The PD Blender: Blending Virtual and Face-to-Face For Effective PD


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The PD Blender: Blending Virtual and Face-to-Face For Effective PD

  1. 1. The PD BlenderBlending Virtual and Face-to-Face For Effective PD Rachel Porter Sr. Instructional Specialist 919-368-7029 The Centers for Quality Teaching and Learning 4009 Barrett Dr., Suite 102 Raleigh, NC 27609 919-878-0540
  2. 2. IcebreakerCollect signatures of participants who have done the following. The catch – you may only collect onesignature from each person in the room. Has their ownSubscribes to a page on a work Has a personal Has a Facebook Has a blog website (school,blog website page district, organization)Has a Twitter Has hosted a Has “attended” Has created a Has facilitated aaccount webinar a webinar Moodle course Moodle course HasHas their own Has posted a Has posted a downloaded a Has “hung out”YouTube video on podcast online podcast or on Google+channel YouTube vodcastHas participated Has tried the Has conducted ain a distance “flipped Has contributed Has created and distancelearning classroom” to a wiki shared a wiki learning courseexperience approach Has used webHas a LinkedIn Has participated Has an Edmodo 2.0 to “crowd Has an avatarpage in an online chat page source” information ©QTL 2012 The Centers for Quality Teaching and Learning 2
  3. 3. Needs Assessment - Determining Capacity for Blended Learning Directions: Answer the following questions related to the adult learning you plan to design by placing a check in the box marked yes or no. When complete, tally the number of questions to which you responded “yes” and review with the scale provided below. YES NO Do you anticipate training more than 150 persons over the next one to three years? Are the adult learners working at different locations? Are the adult learners computer literate? Do the adult learners have access to computers with speakers and printers at their work sites? Do the adult learners have access to the internet or intranet in your organization? Do the adult learners prefer to be self-directed in learning new knowledge and skills? Do the adult learners feel comfortable in using e –mail? Do the work responsibilities of the adult learners make it difficult for them to attend training on work time? Will the content of the learning be consistent for all or most learners? Is it important to track the learner’s performance and results in this adult learning opportunity? Can your school, department or district provide staff to support the learners as they use technology-based approaches to learning? Are resources available now to cover the upfront costs of development? TotalScoring: 12-10 Using a technology-based approach to your design seems very appropriate and conditions are favorable for its success. 9-7 Using a technology-based approach to your design may be appropriate; however, conditions may need to be improved to assure its success. 6-3 Using a technology-based approach is probably inappropriate unless conditions can be changed to improve the chances of success. 2-0 Using a technology-based approach to your design is inappropriate and few to no conditions exist that would be required for success. Adapted from: ©QTL 2012 The Centers for Quality Teaching and Learning 3
  4. 4. Traditional Online/ Face-to-Face Virtual Blended Learning Strengths? Strengths? Weaknesses? Weaknesses?©QTL 2012 The Centers for Quality Teaching and Learning 4
  5. 5. MAPPING BLENDED LEARNING Environment Blended Learning Media Instruction©QTL 2012 The Centers for Quality Teaching and Learning 5
  6. 6. What’s In the Blend? Live face-to-face (formal) Live face-to-face (informal)  Instructor-led classroom  Collegial relationships  Workshops  Work teams (PLCs)  Coaching, mentoring  Apprenticeships  On-the-job training  Work-based problems Virtual collaborative/synchronous Virtual collaborative/asynchronous  Live e-learning classes  E-mail  E-coaching, e-mentoring  Online communities and  Instant message, SMS, chats discussion boards  Listservs  Blogs, wikis, podcasts Self-paced learning (print, CD/DVD, Performance Support electronic, wireless)  Online help systems  Online modules  Print job aids  Online resources links  Online knowledge databases  Simulations and scenarios  Documentation  Assessments and self-  Performance support tools assessments  Workbooks, readings Adapted from Rossett, Douglis & Frazee, 2003 As accessed in Rossett & Frazee, Blended Learning Opportunities, American Management Assoc. Special Report, 2006©QTL 2012 The Centers for Quality Teaching and Learning 6
  7. 7. What? So What? Now what? At the conclusion of our session, address the following questions and prepare to share with the group. What? What did I learn? So what? Why is it important? Now what? What are my next steps?©QTL 2012 The Centers for Quality Teaching and Learning 7
  8. 8. Blended Learning GlossaryAsynchronous – different time and usually different placeBlended approach –mix of synchronous & asynchronous learning that combines F2F and virtualBlog - web log, online journal, and/or set of informal articles posted onlineChat – synchronous online discussion usually held in a closed space or “chat room”Collaborative Tools – learning tools such as discussion forums, wikis, blogs and others that providecollaborative spaces as opposed to instructional mediaConstructivism – learning theory that emphasizes the active role of the learner in makingconnections and creating meaningDidactic – instructor-led, information flows from teacher to studentsDialectic – discussion-based, information flows between teacher and students via conversationDiscussion Forum – web 2.0 tool that allows users to create “threads” of topics, questions anddialogue, where members respond to one another and access the entire conversation in one space.Distance Learning – learning that takes place without the physical presence of an instructorDynamic Content – content that can be easily updated, expanded and editedElasticity – Flexibility of components in blended learning matched to context and learner needsF2F – face-to-faceFlipped Classroom – instruction that moves lecture to asynchronous digital media (recordingsviewed as homework) and focuses F2F time on student-driven activityListserv – e-mail-based communication tool where members receive news,Media – vehicles for delivering content (print, web, video, etc.)Moodle – open-source online learning platform, Modular Object-Oriented Digital Learning EnvironmentPodcast – distribution of recorded audio “shows” on the webPortability – how portable a specific media or learning tool may be via mobile devices, laptops, etc.Synchronous – same time, may be in the same place (F2F) or differentSynchronous Learning Systems – online platforms that allow for synchronous audio, text, chat,document sharing, whiteboard functions, etc. (ex. Elluminate)Traditional Classroom – F2F learning environment, typically teacher-led, may be didactic or dialecticVirtual – completely online, accessed through a computer or mobile deviceVodcast – distribution of recorded video “shows” on the webWeb 2.0 – websites that incorporate user-generated content and interactionWeb 3.0 – though no official definition yet exists, the term is generally used in reference to webexperiences that use location and time to connect users and share content and are heavilydependent on mobile devices such as smart phones with gps.Web Conference – Synchronous meetings held in a virtual space that may include a blend of audio,video and file sharing (ex. WebEx, GoToMeeting, etc.)Webinar – seminars delivered online that may include live or recorded lecture, presentation,discussion and media componentsWiki – web 2.0 tool that allows users to collaborate, edit and create content that is housed online.Sources: ©QTL 2012 The Centers for Quality Teaching and Learning 8
  9. 9. Additional Blended Learning Resources ©QTL 2012 The Centers for Quality Teaching and Learning 9