This document discusses blended learning and how to define it. It begins by introducing the International Association for K-12 Online Learning (iNACOL) and their focus on providing leadership in online and blended learning. The rest of the document discusses defining blended learning and examining what it looks like through different frameworks. It explores blended learning models and the roles of teachers, administrators, students and parents in blended learning environments. Examples of blended schools are provided and questions are asked at the end.

1. Blended Learning: How Do You
Know It When You See It?
Dr. Allison Powell
Vice President, State and District Services
Dr. Rob Darrow
Director of Member Services
www.inacol.org

2. International Association for K-
12 Online Learning (iNACOL)
• iNACOL is the premier K-12 nonprofit in online learning
• Provides leadership, advocacy, research, training, and networking with experts in K-12 online learning.
– 4400+ members in K-12 online and blended learning in over 50 countries
– Annual conference – iNACOL Blended and Online Learning Symposium: Orlando, FL in October
28-30, 2013
• “Ensure every student has access a world class education” regardless of geography, income or
background.
• Next Generation Learning Challenges – Gates Foundation
• CompetencyWorks – Nellie Mae Education Foundation
• Our strategic areas of focus in online and blended learning:
1. Policy
2. Quality
3. New Learning Models

3. http://youtu.be/_LyuLJSByvI

4. How well is our current K-12 system functioning?
Depends on who you ask
The critical question is whether we are preparing our students for the
knowledge workforce; the globally competitive workforce.
Currently – national high school graduation rate of 68%
80% of jobs are requiring a post-secondary degree or certification

5. Online and Blended Learning as a
catalyst for change

6. Defining blended learning?

7. Blended Learning:
What does “it” look like?

8. Yes, No, Maybe?

9. Yes, No, Maybe?

10. Yes, No, Maybe?

11. Yes, No, Maybe?

12. Tech-rich = blended

13. There are many blended
learning Definitions

14. Definitions, Part 1
• Two definitions:
– Blended learning should be viewed as a pedagogical approach
that combines the effectiveness and socialization opportunities
of the classroom with the technologically enhanced active
learning possibilities of the online environment ,
• Dziuban, Hartman and Moskal (2004)
– Blended learning “combines face-to-face learning
with computer mediated learning.”
(Bonk and Graham, 2006. Handbook of blended learning: Global perspectives,
local designs. http://www.publicationshare.com/).

15. Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended
education in the United States. Newburyport, MA: The Sloan Consortium.
http://www.sloan-c.org/publications/survey/blended06

16. Blended learning
A formal education program in which a
student learns at least in part through online
delivery of instruction and content, with some
element of student control over time, place,
path and/or pace
and
at least in part in a supervised brick-and-
mortar location away from home.

17. There are many blended
learning Models

18. Emerging blended-learning models

19. Emerging models of blended learning
Rotation Flex Self-Blend Enriched Virtual
• Station rotation Online platform with Students attend Students learn
• Lab rotation F2F support and physical school & sometimes at a
• Flipped Classroom fluid schedules take 1 or more physical school, other
• Individual rotation courses online times remotely

20. Blended
learning is
not like a
light switch
you turn on
one day

21. …And pedagogical shifts take time

22. 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.

23. We are pretty clear
Face-to-Face Teaching Online Teaching
• Students in classroom • Students online
• Teacher in classroom • Teacher online (minimal
• Interaction face-to-face, face-to-face interaction)
mostly verbal, some • Interaction online video
visual conferencing, email –
• Fixed schedule of classes more visual, less verbal
to attend • Flexible schedule for work
• Prescribed curriculum completion
based on standards / use • Prescribed curriculum
of textbooks based on standards / text

24. But what does
Blended Learning
really look like
for a teacher?
Or an administrator?

25. www.inacol.org
Source: Susan Patrick, iNACOL

26. Teaching and Learning
• What is the student
doing and where is the
student?
 What is the teacher
doing and where is the
teacher?
 What and where is the
content?

27. Online
Teaching
Technology
Textbook
Enhanced
Enhanced
Teaching
Teaching
Web / Online
Enhanced
Teaching
From Textbook to Online Teaching

28. What does “it” look like?
Where do you fit?
* See handout
• Textbook enhanced teaching and
learning
• Technology enhanced (not online)
• Web/online enhanced
• Blended
• Online

29. What does “it” look like?
*Teacher-centric vs. Student-centric
More teacher • Textbook enhanced
centric
teaching and learning
• Technology enhanced
(not online)
Combination
• Web/online enhanced
• Blended
More student • Online
centric

30. What does “it” look like?
*Teacher vs. student control of
teaching and learning
More teacher
control • Textbook enhanced
teaching and learning
• Technology enhanced
Shared (not online)
control
• Web/online enhanced
• Blended
More student
control • Online

31. What does “it” look like?
*Control of time and pace
Set time
structure
• Textbook enhanced
teaching and learning
• Technology enhanced
Some
(not online)
Flexibility
• Web/online enhanced
• Blended
Flexible • Online

32. What does “it” look like?
*Blended Learning Models continuum
Rotation • Textbook enhanced
teaching and learning
Flex
• Technology enhanced
Self Blend (not online)
Enriched • Web/online enhanced
Virtual
• Blended
• Online

33. People/Pedagogy/PD
• People – Administrators, Teachers, and Students
– Must support each other
• Pedagogy
– Role of Teacher changes in this environment
• Professional Development
– What skills does an online/blended teacher need
– What skills do an administrator need to support his/her teachers
– Current Trends in PD

34. Role of Online/Blended Teacher
• Facilitate and build an online and F2F community of learners
• Engage learners in a variety of online and F2F environments
through reflective and hands-on activities
• Analyze data to assist in individualizing instruction
• Personalize the learning through online discussion and group
projects
• Differentiate instruction (i.e. learning styles, adaptive/assistive
technologies, pacing, supplemental activities and
remediation.)
• Develop and deliver asynchronous and synchronous lessons
that use appropriate and effective multimedia design elements
• Student academic integrity issues (plagiarism and the safe
and legal use of online resources)

35. Administrator Role
• Need to know what to look for in evaluating
teachers
• Need to understand how technology works to get
into the courses
• How to support online/blended teachers
• Requires administrators and policy makers that
can make wise decisions about resources
• Allocation and to gather and analyze data that
cross traditional categories and sectors.
• Lack of PD for administrators

36. What should an administrator
look for while observing a
blended learning environment?
(see handout)

37. Student and Parent Role
• Student is responsible for their learning
• Requires Motivation and Flexibility
• Personalized and Individualized
Instruction
– Any time, any place, any path, any pace!!! (FLVS)
• Parent is a partner with student and
teacher
– Provide support and resources at home

38. What does blended learning
look like?

39. Rocketship
• http://vimeo.com/30557533

40. iNACOL National Standards for
Quality

43. School of One
• http://schoolofone.org/concept_introvideos
.html?playVideo
• (more in depth video) -
http://vimeo.com/7964251

45. Carpe Diem Collegiate High
School
• http://www.youtube.com/watch?v=-
s_O65rWV10

47. New Line Learning Models
• http://www.youtube.com/watch?v=nnPLrK1USMA

48. How Students Learn

49. Questions
• Dr. Allison Powell, VP State and District
Services, apowell@inacol.org
• Dr. Rob Darrow, Director of Member Services –
rdarrow@inacol.org
• (Presentation: http://robdarrow.wikispaces.com
http://www.inacol.org
http://onlineprogramhowto.org

50. Why join iNACOL? www.inacol.org
• Passion for online and blended learning
• Receive daily news and research updates
about online and blended learning
• Contribute to the online and blended
learning voice and conversation
• Participate in regional and standing
committees

51. Why join iNACOL? www.inacol.org
• Participate in webinars and related
activities (access to Archives)
• Reduced cost for attending yearly iNACOL
Symposium (Oct. 27-30, 2013, Orlando,
FL)
• Membership: $60 for educators
– Other memberships: School, institution,
companies, etc.