generation are growing up in the digital age
  12. 12. Online Learning in K12 (cont.)  Not only technological advancements influence the increase in online offering and enrollments  Budgetary crises in K12 & in higher education make online education vital to many institutional fiscal plans. Online courses are cost effective: they can be developed, copied, and reused by other instructors  The replication and standardization of online course offers, to some extent, quality control regarding content presented and course design (Wise & Rothman, 2010)
  13. 13. Components of a 21st Century Classroom
  14. 14. Jones (2012)  Supporters and critics of virtual schools agree that online learning doesn't work for all students and that parental involvement matters. Bright, highly motivated students may thrive, while those who struggled in ordinary schools may continue to struggle online.  Parents of virtual/blended school students to act as "learning coaches" to help facilitate their children's learning especially in the lower grades.
  15. 15. • 96 % say doing well in school is important • 94 % plan to continue their education • 90 % between 5-17 use computers • 94 % of teens use Internet for school research • 75 %+ are creators of content on Internet • Teens spend more time using the Internet thanTV (Schrum, L. Keynote Speech at IVLA2009) Our Students: who are they? Capable, conscientious, concerned & optimistic, determined to succeed…
  16. 16. DIGITAL NATIVES (Prensky, 2001) (term coined by Marc Prensky, 2001)
  17. 17. Is lecturing… unethical?  A new meta-analysis research of 225 studies in teaching undergraduate STEM finds that teaching approaches that turned students into active participants rather than passive listeners reduced failure rates and significantly boosted scores on exams. (Freeman et al., 2014)  The U.S. Department of Education has conducted its own meta-analysis of distance learning, and it found there was no difference in being lectured at in a classroom versus through a computer screen at home. So, Freeman says: “If you’re going to get lectured at, you might as well be at home in bunny slippers.” (Science Insider, 2014)
  18. 18. ACS Athens’ Response to Education Reform  Building 21st century skills and educating learners for their lives as 21st century leaders and architects of their own learning (ACS Athens vision), requires us to create a new education paradigm.  At ACS Athens, we have developed Morfosis (Gialamas & Pelonis, 2009) a paradigm grounded on holistic, meaningful, and harmonious educational experiences, guided by ethos.
  19. 19. What is i2Flex?  A new vehicle for a new education paradigm! Possibly the bridge between the four-walled, brick-and-mortar classroom and 21st century education.  A non-formal education model of instruction that integrates internet-based delivery of content and instruction with student independent learning, and some control over time, pace, place, or mode, in combination with guided, face-to-face classroom instruction aiming at developing higher order cognitive skills within a flexible learning design framework.  Grounded on the concept of Morfosis, learning via i2Flex that draws on practice and research on blended/hybrid learning and the concept of “flipped classroom” in K12 across the US and beyond, is learner-centered and ultimately aims at developing students' 21st century skills, while also helping them successfully prepare for their higher education studies (where a good deal of them is already offered online).
  20. 20. What is i2Flex?  Student-centered  i2: Independent, and Internet-based (yet fully guided and interactive)  Flex= flexible learning experiences (regarding time, pace, space, and/or modality) From Avgerinou, M.D., Gialamas, S., & Tsoukia, L. (in print). i2Flex: The meeting point of web-based education and innovative leadership in a K-12 international school setting. In D.G. Sampson, D. Ifenthaler, J.M. Spector, & P. Isaias (Eds.). Digital systems for open access to formal and informal learning. New York: Springer.
  21. 21. International Association for K12 Online Learning (INACOL) 2013  The combination of multiple approaches to learning. Blended learning can be accomplished through the use of ‘blended’ virtual and physical resources.  Blended learning should be viewed as a pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment, rather than a ratio of delivery modalities. In other words, blended learning should be approached not merely as a temporal construct, but rather as a fundamental redesign of the instructional model with the following characteristics:  A shift from lecture- to student-centered instruction in which students become active and interactive learners (this shift should apply to the entire course, including face-to-face contact sessions);  Increases in interaction between student-instructor, student-student, student- content, and student-outside resources;  Integrated formative and summative assessment mechanisms for students and instructor.
  22. 22. Visualizing blended learning (by www. designshare.com)
  23. 23. From Face2Face to i2Flex & Online @ACS Athens Face2Face Enhanced by Static Shell & Educational Technology components i²Flex Enhanced by Interactive Moodle shell Online Totally Interactive Shell Learning occurs online
  24. 24. What are the i2Flex Benefits? This new model of instruction which integrates educational technology into student learning can potentially offer multiple benefits:  Greater personalization (“just for me” learning) of the learning experiences thus increasing and sustaining student motivation and finally improving academic performance  Anytime, anywhere, “at my own pace” learning  Facilitates active learning; boosts engagement, and confidence  Develops student 21st Century skills  Speaks “digital native” language thus bridging the persistent digital disconnect between students and adults  Addresses students’ need for sophisticated use of educational technology & more personalized learning environments  Builds online study and communication skills for university, but also fosters life long learning skills  Enriches and improves teaching conditions
  25. 25. i2Flex Leadership Committee Principals Deans Director of Technology Director of Educational Technology & eLearning Division Chairs K-12 Technology Co-ordinatorsFaculty Champions Faculty Student Services Innovation Zone Students & Parents Information Technology Services Director of Educational Technology & eLearning i2Flex@ACSAWholeSchoolAffair Who is involved? It takes a village…
  26. 26. What is the i2Flex Design & Development Process?  Phase 1 a. develop an implementation plan & timeline b. develop or re-design course on Moodle (with or without student access; QM® standards; ID and EdTech support)  Phase 2 evaluation of Phase 1 (external, and self-review via QM® Rubric)  Step 3 teach, reflect, review, teach again
  27. 27. i2Flex Instructional Design & Development Process Reflect on Lesson Plan or Entire Course Continue Instructional Design Consultations Re-Design Lesson Plan or Course via Alignment Table or QualityMatters® Rubric Start Here ID #1 ID #2 ID #3 Pilot/Impleme nt 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
  28. 28. QualityMatters® QUALITY MATTERS = A NATIONAL BENCHMARK FOR ONLINE COURSE DESIGN 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.
  29. 29. 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 objectives 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 effective learning, evaluate student progress by reference to stated learning objectives, and are designed to be integral to the learning process  General Standard 4: Instructional materials are authoritative, up-to-date and appropriately chosen for the level of the course  General Standard 5: Meaningful interaction between the teacher and students, among students, and between students and course materials is employed to motivate students and foster intellectual commitment and personal development (learning activities)  General Standard 6: Course navigation features and the technology employed in the course foster student engagement and ensure access to instructional materials and resources  General Standard 7: The course facilitates student access to institutional services essential 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 section of the rubric is optional and may be tailored to particular requirements or mandates at the state or local level. These requirements may deal with subject matter standards, inclusion of specific information in the course outline or syllabus, mandated communications, etc.
  30. 30. i²Flex Facts & Figures: PilotYear (2013-2014)  23 faculty in the Pilot i²Flex year a. 8 middle school faculty b. 14 high school faculty c. 1 student services  20 courses a. 3 online b. 17 i²Flex  Design & Development hours invested by individual Faculty or Faculty Teams (f2f and online, in and out of school): TOO MANY to count!!!  Over 100 hours of professional development one-on-one and group sessions  All ACS Athens faculty from 5th grade and up will be using the ACS Athens Moodle template from September 2014
  31. 31. A Vision of K12 Students Today
  32. 32. Selected References

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