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Blended learning implementation
This document summarizes a workshop on planning, implementing, and sustaining a blended learning program. It discusses defining blended learning and various blended learning models. It also covers blended learning research, the challenges of implementation based on Rogers' diffusion of innovations theory, and elements of successful blended learning programs, including leadership, professional development, instructional practices, operations, content, and technology. Participants worked in groups to discuss implementation strategies for different elements and how to measure progress. The workshop provided resources on blended learning case studies and organizations.
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Blended learning implementation
- 1. www.inacol.org Planning, Implementing and Sustaininga Blended Learning Program Dr. Allison Powell Vice President, State and District Services Dr. Rob Darrow President, Online Learning Visions June 2014
- 2. Contact Information and WorkshopDocuments • Allison – apowell@inacol.org • Rob – rob@onlinelearningvisions.com • Documents (Friday) - http://bit.ly/fridaybl • Documents (Sat) - http://bit.ly/saturdaybl – Virtual parking lot – any other questions, comments, etc. – Handout – Resources – Presentation Slides
- 3. Introductions • Around theroom – Position, location – Stage of blended learning implementation – What you hope to gain from this workshop
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- 5. How well isour current K-12 system functioning? 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 Depends on who you ask
- 6. Online and BlendedLearning as a catalyst for change
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- 8. Blended Learning: What does“it” look like?
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- 12. Teaching and Learning •What the student is doing and where the student is. What the teacher is doing and where the teacher is. What and where the content is.
- 13. Blended learning definition Aformal 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 and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience. Horn & Staker, 2013
- 14. Defining Terms • Whatmakes something: – Blended Learning – Online Learning – Competency-based Learning – Personalized Learning • How do these work together?
- 15. There are blendedlearning Models
- 16. Emerging blended-learning models Horn& Staker, 2012
- 17. Rotation Flex Self-BlendEnriched Virtual • Station rotation • Lab rotation • Flipped Classroom • Individual rotation Online platform with F2F support and fluid schedules Students attend physical school & take 1 or more courses online Students learn sometimes at a physical school, other times remotely Emerging models of blended learning
- 18. The models aregood, but…
- 19. @MichaelbHorn Tweet “If youcannot identify the front of the room, you are probably in a disruptive / blended classroom” – #inacol13, Oct. 2013
- 20. There is someblended learning Research
- 21. Research Perspective: Can’t studyit if it doesn’t exist • 1994 – First K-12 online schools • 2001 – First K-12 online schools report • 2004 – First report about “blended learning” – college • K-12 Online Learning: About 20 years old • K-12 Blended Learning: About 15 years old
- 22. What does theresearch say? • Very little because: –Takes time to study an innovation –Case Studies – always begins the research
- 23. Implementing blended learning (orany innovation)
- 24. Everett Rogers. Diffusion ofInnovations (1963) • “One cannot seek knowledge about an innovation until he or she knows it exists.”
- 25. Rogers: Adopter Categories Innovators– Early Adopters – Early Majority – Late Majority - Laggards
- 26. In every study… (Rogers,2003) • Role of “change agent” or champion • Common adoption characteristics from innovator to laggard • Common way innovation reaches “critical mass” or “tipping point” • Common communication methods that influence earlier adoption • S-shaped curve of adoption over time
- 27. We are prettyclear Face-to-Face Teaching • Students in classroom • Teacher in classroom • Interaction face-to-face, mostly verbal, some visual • Fixed schedule of classes to attend • Prescribed curriculum based on standards / use of textbooks Online Teaching • Students online • Teacher online (minimal face-to-face interaction) • Interaction online video conferencing, email – more visual, less verbal • Flexible schedule for work completion • Prescribed curriculum based on standards / text
- 28. From Textbook toOnline Teaching Online Teaching Textbook Enhanced Teaching Technology Enhanced Teaching Web / Online Enhanced Teaching
- 29. …And pedagogical shiftstake time
- 30. Not About theTechnology • Change in teaching • Change in learning • Change in pedagogy • Change in class organization • Things should look different in a blended learning environment, more student centric, more personalized learning
- 31. Blended Learning isAbout… • Rethinking how class is structured • How time is used • How resources are allocated • Personalizing the learning for all students – better learning engagement • Student centric learning • Teachers using data daily to customize learning for students
- 32. Group Work (30 Minutes) •Documents (Friday) - http://bit.ly/fridaybl • Documents (Sat) - http://bit.ly/saturdaybl • Introductions (position, etc. stage of blended learning) • 20 Minutes Group Work by Case Study – Learn about School (reading, videos, etc.) – How has teaching/learning changed? – What is different about this school? (class, time, resources, students, teachers) – How are teachers using data on a daily basis to customize learning? – How is learning more student centric? Discuss with table • 10 Minutes Report Out
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- 35. Six Elements Emerged Result: ARoadmap for Blended Learning Implementation
- 36. Successful Blended Learning involvesSix Elements • Leadership • Professional Development • Teaching/Instructional Practice • Operations/Admin Systems/Policy • Content • Technology
- 37. Components within eachof the six elements • Evaluation • Quality • Funding
- 38. Key Learning • ClearGoals need to be established, written and discussed in ongoing way • Leadership determines sustainability and success (Administrators and Teachers) • Collaborative leadership style is essential • School culture of support, innovation (it is ok to try and fail) • Ongoing professional development (formal and informal)
- 39. Leadership School Implementation •Identified administrator/leaderand teachers at each school •Ongoing interactions (one-on-one, formal and informal) and meetings of those involved in iLearn •Administrators, teachers and administrators work together towards the blended learning goals established in each school Promising Practices •School culture of innovation and empowerment •Start small and build •Communication is strong and occurs between involved people in a variety of ways (one-to-one, phone, email, chat, etc.)
- 40. Professional Development School Implementation •Bothformal and informal (Schedule trainings to one-on-one customized PD) •Modeling, webinars, small conferences, workshops, cohort meetings •Implementation Managers are key Promising Practices •Scheduled Time •Teacher Resources •Professional Sharing •School Support
- 41. Teaching/Instructional Practices School Implementation •CreatedResources – Blended Learning Continuum, Interactive Applet, Blended Learning Rubric •Support for new blended learning teachers – modeling and mentoring •Analyzing real-time data to personalize learning for each student Promising Practices •Classroom Setup •Data Analysis •Individualized Instruction •Student Engagement •Digital Content
- 42. Operations/Management Systems/Policy School Implementation •Restructuringof the traditional school class / school day •Emphasis on using real-time student performance data •Change in instructional delivery model Promising Practices •Operational support •Policy development examples •Data-driven instruction
- 43. Content School Implementation •Common platform •Contentproviders to choose from •Professional development and teacher sharing about content provider and platform use Promising Practices •Content Decision Making (purchase or build your own) •Customizable platform – many teachers using base curriculum and supplemental based on student needs •Customizable for individual student needs
- 44. Technology School Implementation •School leadershipensures that technology needs of students and teachers are addressed, and proper training provided. •Dedicated technical support for the blended learning programs. •School leadership is visible in their own use of technology; modeling expectations. Promising Practices •Technology Training •Technology Support •Hardware and Software Needs
- 45. Implementation Plan forRoadmap • Introduce to administrators and teacher leaders in day long visioning meeting • 3-5 year implementation plan • Ongoing meetings of implementation teams to share what is working / promising practices
- 46. Group Work (30 MinutesEach Round) • 20 Minutes Group Work by Element – Designate facilitator and note taker – Key questions and some solutions – How are you going ensure quality? – What metrics to measure progress? • Report Information on Google Doc • Documents (Friday) - http://bit.ly/fridaybl • Documents (Sat) - http://bit.ly/saturdaybl • 10 Minutes Report Out
- 47. Round 1 • Technology •Teaching Practices • Leadership
- 48. Round 2 • Technology •Teaching Practices • Professional Development • Leadership • Operations, Systems, Policies • Content
- 49. Join iNACOL • iNACOLis the premier K-12 nonprofit in online learning • Provides leadership, advocacy, research, training, and networking with experts in K-12 online learning. – 4000+ members in K-12 online and blended learning in over 50 countries – Annual conference – iNACOL Blended and Online Learning Symposium: Palm Springs, CA on November 2 - 4, 2014 • “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
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- 51. Whip Around • Onethought, comment, key point shared by everyone in the room.
- 52. Contact Information and WorkshopDocuments • Allison – apowell@inacol.org • Rob – rob@onlinelearningvisions.com • Documents (Friday) - http://bit.ly/fridaybl • Documents (Sat) - http://bit.ly/saturdaybl – Virtual parking lot – Handout – Resources – Presentation Ppt
- 53. Case Studies, SeeResource Page Documents (Friday) - http://bit.ly/fridaybl Documents (Sat) - http://bit.ly/saturdaybl •Christensen Institute Blended Learning Universe: http://www.christenseninstitute.org/blended-learning- universe/ •Donnell-Kay Foundation: http://dkfoundation.org/our- work/blended-learning-resources •Dell Foundation: http://www.msdf.org/programs/urban- education/initiatives/united-states/blended-learning/
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