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Blended Learning: Doing it Right the First Time

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Presentation for ICE 2016 on developing a strategy for online and blended learning at your school.

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Blended Learning: Doing it Right the First Time

  1. 1. Blended Curriculum: Doing it Right (the First Time!) ANASTASIA M. TREKLES, PH.D. CLINICAL ASSOCIATE PROFESSOR PURDUE UNIVERSITY NORTHWEST
  2. 2. Objectives  This session will help you:  Discuss current trends and issues in blended learning for K-12 schools  Adapt and use a research-based, future-ready framework for online and blended curriculum development.  Discuss and network with other educators at varying stages of blended curriculum adoption
  3. 3. Blended Learning is Here  Some people call it hybrid, digital learning, or some other name  The NMC Horizon Report tell us that distance and blended learning is on the rise in schools nationwide, and more and more Indiana schools are embracing this trend  Is your school doing online snow days? Blended lessons? Flipped classrooms? Using an LMS?
  4. 4. Here’s the real question: What makes blended learning work well?
  5. 5. It’s all about the bottom line…  Technology is powerful in the hands of our students, but only if they know how to use it  Many students are not quite “there” yet when it comes to learning independently and taking best advantage of their tools  It’s not for everyone – teachers and students alike  Go slowly!
  6. 6. Student Readiness for Online Learning  Students (and teachers!) should be independent and intrinsically motivated  Technology support should be readily available and skills adequate for the tasks required – “digital natives” aren’t always as tech-savvy as you may think!  Time management skills are key – students unable to budget their time will have difficulty
  7. 7. Question Time!  What does your blended or online program look like now? (if you have one) What’s good about it? How could it be better?  Don’t have a program yet but want one? What needs do you have to consider?
  8. 8. Study to Get Some Insight  Qualitative case study with 2 schools, one high school and one college in the Midwest  Survey of students and teachers, with qualitative and quantitative responses  Demographics, online/hybrid experience ranged broadly
  9. 9. Research Questions 1. What factors influence distance learning and engagement and retention for college students? 2. What barriers are perceived by high school and college students and instructors with regard to distance learning? 3. What kinds of support do students entering college need to prepare and participate in online learning successfully?
  10. 10. Key Takeaways – Q1  Prompt, one-on-one communication with a teacher is as essential online as it is face-to-face  K-12 appreciate and need flexibility as much as college students  Online/blended coursework must be clear, meaningful, and relevant with consistent feedback and goals - no busywork  Blended courses offer the best of both worlds for both students and teachers
  11. 11. Key Takeaways - Q2  Students should be prepared for both the technical and pedagogical demands  Orientations, support tutorials can be of big benefit  Students may misjudge their readiness  Design flexible curriculum while allowing for responsive, personal, and enthusiastic instructor presence
  12. 12. Key Takeaways – Q3  Consider this “flowchart” as you plan  Provide support throughout the journey for teachers AND students  All areas should be considered - don’t leave anything out!  Complete paper available on the ICE Website
  13. 13. More Resources  Quality Matters K-12  List of quizzes for online student readiness  K-12 Blended and Online Learning MOOC (Kennesaw State University)
  14. 14. Questions? Ideas? Contact me: atrekles@pnw.edu @iceindiana @instruct_tech

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