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BLENDED LEARNING:
Convergence of
Online & Face-to-Face Education
Michael Cochrane
Open School BC
Dal Little
Sooke School D...
INTRODUCTION

• Learning with Technology, at its extreme
• It is blending the best of an online delivery with the best of
...
INTRODUCTION

• a Learning Management System (LMS)
• pre-developed course with assignments and assessment
• students in a ...
WHAT WE ARE GOING
TO LEARN TODAY
Blended Learning:
• is an optimal model for implementing
21st Century skills into K-12
Su...
CHANGE
CENTURIES OF
BLENDED LEARNING
BLENDED LEARNING

Blended Learning
4 Key Conditions for Implementation
1. LMS –

e.g. Blackboard Learn, Moodle, D2L
(Conte...
21ST CENTURY
BLENDED LEARNING

SD 62
WHY BLEND? WHY NOW?

Meeting the needs of Diverse Learners
• Advances in Technology
Better, Faster, Mobile, Multiple type ...
DIVERSE LEARNER
PROFILE
BLENDED LEARNING
THREE DOMAINS FOR CHANGE

Change in Educational Program Delivery
Time - When
• When students access infor...
THE BLENDED LEARNING PROJECT
Project - in Summary:
• 10 high school teachers an opportunity to teach differently.
• Provid...
PROJECT PARTNER ROLES
Three partners to support Project
1. E-Learning and Graduation
(BC Ministry of Education)
• Provide ...
PROJECT PARTNER ROLES
3. Sooke School District (SD 62)
• Provide 0.4 release time for project coordinator/teacher
• Mentor...
PROJECT BUDGET
$61,000
MINISTRY OF EDUCATION:
• Teacher Release Time (20 days @ 350/day)
• Development of tools for action...
PROJECT QUESTIONS

Questions to be addressed:
• If teachers have access to a high quality learning management
system, acce...
TEACHER/STUDENT
DEMOGRAPHICS
School District (9000)
• 3 High Schools (2500)
• 4 Middle Schools (2000)
• 18 Elementary Scho...
TEACHER COMFORT LEVEL
WITH BLENDED LEARNING

SD 62
Project
TEACHER COMFORT LEVEL
WITH BLENDED LEARNING

Innovators 2.5%

Early Adopters 13.5%

Laggards 16%
Early/Late Majority 34%

...
SCAFFOLDING FOR TEACHERS
WHAT WORKED IN THIS PROJECT?
Continual support with adding new tools
• Work together to demonstra...
WHAT DID THE
TEACHERS SAY?
PROS
•
•
•
•
•

Online quizzes and tests worked well. (Formative and Summative Assessment)
Pref...
21ST CENTURY TEACHER

Andrew Churches
PROFILE OF STUDENT USE

Number of hits during days of the week during first semester
by students in two different classes ...
PROFILE OF STUDENT USE

Biology 12

Science 10

Number of hits during hours of the day during first semester
by students i...
STRATEGIC AND
INTENTIONAL
Blended Learning Perspective:
Online LMS

Face-to-Face

Implement 21th Century

One-to-one conne...
PROJECT CHALLENGES
Blended Learning: Lessons Learned
Online LMS

Face-to-Face

LMS Training

One-to-one connection

Cost $...
WHAT DID STUDENTS SAY?
PRO
• I liked how assignments, notes, and quizzes were available online for
me to access and comple...
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 ava...
EDUCATIONAL CHANGE

Belmont Secondary School
• Blended Learning Biology 12 Video

https://www.youtube.com/watch?v=E9J4-6NX...
LESSONS LEARNED
• FLEXIBILITY of the timelines of blended courses popular.

• Proximity to instructor can vary but student...
POSITION STATEMENT

When students perceive technology as a luxury
or extra, they play with it.
When students perceive tech...
THANK YOU!

Questions and Comments?
Michael Cochrane
Open School BC
michael.cochrane@gov.bc.ca

Dal Little
Distributed and...
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Blended Learning_CUEBC_Pro-D_Oct_25

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Blended Learning_CUEBC_Pro-D_Oct_25

  1. 1. BLENDED LEARNING: Convergence of Online & Face-to-Face Education Michael Cochrane Open School BC Dal Little Sooke School District
  2. 2. INTRODUCTION • Learning with Technology, at its extreme • It is blending the best of an online delivery with the best of a face-to-face classroom.
  3. 3. INTRODUCTION • a Learning Management System (LMS) • pre-developed course with assignments and assessment • students in a classroom/school with great internet access
  4. 4. WHAT WE ARE GOING TO LEARN TODAY Blended Learning: • is an optimal model for implementing 21st Century skills into K-12 Summary • Define • What is Blended Learning iNACOL • Why Blended Learning Click to download a copy as PDF • Describe - Blended Learning Pilot Project • Share the Project findings
  5. 5. CHANGE
  6. 6. CENTURIES OF BLENDED LEARNING
  7. 7. BLENDED LEARNING Blended Learning 4 Key Conditions for Implementation 1. LMS – e.g. Blackboard Learn, Moodle, D2L (Content Delivery and Assessment Tracking, Reporting, Parent Access) 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 5. Paradigm Shift – Administers, Teachers, Students
  8. 8. 21ST CENTURY BLENDED LEARNING SD 62
  9. 9. WHY BLEND? WHY NOW? Meeting the needs of Diverse Learners • Advances in Technology Better, Faster, Mobile, Multiple type of interaction • Internet Access Ubiquitous access, fast, reliable • LMS (Blackboard Learn, Moodle, D2L) Features designed for K-12 learners • Fully developed grade 8-12 courses by Open School BC • Students expect to be online often
  10. 10. DIVERSE LEARNER PROFILE
  11. 11. 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
  12. 12. THE BLENDED LEARNING PROJECT Project - in Summary: • 10 high school teachers an opportunity to teach differently. • Provide students orientation and a chance to learn differently. • Provided teachers with training & ongoing Open School BC technical support in Blackboard. • Provided teachers with pre-develop courses, supported to customize • Provided ongoing Pro-D to change, edit, customize, improve courses • 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
  13. 13. PROJECT PARTNER ROLES 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
  14. 14. 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 and British Columbia DL Conference
  15. 15. PROJECT BUDGET $61,000 MINISTRY OF EDUCATION: • Teacher Release Time (20 days @ 350/day) • Development of tools for action research 7000 1000 OPEN SCHOOL: • Bb Hosting (1000 users) • Bb support/admin • Pre-developed Courses - Licensing 11500 1000 7500 SOOKE SCHOOL DISTRICT (WESTSHORE) • Travel & presentation 1000 • Support teacher salary (SD 62) (0.4 Salary/benefits /0.5 year) 32,000
  16. 16. 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? • Did it “Personalize Learning” for students? Was the choice and Flexibility apparent?
  17. 17. 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
  18. 18. TEACHER COMFORT LEVEL WITH BLENDED LEARNING SD 62 Project
  19. 19. TEACHER COMFORT LEVEL WITH BLENDED LEARNING Innovators 2.5% Early Adopters 13.5% Laggards 16% Early/Late Majority 34% SD 62 Project
  20. 20. SCAFFOLDING FOR TEACHERS WHAT WORKED IN THIS PROJECT? Continual support with adding new tools • Work together to demonstrate a new learning tool. • Learning Curve to overcome! Comfortable after using Provide extensive professional development • Pro-D, Pro-D, Pro-D, Inservice if $$ Provide the right support for staff • Instructional / Curriculum support (Education Technology role) • Teachers need 1-0n-1 specific support for their instructional needs. Utilize Pre-developed courses in 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 …
  21. 21. WHAT DID THE TEACHERS SAY? PROS • • • • • Online quizzes and tests worked well. (Formative and Summative Assessment) Preferred student grouping for projects as assessment. (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 and communication through one-to-one 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)
  22. 22. 21ST CENTURY TEACHER Andrew Churches
  23. 23. 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
  24. 24. PROFILE OF STUDENT USE Biology 12 Science 10 Number of hits during hours of the day during first semester by students in two different classes – Self Directed vs Structured
  25. 25. STRATEGIC AND INTENTIONAL Blended Learning Perspective: Online LMS Face-to-Face Implement 21th Century One-to-one connection Organize content Group for re-teaching Manage the process Group according to interest Information-age model Choice to attend class Collaboration Collaboration Personalizes learning 24X7 Personalizes learning Student choose time-Flexibility Focus on hands-on activity Proximity to teacher Extend instruction to interest Developed courses-Manage files Edit and adjust courses Collaboration Observe behaviour-Social Reading and writing Speaking
  26. 26. PROJECT CHALLENGES Blended Learning: Lessons Learned Online LMS Face-to-Face LMS Training One-to-one connection Cost $$$ Letting groups self-manage Wrestling Quality (process/content) Group according to interest Information-age skill-set When to give choice? Paradigm Shift (Students/Teacher) Collaboration, when Personalizes learning Personalizes learning Negotiating with Students Paradigm shift for students How much online? Online access an interactive resource Developing course continually Mixing textbook and online Access, Access, Access Reading and writing
  27. 27. WHAT DID STUDENTS SAY? PRO • 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. • 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)
  28. 28. 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)
  29. 29. EDUCATIONAL CHANGE Belmont Secondary School • Blended Learning Biology 12 Video https://www.youtube.com/watch?v=E9J4-6NX4e0
  30. 30. 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.
  31. 31. POSITION STATEMENT When students perceive technology as a luxury or extra, they play with it. When students perceive technology as a learning tool, they own their learning with it. Conference Presenter 2010
  32. 32. THANK YOU! Questions and Comments? Michael Cochrane Open School BC michael.cochrane@gov.bc.ca Dal Little Distributed and Blended Learning Support Sooke School District, Victoria, BC, Canada dlittle@sd62.bc.ca

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