Leadership for Blended Learning June 2014


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Blended learning leadership, tools and case studies. Hybrid Learning Consortium at the Barstow School in Kansas City, Mo.

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  • Leadership for Blended Learning June 2014

    1. 1. Rob Darrow, Ed.D. President, Online Learning VISIONS.com Hybrid Learning Consortium. June 2014 Website: http://robdarrow.wikispaces.com
    2. 2. Leadership Tools -Leadership Tools - HandoutHandout  P. 1: Resource ListP. 1: Resource List  P. 2: ContinuumP. 2: Continuum  P. 3: ChecklistP. 3: Checklist  P. 4: RubricP. 4: Rubric  P. 5/6: Elements of BlendedP. 5/6: Elements of Blended LearningLearning ** Adapt and use! **** Adapt and use! ** Website: http://robdarrow.wikispaces.com
    3. 3. IntroductionsIntroductions  A little about you – attended last year?:A little about you – attended last year?: – TeachersTeachers – AdministratorsAdministrators – OtherOther – K-6; 7-8; 9-12; collegeK-6; 7-8; 9-12; college  A little about me:A little about me: – Lifelong Californian – Educated in Ca publicLifelong Californian – Educated in Ca public schools PreSchool-doctorateschools PreSchool-doctorate – Consultant, Adjunct, Doc Program, iNACOL,Consultant, Adjunct, Doc Program, iNACOL, Online charter school principal, schoolOnline charter school principal, school librarian and teacher (Taught K-8)librarian and teacher (Taught K-8) – 23 year old daughter23 year old daughter
    4. 4. As you think about your school or classroom… What keeps you up at night?
    5. 5. What keeps me up atWhat keeps me up at night?night? Doctoral research – ThinkingDoctoral research – Thinking about:about: At-Risk students / Drop OutsAt-Risk students / Drop Outs Online Charter SchoolsOnline Charter Schools Cultural Differences in EducationCultural Differences in Education
    6. 6. High School Drop-Out RatesHigh School Drop-Out Rates  7,000 students7,000 students drop out of public schools everydrop out of public schools every day (day (Only you know about the numbers thatOnly you know about the numbers that leave independent schoolsleave independent schools ))  AboutAbout 70% of students70% of students graduate from highgraduate from high school with a high school diploma.school with a high school diploma. (U.S.DOE,(U.S.DOE, ttp://nces.ed.gov/ccd/ttp://nces.ed.gov/ccd/ pubschuniv.asppubschuniv.asp ))  How “drop outs” areHow “drop outs” are countedcounted varies between publicvaries between public and independent schoolsand independent schools  Two thousand high schoolsTwo thousand high schools in the United Statesin the United States produce more than half of all dropoutsproduce more than half of all dropouts .. (Comm. on Educ. and Labor(Comm. on Educ. and Labor ,, http://www.edlabor.house.gov/.../o5/high-school-dropout-crisis-http://www.edlabor.house.gov/.../o5/high-school-dropout-crisis- thr.shtmlthr.shtml)) 66
    7. 7. Dropout Research ShowsDropout Research Shows  More males drop out than femalesMore males drop out than females – Dalton, Glennie & Ingels (2009)Dalton, Glennie & Ingels (2009)  More students living in urban areas drop outMore students living in urban areas drop out – Swanson (2008)Swanson (2008)  More African Americans and Hispanics dropMore African Americans and Hispanics drop outout than Anglos and Asiansthan Anglos and Asians – Levin et al. (2007)Levin et al. (2007)  More students of poverty drop outMore students of poverty drop out – Dalton, Glennie & Ingels (2009)Dalton, Glennie & Ingels (2009)
    8. 8. Cultural Divide inCultural Divide in EducationEducation
    9. 9. U.S. Educational Pipeline, by Race/Ethnicity and Gender,U.S. Educational Pipeline, by Race/Ethnicity and Gender, 20002000 Latina/osLatina/os NativeNative AmericansAmericans AfricanAfrican AmericansAmericans WhiteWhite AsianAsian AmericansAmericans 100/100100/100 ElementaryElementary SchoolSchool 100/100100/100 ElementaryElementary SchoolSchool 100/100100/100 ElementaryElementary SchoolSchool 100/100100/100 ElementaryElementary SchoolSchool 100/100100/100 ElementaryElementary SchoolSchool 54/5154/51 GraduateGraduate H.S.H.S. 72/7072/70 GraduateGraduate H.S.H.S. 73/7173/71 Graduate H.S.Graduate H.S. 84/8384/83 Graduate H.S.Graduate H.S. 78/8378/83 Graduate H.S.Graduate H.S. 11/1011/10 GraduateGraduate CollegeCollege 12/1112/11 GraduateGraduate CollegeCollege 15/1315/13 GraduateGraduate CollegeCollege 24/2824/28 GraduateGraduate CollegeCollege 40/4840/48 GraduateGraduate CollegeCollege 4/44/4 Graduate fromGraduate from Graduate SchoolGraduate School 4/44/4 Graduate fromGraduate from Graduate SchoolGraduate School 5/45/4 Graduate fromGraduate from Graduate SchoolGraduate School 8/118/11 Graduate fromGraduate from Graduate SchoolGraduate School 13/2213/22 Graduate fromGraduate from Graduate SchoolGraduate School 0.3/0.40.3/0.4 Graduate withGraduate with DoctorateDoctorate 0.4/0.60.4/0.6 Graduate withGraduate with DoctorateDoctorate 0.3/0.50.3/0.5 Graduate withGraduate with DoctorateDoctorate 0.6/1.40.6/1.4 Graduate withGraduate with DoctorateDoctorate 1.4/4.41.4/4.4 Graduate withGraduate with DoctorateDoctorate Source: U.S. Bureau of the Census (2000). UCLA Chicano Studies
    10. 10. U.S. Educational Pipeline, by Race/Ethnicity and Gender,U.S. Educational Pipeline, by Race/Ethnicity and Gender, 20102010
    11. 11. Purpose:Purpose: Blended learning,Blended learning, leadership, case studies, toolsleadership, case studies, tools  Share ideasShare ideas  Identify one tool or activityIdentify one tool or activity you can put in place soonyou can put in place soon  Your leadership directionYour leadership direction
    12. 12. My ExperienceMy Experience  Public school personPublic school person  Independent schools learnerIndependent schools learner  Jewish schools learnerJewish schools learner  Catholic schools learnerCatholic schools learner  Global schools learnerGlobal schools learner Once we remove the culture andOnce we remove the culture and language,language, the implementation and sustainability ofthe implementation and sustainability of blended and online initiatives are theblended and online initiatives are the same.same.
    13. 13. Leadership ChallengesLeadership Challenges  Defining TermsDefining Terms  Research / Case StudiesResearch / Case Studies  Implementation StagesImplementation Stages  Ongoing professionalOngoing professional development for administrators,development for administrators, teachers and staffteachers and staff  Tools for monitoring and successTools for monitoring and success factors.factors.
    14. 14. Defining Terms:Defining Terms: What makes something aWhat makes something a fountain?fountain? Kansas City, the City of FountainsKansas City, the City of Fountains
    15. 15. Defining Terms:Defining Terms: What makes something:What makes something: – Blended Learning ?Blended Learning ? – Online Learning ?Online Learning ? – Hyflex Learning ?Hyflex Learning ?
    16. 16. Research Perspective:Research Perspective: Can’t study it if it doesn’tCan’t study it if it doesn’t existexist  1995 – First K-12 online schools1995 – First K-12 online schools  2001 – First K-12 online schools2001 – First K-12 online schools reportreport  2004 – First report about2004 – First report about “blended learning” – college“blended learning” – college  Online Learning:Online Learning: 20 years old20 years old  Blended Learning:Blended Learning: 10 years old10 years old
    17. 17. Everett Rogers.Everett Rogers. Diffusion of InnovationsDiffusion of Innovations (1963)(1963) ““One cannot seekOne cannot seek knowledge about anknowledge about an innovation until he orinnovation until he or she knows it existsshe knows it exists ..””
    18. 18. Rogers: AdopterRogers: Adopter CategoriesCategories Innovators – Early Adopters – Early Majority – Late Majority - Laggards
    19. 19. In every study…In every study… (Rogers, 2003)(Rogers, 2003)  Role ofRole of “change agent” or champion“change agent” or champion  Common adoption characteristicsCommon adoption characteristics from innovator to laggardfrom innovator to laggard  Common way innovation reachesCommon way innovation reaches ““critical masscritical mass”” oror ““tipping pointtipping point””  Common communication methodsCommon communication methods that influence earlier adoptionthat influence earlier adoption  S-shaped curveS-shaped curve of adoption over timeof adoption over time
    20. 20. ““Implications forImplications for SchoolSchool AdministratorsAdministrators”” (Rogers, 1963)(Rogers, 1963)  MoreMore financial resourcesfinancial resources == moremore innovativeinnovative schools / organizationschools / organization  Teachers whoTeachers who attend out of townattend out of town conferences (face-to-face or online)conferences (face-to-face or online) are more innovativeare more innovative  WhereWhere administrators are aware of andadministrators are aware of and sympatheticsympathetic to an innovation, it tendsto an innovation, it tends to prosperto prosper
    21. 21. A word about LeadershipA word about Leadership "If you are going down a road and don't like what's in front of you and look behind you and don't like what you see, get off the road. Create a new path!” - Maya Angelou
    22. 22. A word about LeadershipA word about Leadership
    23. 23. Leadership: Top Down,Leadership: Top Down, Bottom Up, Inside OutBottom Up, Inside Out Or Jane Or Mia Or Dion Or Juan Or Sara
    24. 24. Dan Pink.Dan Pink. A Whole New Mind (2005)A Whole New Mind (2005)  ““cchangehange is inevitable, andis inevitable, and when it happens, thewhen it happens, the wisest response is not towisest response is not to wail or whine but to suckwail or whine but to suck it up and deal with itit up and deal with it ..””
    25. 25. Think in terms of 3-5 years from now (not just today). Think about what can be, not what is. This is a journey, not a destination.
    26. 26. The “Innovation”The “Innovation” Defining blended learning.Defining blended learning. What does it look like?What does it look like?
    27. 27. Tech-rich = blended
    28. 28. Blended Learning DefinitionBlended Learning Definition  ““a formal education program in which aa formal education program in which a student learns at least in part through onlinestudent learns at least in part through online delivery of content and instruction with somedelivery of content and instruction with some element of student control over time, place,element of student control over time, place, path, and/or pace and at least in part at apath, and/or pace and at least in part at a supervised brick-and-mortar location awaysupervised brick-and-mortar location away from home…”from home…” -- (Horn and Staker, 2013)(Horn and Staker, 2013)
    29. 29. Teaching and LearningTeaching and Learning  What theWhat the studentstudent isis doing and where thedoing and where the student is.student is.  What the teacher is doing and where the teacher is.  What and where the content is.
    30. 30. @MichaelbHorn Tweet@MichaelbHorn Tweet “If you cannot identify the front of the room, you are probably in a disruptive / blended classroom” – #inacol13, Oct. 2013
    31. 31. Not About theNot About the TechnologyTechnology  Change in teachingChange in teaching  Change in learningChange in learning  Change in pedagogyChange in pedagogy  Change in class organizationChange in class organization  Things should look different in aThings should look different in a blended learning environment, moreblended learning environment, more student centric, more personalizedstudent centric, more personalized learninglearning
    32. 32. But…But…  Effective and efficient personalizedEffective and efficient personalized learning cannot exist without thelearning cannot exist without the use of technologyuse of technology  A change in teaching, learning, andA change in teaching, learning, and pedagogy cannot occur without thepedagogy cannot occur without the use of technologyuse of technology  The classroom cannot be moreThe classroom cannot be more student centric without thestudent centric without the use of technologyuse of technology
    33. 33. Blended Learning isBlended Learning is About…About…  Rethinking how class is structuredRethinking how class is structured  How time is usedHow time is used  How resources are allocatedHow resources are allocated  Personalizing the learning for allPersonalizing the learning for all students – better learningstudents – better learning engagementengagement  Teachers using data daily toTeachers using data daily to customize learning for studentscustomize learning for students
    34. 34. Leadership ChallengesLeadership Challenges  Defining TermsDefining Terms  Research / Case StudiesResearch / Case Studies  Implementation StagesImplementation Stages  Ongoing professionalOngoing professional development for administrators,development for administrators, teachers and staffteachers and staff  Tools for monitoring and successTools for monitoring and success factors.factors.
    35. 35. What does the researchWhat does the research say?say?  Very little because:Very little because: – ““blended learning” was first definedblended learning” was first defined in 2011in 2011 – First time “blended learning” in theFirst time “blended learning” in the literature around 2004 – at collegeliterature around 2004 – at college levellevel – Takes time to study an innovationTakes time to study an innovation – Case Studies – always begins theCase Studies – always begins the researchresearch (see handout)(see handout)
    36. 36. Case Studies, Part 1Case Studies, Part 1  Christensen Institute Blended LearningChristensen Institute Blended Learning Universe:Universe: http://www.christenseninstitute.org/blended-learninhttp://www.christenseninstitute.org/blended-learnin //  Donnell-Kay Foundation:Donnell-Kay Foundation: http://dkfoundation.org/our-work/blended-learning-http://dkfoundation.org/our-work/blended-learning- resourcesresources  Dell Foundation:Dell Foundation: http://www.msdf.org/programs/urban-education/inithttp://www.msdf.org/programs/urban-education/initi //
    37. 37. Case Studies, Part 2Case Studies, Part 2  Rogers Family Foundation:Rogers Family Foundation: http://rogersfoundation.org/our-grantees/blended-learning/pilohttp://rogersfoundation.org/our-grantees/blended-learning/pilo homehome  Avi Chai Online Learning Report (Jewish Day Schools):Avi Chai Online Learning Report (Jewish Day Schools): http://avichai.org.il/2013/01/some-reflections-on-the-state-of-http://avichai.org.il/2013/01/some-reflections-on-the-state-of-  iNACOL Blended Learning Roadmap:iNACOL Blended Learning Roadmap: http://robdarrow.wikispaces.com/http://robdarrow.wikispaces.com/ eLearn2013ToolseLearn2013Tools  Research:Research: http://www.onlinelearningvisions.com/index.php/http://www.onlinelearningvisions.com/index.php/ researchresearch
    38. 38. iNACOL Roadmap for Blended LearningiNACOL Roadmap for Blended Learning:: Six Elements for SuccessfulSix Elements for Successful Blended Learning ImplementationBlended Learning Implementation  LeadershipLeadership  Professional DevelopmentProfessional Development  Teaching/InstructionalTeaching/Instructional PracticePractice  Operations/AdminOperations/Admin Systems/PolicySystems/Policy  ContentContent  TechnologyTechnology
    39. 39. Leadership ChallengesLeadership Challenges  Defining TermsDefining Terms  Research / Case StudiesResearch / Case Studies  Implementation StagesImplementation Stages  Ongoing professional developmentOngoing professional development for administrators, teachers andfor administrators, teachers and staffstaff  Tools for monitoring and successTools for monitoring and success factorsfactors
    40. 40. Among IndependentAmong Independent SchoolsSchools  SustainabilitySustainability  What is the “value add” ?What is the “value add” ?  Better meet needs of studentsBetter meet needs of students  Greater retention of studentsGreater retention of students  More students attending collegeMore students attending college or entering successful careersor entering successful careers  Student success = sustainabilityStudent success = sustainability
    41. 41. But what doesBut what does “student success” mean?“student success” mean?
    42. 42. What are tools / measuresWhat are tools / measures you use to show success inyou use to show success in your school ?your school ?
    43. 43. Monitoring and EvaluationMonitoring and Evaluation  Remember, traditional measuresRemember, traditional measures for traditional classrooms.for traditional classrooms.  New and different measuresNew and different measures need to be developed and to beneed to be developed and to be reported to boards aboutreported to boards about success insuccess in online and blendedonline and blended learninglearning – (Joe Freidhoff and Michigan Virtual University(Joe Freidhoff and Michigan Virtual University and Florida Virtual School leading in this area.and Florida Virtual School leading in this area. MIVU annual report:MIVU annual report: http://www.mvlri.org/Publications/ID/5/2012-13-Annual-http://www.mvlri.org/Publications/ID/5/2012-13-Annual- ReportReport ))
    44. 44. Non-Cognitive SkillsNon-Cognitive Skills  Time management and workTime management and work skillsskills  Student surveys about courseStudent surveys about course contentcontent  Student resilience, hope,Student resilience, hope, engagementengagement  Participation in internships orParticipation in internships or service learning projectsservice learning projects  Community ServiceCommunity Service
    45. 45. What do you do toWhat do you do to measure teachermeasure teacher effectiveness?effectiveness?
    46. 46. What do you do to measure orWhat do you do to measure or observe teacherobserve teacher effectiveness?effectiveness?  Lesson observationLesson observation  Walk-throughsWalk-throughs  Talk with teacherTalk with teacher  Lesson plan observationLesson plan observation  Ongoing benchmark dataOngoing benchmark data  End of year achievement testsEnd of year achievement tests
    47. 47. Online TeacherOnline Teacher ObservationObservation  Instructional designInstructional design  Student satisfaction surveysStudent satisfaction surveys  Teacher record keepingTeacher record keeping  View course management system dataView course management system data  Observe an online class sessionObserve an online class session  Communication / response time toCommunication / response time to emailemail
    48. 48. A Story from New York CityA Story from New York City  New Principal and QualityNew Principal and Quality Assurance Officer observe aAssurance Officer observe a teacher in the classroomteacher in the classroom
    49. 49. Tool:Tool: How to Observe aHow to Observe a Blended Learning TeacherBlended Learning Teacher  Adapt the RubricAdapt the Rubric  View student computer/device screenView student computer/device screen  View teacher interaction withView teacher interaction with studentsstudents  View data teacher usesView data teacher uses  Talk with studentsTalk with students  Talk with teacherTalk with teacher
    50. 50. Tool:Tool: ClassroomClassroom Walk-ThroughsWalk-Throughs  Evidence of student centricEvidence of student centric – Student learning focus / Students in groupsStudent learning focus / Students in groups – Student computers/devices on a courseStudent computers/devices on a course management system (access school and home)management system (access school and home) – Students can explain what and why they areStudents can explain what and why they are doingdoing  Evidence of personalizationEvidence of personalization – Teacher working with individual or groupsTeacher working with individual or groups – Student data used by teacherStudent data used by teacher – Variety of ways for student to communicate withVariety of ways for student to communicate with teacher (verbal, discussion boards, email, twitter,teacher (verbal, discussion boards, email, twitter, etc.)etc.)
    51. 51. Leadership Tools -Leadership Tools - HandoutHandout  Defining blended learningDefining blended learning  Knowing the elements of blended learningKnowing the elements of blended learning  Knowing that innovation takes timeKnowing that innovation takes time  Know the research as it currently existsKnow the research as it currently exists (reports and case studies)(reports and case studies)  Defining the measures by which youDefining the measures by which you measure progressmeasure progress  ContinuumContinuum  Checklist for observations / walk throughsChecklist for observations / walk throughs / self reflection/ self reflection
    52. 52. Introducing aIntroducing a new tool todaynew tool today  The BlendedThe Blended Teacher NetworkTeacher Network
    53. 53. www.blendedteachernetwork.org
    54. 54. Continuum (see handout)Continuum (see handout) Where does your school fit?Where does your school fit?  Textbook enhanced teaching andTextbook enhanced teaching and learninglearning  Technology enhanced (not online)Technology enhanced (not online)  Web/online enhancedWeb/online enhanced  BlendedBlended  OnlineOnline
    55. 55. From Textbook to Online TeachingFrom Textbook to Online Teaching Online Teaching Textbook Enhanced Teaching Technology Enhanced Teaching Web / Online Enhanced Teaching
    56. 56. Blended LearningBlended Learning Program RubricProgram Rubric  Sample in packetSample in packet  Entire rubric onlineEntire rubric online
    57. 57. Indicator: LeadershipIndicator: Leadership • 1.1 Measurable goals have been written1.1 Measurable goals have been written and communicated with all staff.and communicated with all staff. Well DevelopedWell Developed Ongoing progress towards each goalOngoing progress towards each goal is being collected and tracked byis being collected and tracked by teachers and administrators.teachers and administrators.
    58. 58. Indicator: New Staff RolesIndicator: New Staff Roles 2.1 Teacher as facilitator/coach2.1 Teacher as facilitator/coach Well DevelopedWell Developed  Teachers regularly circulate around the roomTeachers regularly circulate around the room meeting with small groups and individualsmeeting with small groups and individuals identifying progress toward learning goals.identifying progress toward learning goals.  Teachers regularly document student progress dailyTeachers regularly document student progress daily through some digital record keeping system.through some digital record keeping system.  Student data is regularly used as a means forStudent data is regularly used as a means for differentiating instruction.differentiating instruction.
    59. 59. Indicator: New Student RolesIndicator: New Student Roles 3.13.1 New Student RolesNew Student Roles Well DevelopedWell Developed Students regularly take active role in their learning and areStudents regularly take active role in their learning and are able to choose types of content (e.g. textbook, video orable to choose types of content (e.g. textbook, video or online) that causes their best learning.online) that causes their best learning. Students regularly track their own progress towardsStudents regularly track their own progress towards learning.learning. Students regularly have ability to complete work at ownStudents regularly have ability to complete work at own pace.pace. Students regularly know where to find help or supportStudents regularly know where to find help or support when needed.when needed.
    60. 60. The developingThe developing landscape of “school”landscape of “school”
    61. 61. Happening How:Happening How: Public SchoolsPublic Schools  Common Core StandardsCommon Core Standards in 40 states,in 40 states, but some states now withdrawingbut some states now withdrawing (Indiana, Oklahoma, South Carolina)(Indiana, Oklahoma, South Carolina)  Competency Based EducationCompetency Based Education (See State of Maine)(See State of Maine)  MeasuringMeasuring non-cognitive skillsnon-cognitive skills  Moving towards a “Moving towards a “ growth modelgrowth model”” forfor student achievementstudent achievement (Re-authorization of federal Ed(Re-authorization of federal Ed policy)policy)
    62. 62. Independent SchoolsIndependent Schools  May 2014. NAIS held aMay 2014. NAIS held a conversation entitled “conversation entitled “ EducationEducation and Blended Learning Summitand Blended Learning Summit ”” with group of about 20 peoplewith group of about 20 people  OESIS ConferencesOESIS Conferences – Online– Online Education Symposium forEducation Symposium for Independent Schools – Boston inIndependent Schools – Boston in October 2014October 2014
    63. 63. All Schools ChallengesAll Schools Challenges (K-College), Part 1(K-College), Part 1  Ongoing tensionOngoing tension between, onlinebetween, online learning, blended learning andlearning, blended learning and traditional learningtraditional learning  Should theShould the teacher’s role changeteacher’s role change whenwhen everything is good just the way it is?everything is good just the way it is?  Having an integrated, easy to useHaving an integrated, easy to use ““digital data dashboarddigital data dashboard ”” for teachers.for teachers.
    64. 64. All Schools ChallengesAll Schools Challenges (K-College), Part 2(K-College), Part 2  Should we use technology to betterShould we use technology to better personalize learningpersonalize learning ??  Should students have input into their ownShould students have input into their own learning (e.g. setting their own weekly goals /learning (e.g. setting their own weekly goals / personal learning plan)?personal learning plan)?  Use ofUse of mobilemobile technologies /technologies / textingtexting // badgingbadging  Maker movement /Maker movement / informal learninginformal learning / MOOCS/ MOOCS  GamingGaming (and finding Kansas City Fountains)(and finding Kansas City Fountains)
    65. 65. No Excuses!
    66. 66. No Excuses…  To not have adequate bandwidth orTo not have adequate bandwidth or access to Internet for students inaccess to Internet for students in your schoolsyour schools  Need policies and moneyNeed policies and money – If you don’t like the policies,If you don’t like the policies, changechange themthem – If you don’t have the money,If you don’t have the money, write awrite a grant or find a fundergrant or find a funder – Build a network of believersBuild a network of believers
    67. 67. No Excuses…  For teachers to not use technologyFor teachers to not use technology and the Internet to teach withand the Internet to teach with  Need professional development andNeed professional development and leadershipleadership – Bottom up … peer-to-peer,Bottom up … peer-to-peer, and top downand top down
    68. 68. No Excuses…  To not learn on your own – asTo not learn on your own – as administrators and instructorsadministrators and instructors  Free professional developmentFree professional development all over the place!all over the place!  Share what you are doing…Share what you are doing… – Via blogVia blog – Via wikiVia wiki – Via TwitterVia Twitter – Via Case StudiesVia Case Studies
    69. 69. Free Professional Development  Weekly TweetchatsWeekly Tweetchats  Free webinarsFree webinars  Free MOOCs and Online ConferencesFree MOOCs and Online Conferences  ASCD:ASCD: http://www.ascd.org/professional-developmenhttp://www.ascd.org/professional-developmen webinars.aspxwebinars.aspx  iNACOL:iNACOL: http://www.inacol.org/events/webinarshttp://www.inacol.org/events/webinars //  EdCamps / MeetUps / HackathonEdCamps / MeetUps / Hackathon  Future of Education Interviews -Future of Education Interviews - http://www.futureofeducation.comhttp://www.futureofeducation.com //
    70. 70. Free Professional Development  Read blogs / online journalsRead blogs / online journals – http://blogs.kqed.org/mindshift/2012/09/how-to-fuel-the-innhttp://blogs.kqed.org/mindshift/2012/09/how-to-fuel-the-inn //  Edutopia:Edutopia: http://www.edutopia.org/http://www.edutopia.org/  Faculty Focus, Higher Ed Teaching Strategies: – http://www.facultyfocus.com/  Via Email: ASCD Smart Brief, EdTech: – http://r.smartbrief.com/resp/fHmbBYpbkskkoIjwfDcXdUfCigOl  iNACOL’s Plugged In: – http://www.inacol.org/news/plugged-in/  TedX TalksTedX Talks – https://www.ted.com/talks/
    71. 71. Free Online Professional Development Conferences July - November  Learning RevolutionLearning Revolution – http://learningrevolution.com/http://learningrevolution.com/   The Reform Symposium / July 11 – 13   ISTE “Unplugged” / June 27 - July 1  Future of Museums / July 24   Alt Ed Film Fest / August   Homeschool+ Conference / August 7 – 8   Gaming in Ed / September 15 – 19  Library 2.014 / October 8 – 9   Global Ed Con / November 17 – 21
    72. 72. And Other ResourcesAnd Other Resources  Each other / Hybrid LearningEach other / Hybrid Learning ConsortiumConsortium  Build your personal learning networkBuild your personal learning network  Blended Teacher NetworkBlended Teacher Network  iNACOLiNACOL  NAIS / State Independent SchoolNAIS / State Independent School OrganizationsOrganizations  OESISOESIS
    73. 73. Questions?Questions? Comments?Comments?
    74. 74. As we consider providing providing more customized learning for our students via online and blended learning …we must remember that… “The only thing harder than starting something new – is stopping something old” - Russell Ackoff -“Redesigning Society”
    75. 75. ContactContact  Rob DarrowRob Darrow  Rob@onlinelearningvisions.comRob@onlinelearningvisions.com  http://robdarrow.wikispaces.comhttp://robdarrow.wikispaces.com