Blended Learning in Action (AESA 2011)


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  • Texas DOE: 40% of content and activities are onlineSloan C:Blended/Hybrid = 30 to 79% of content is online where course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to- face meetings.
  • Emphasize QUALITY/impact not quantityNote the juxtaposition of old (timeless?) with new! Interesting fact: In recent article Money magazine named “40 under 40” top leaders from around the globe notable for being today’s “innovators, disrupters, and job creators.” Only one leader – Sal Kahn of Khan Academy – has direct ties to education.
  • Too often the role of school leadership is a mere asterisk in research on online and blended learning. However, experience reveals that the most successful initiatives all have supportive and knowledgeable administrators. If we are to create quality learning experiences around what Alexander Hiam calls the Five I’s (Imagination, Inquiry, Invention, Implementation, and Initiative) we need effective school leaders who both model and nurture the 21st century competencies we want to build in our students. See this forHiam’s article:
  • Rather than passively consuming content teachers and students become active producers of knowledge in the new world of OER
  • Moodle site created by a Project ABLE teacher for a blended Digital Photography course;Authentic Assessment=assignments produce online school paper – see next slide for screenshot of paper, one after that = screenshot of blogBlogs/wikis NOT in Moodle = word pressMention *don’t need* an LMS
  • Types of stuff to talk about – remind group that there are things to think about if they are undertaking a big blended learning initiative. Under funding they should think about grants or other means for funding the training/PD that would be needed for this initiative. Within Timing, it’s important to think about whether they should start with a smaller pilot, using highly motivated teachers (rather than rolling out a huge initiative). Get the student interest and energy up so that they are excited about the project. Technology considerations speak to whether or not they need hardware (1x1 initiative, for example) and should be careful to ensure that their technology infrastructure is up to the task. Within organization, I’d consider taking about which content goes online, what percentage of content will constitute a blended class, how are teachers using the online component, what are the goals. Delivery is the process of delivering content (host locally vs. through a third-party vendor). Also considerations around evaluating teachers, etc.
  • Moving to a blended approach takes time and requires careful planning that centers around course goals and learning objectives
  • Fundamentally rethinking the course design to optimize student engagement What does blended learning look like? No “one way” of “going blended”/Division of online and classroom instruction for each blended course varies/Different approaches are based on course content, instructional style, class size, and overall course goals.
  • RE: Feedback – acknowledge LMSs as timesaving tools for teachers (with automatic grading) as well as free online tools like Hot Potatoes RE: “Be Present” talk about how the "guide on the side" often becomes a "ghost" to students in an online setting.
  • RE: Professional Community: .Seek out a community (f2f and/or virtual) of supportive, like-minded peers and professionals for ideas and to sustain your professional growth (PLCs)Re:knowledge -- Not only will this help to energize you as an educator, it will also make you a model of life-long learning for your students.
  • Image: FilomenaScalise /
  • Blended Learning in Action (AESA 2011)

    2. 2. Session Overview Introductions and Background What is Blended Learning? Blended Learning in Practice: Project ABLE Strategies for Success Q&A/Discussion
    3. 3. Introductions ACCEPT Education VHS Collaborative Founded in 1974 to promote  “The” original Virtual High excellence and innovation in School – 15 years of operation educational practice for school  Non-profit consortium of districts in MetroWest, MA nearly 700 member schools Mission: use the collective power from across the globe (in 32 of member school districts and states & 40 countries) community resources to provide  Co-synchronous online a wide range of exceptional middle/high school courses programs and services that that aim to supplement maximize the potential of curriculum students, their families, educators and communities.  Respected PD program for educators at all levels
    4. 4. Background: Why Project ABLE?
    5. 5. What is Blended Learning? Image used under a Creative Commons license
    6. 6. Terminology: Blended or Hybrid? CC Licensed ImageCC Licensed Image
    7. 7. Online: Synchronous orSwenson and asynchronous online learningRedmond,Issues in with 20% or less face-to-face time.Teacher Blended: Synchronous orEducation(2009) asynchronous online learning combined with more than 20%Some definitions face-to-face time.quantify level ofonline versus f2f Hybrid: Courses that combine twotime, using or more synchronous ordifferent asynchronous online learningterminology todistinguish tools combined with face-to faceapproaches time.
    8. 8. Definitions There are many different interpretations Program level versus classroom level implementation Differentiating factors include  Time  Model(s)  Delivery  Rationale  Technology
    9. 9. “[Blended learning] integratesCity PrepAcademies face-to-face classroom time(NY) with online learning (facilitated at all times by aSome definitionsto consider . . . classroom teacher), combining the effectiveness and socialization of the classroom with technology- enhanced online materials.”
    10. 10. . . . And the list goes onKeeping Pace Report Innosight Whitepaper “Blended learning “Blended learning is any combines online learning time a student learns at with other modes of least in part at a supervised instructional delivery.” brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace.”
    11. 11. Context is Key Rationales vary:  Time and Money  Student Engagement  Personalized Instruction  21st Century Skills  Transformative Practice Too often the focus is on the “how” rather than the “why” Primary goal: create more effective, engaging, and flexible ways for students to learn and gain mastery
    12. 12. VHS’ Definition of Blended Learning Blended learning is the integration of digital content, resources, and Web 2.0 tools into classroom instructional practice to enhance, expand, and transform student learning and outcomes. Image used under a Creative Commons license
    13. 13. Begin withthe End inMindAlexander Hiam’sFive I’s ofEducating forInnovation:◊ Imagination◊ Inquiry◊ Invention◊ Implementation◊ Initiative Image credit: FableVision Poster Gallery
    14. 14. Blended Learning Must Haves Quality, flexible PD for teachers Supportive school environment and school leaders Strong vision around quality, student-centered learning Emphasis on 21st century competencies Integration of Open Educational Resources/digital technologies 24/7 access to student learning opportunities Rethink classroom time (meet needs of all learners) Standards-based focus
    15. 15. Blended Learning in Practice Image Credit:
    16. 16. Project ABLE Ten participating school districts (2010-11) Two-year professional development grant initiative (STEM) Emphasis on:  5 C’s  Backwards and universal design  project-based learning  OER and Web 2.0 technologies  Innovation and engagement Image source:
    17. 17. Project ABLE Mission & Focus Our approach promotes the  Develop student-centered, universally designed standards development of solid based curriculum units that are content knowledge, relevant and rigorous personalized learning and  Design lessons that teach the 5 21st century skill “c’s”: content knowledge, critical development. thinking, communication, collaboration, and creativity Teachers create rich  Provide a flexible learning curriculum and adaptive environment for students (physical project based learning and virtual) environments that engage  Foster an innovative, collaborative, project-based classroom culture all students leading to  Facilitate and manage the online successful learning and face-to-face classroom outcomes for all students. seamlessly
    18. 18. Blended PDInitiativeTeachers trained inblended coursedevelopment andfacilitationOnline learningmodules and f2fworkshopsProfessional LearningCommunities forongoing support Strong mentoringcomponent
    19. 19.  Introduction to Blended LearningOnlineModules  Introduction to Open Educational Resources→ Co-synchronousmodel  Facilitation Skills I→ 10 hours each→ Woven intocomprehensive PD  PBL and Blended Learningprogram (f2fworkshops,mentoring  Facilitation Skills IIsessions, onlinePLC)
    20. 20. OER Module
    21. 21. Why Use OER? 21stFlexibility Quality Affordability Interactivity Century Skills
    22. 22. Top OER by Subject Fine Arts: oer Foreign Languages: Language Arts: Math: Science: Social Studies/History:
    23. 23. Project Exemplars: Different Models and Outcomes
    24. 24. HopkintonHigh SchoolDigitalPhotographySchedule for F2Fvs. online classmeetings set byschooladministrationAuthenticassessmentStudent blogs,wikis, forums
    25. 25. hhspress is a student run news site producedby Hopkinton High School students
    26. 26. Blog from blended Digital Photography course
    27. 27. FlippedClassroomMiddle School teacherfrom Ashland, MAUses open sourcevideos from KhanAcademyCreates her ownpodcasts and videos toteach contentEnables more flexibleuse of class meetingtime Image credit: Knewton blog
    28. 28.  A means to INCREASE interaction andThe Flipped personalized contact time between students andClassroom . . .  An environment where students take responsibility for their own learning.  A classroom where the teacher is not the "sageFrom “The Flipped on the stage," but the "guide on the side."Class: What it is and  A blending of direct instruction withWhat it is Not” constructivist Jon Bergmann,  A classroom where students who are absent dueJerry Overmyer and to illness or extra-curricular activities such asBrett Wilie athletics or field-trips, dont get left behind.  A class where content is permanently archived for review or remediation.  A class where all students are engaged in their learning and can get a personalized education.
    29. 29. MillisPublicSchoolsMobile One-to-One with iPads:Pathway toPersonalizedLearning Image provided by Millis Public Schools
    30. 30. Why Personalize Learning? Flexible anytime, anywhere learning Redefine teacher role and expand “teacher” Project based, authentic learning Student-driven learning path Mastery/competency- based, progression pace Image provided by Millis Public Schools
    31. 31. Goals of the 1:1 iPad Pilot1. Extend Learning beyond the School Day2. Increase Student Engagement & Productivity3. Increase 21st Century Skill Development4. Promote Self-Directed Learning Physical Science5. Support Personalized class, Mr. Benham, Learning Millis Middle/High School Image provided by Millis Public Schools
    32. 32. Project-based, Student-centered Learning in Action Image provided by Millis Public Schools
    33. 33. Can I Design, Build and Analyze themotion of a car that will jump a canal? Images provided by Millis Public Schools
    34. 34. Project ABLE Outcomes Teacher excitement, re-engagement, & innovation Many different models of success, many similar challenges Student engagement, collaboration, initiative New district-funded cohort in 2012
    35. 35. Quick Check In – Questions? Image credit: appstorm
    36. 36. How Do I Get Started?Strategies for Success Photo credit: Flickr
    37. 37. Administrative Considerations Funding Timing Technology Organization DeliveryPhoto credit: flickr
    38. 38. Must Haves for Blended Programs4 C’s of Blended Learning Contemplate Customize Communicate Cultivate Photo credit:
    39. 39. Start withthoughtfulplanning Contemplate Photo credit:
    40. 40. Think about Design not Technology Plan ahead and start early Focus on course goals & learning objectivesDesign should determine your use of technology, not the other way around
    41. 41. Blended Learning is a Process Rely on Start small student/peer and build feedback & self- Be flexible –your blended reflection to learn as you course one constantly go!step at a time improve your course
    42. 42. Customize Image credit:
    43. 43. Diversify • Incorporate a variety of media and voices into your approach (e.g., text, your video, podcasts, websites,approach discussion forums, wikis/blogs, journals, slideshows) Move • Use Open Educational Resources to integrate quality content, createbeyond the engaging learning experiences, and textbook take students beyond the classroom • Rethink how to measure student Realign progress and mastery in a blendedassessment environment
    44. 44. Communicate Image credit: flickr.comPhoto credit:
    45. 45. Establish clear Use multiple modes expectations, and voices (syllabus,directions, and lines of announcements, email, communication blog, podcasts, etc. ) Communicate Establish online Provide timely presence – students feedback as often as need to know teachers possible to students are there
    46. 46. Cultivate Image credit:
    47. 47. Collaboration & community for students Communities of practice for teachers & school leaders Knowledge! Create opportunities to develop content knowledge, pedagogical approaches, and technical competenciesImage credit social networks: Image credit books:
    48. 48. PD forBlendedLearning fromVHSGraduate-levelcourse withstep-by-stepdevelopment ofa blendedmoduleCustom PD withtailored
    49. 49. Image credit: Filomena Scalise /
    50. 50. Thank you forattending thissession!Colleen Worrellcworrell@govhs.orgSusan Diigo list: edlearning Image credit: