This document summarizes a presentation about creating blended learning school environments. It introduces the presenters, Dr. Eliezer Jones and Dr. Rob Darrow, and describes their backgrounds working in educational technology and online learning. The presentation defines blended learning and different models. It discusses trends in online learning adoption and the benefits of the International Association for K-12 Online Learning (iNACOL) membership.
This document discusses blended learning teaching models. It begins with introductions and definitions of blended learning. It then outlines a continuum of models from textbook-enhanced to fully online teaching. The models vary in terms of teacher and student roles and control, as well as the medium of content delivery. Several blended learning models are described in more detail, including rotation, flex, and enriched virtual models. The document emphasizes that becoming a blended learning teacher is a journey that may take 3-5 years as new skills and approaches are adopted. It concludes by inviting the audience to join the International Association for K-12 Online Learning.
Blended Learning: How do you know it when you see it?Rob Darrow
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.
This example is more online instruction. While the content is still curriculum-based, students are using online tools like YouTube to demonstrate their learning in a creative, student-centered way.
Rob Darrow presented on moving from textbook-based teaching to online teaching and learning. He discussed different models along a continuum from textbook enhanced to fully online, including the roles of teachers and students and control of content and pacing. Blended learning combines online and in-person learning. Defining characteristics were outlined for different approaches. Standards and resources for online learning were also presented.
Textbook to Online Teaching and LearningRob Darrow
This document discusses moving from textbook-based teaching to online teaching. It begins with introductions and background about the author. It then discusses the differences between traditional face-to-face teaching, technology-enhanced teaching, web/online-enhanced teaching, blended learning, and online learning. It provides examples of what student and teacher roles and responsibilities look like across these continua. It also addresses definitions of and approaches to blended learning. The document aims to help teachers identify where their current practices fall and how they may evolve their practices toward more online or student-centric models.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This document discusses blended learning teaching models. It begins with introductions and definitions of blended learning. It then outlines a continuum of models from textbook-enhanced to fully online teaching. The models vary in terms of teacher and student roles and control, as well as the medium of content delivery. Several blended learning models are described in more detail, including rotation, flex, and enriched virtual models. The document emphasizes that becoming a blended learning teacher is a journey that may take 3-5 years as new skills and approaches are adopted. It concludes by inviting the audience to join the International Association for K-12 Online Learning.
Blended Learning: How do you know it when you see it?Rob Darrow
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.
This example is more online instruction. While the content is still curriculum-based, students are using online tools like YouTube to demonstrate their learning in a creative, student-centered way.
Rob Darrow presented on moving from textbook-based teaching to online teaching and learning. He discussed different models along a continuum from textbook enhanced to fully online, including the roles of teachers and students and control of content and pacing. Blended learning combines online and in-person learning. Defining characteristics were outlined for different approaches. Standards and resources for online learning were also presented.
Textbook to Online Teaching and LearningRob Darrow
This document discusses moving from textbook-based teaching to online teaching. It begins with introductions and background about the author. It then discusses the differences between traditional face-to-face teaching, technology-enhanced teaching, web/online-enhanced teaching, blended learning, and online learning. It provides examples of what student and teacher roles and responsibilities look like across these continua. It also addresses definitions of and approaches to blended learning. The document aims to help teachers identify where their current practices fall and how they may evolve their practices toward more online or student-centric models.
The document provides guidance on integrating technology into the classroom, including care of hardware, effective integration strategies, and examples of Web 2.0 tools. It recommends turning off projectors, document cameras, and student computers when not in use to save resources. Effective integration is defined as using technology to teach content through engaging instructional practices. Examples of tools mentioned include blogs, wikis, social bookmarking, open source software, and free online resources. The document emphasizes using technology to meet learning objectives and develop higher-order thinking skills.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
This document summarizes Simon Borgert's experience introducing and expanding the use of Moodle at Coffs Harbour High School in Australia from 2009 to 2010. It describes how Simon initially used Moodle to support an online gifted student program called eGATS, which was very successful. This proved Moodle's value and helped Simon gain support to promote broader adoption of Moodle among teachers. Over this period, Simon provided training, support and resources to encourage more teachers to use Moodle, starting with a few early adopters and expanding to about 20 teachers by the end of 2010. Challenges included technical issues and lack of ongoing teacher engagement after initial training.
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.
Enhancing Teaching and Learning in Geography using ICTRCha
The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department created an online portal called GeoBytes to share resources, support students, and promote the subject. Ideas are given for using blogs, podcasts, and wikis to collaborate and support teaching on topics like fieldwork and revision. Setting up and using these tools effectively in the classroom is highlighted.
illumnus - World's first Collaborative Learning Management System (C-LMS) for...Akash Deep Singhal
illumnus Collaborative Learning Management System (C-LMS) enables premier schools and universities with their internal digital learning network, simplifying the communication flow among the students and teachers even after school hours.
This document provides an overview of blended learning presented by Rob Darrow at an ISTE conference in June 2014. It defines blended learning as a formal education program where students learn through both online and in-person instruction, with some flexibility over time, place, path, and pace of their learning. The document discusses leadership tools for blended learning implementation, including continuums, rubrics, checklists and case studies. It also covers research on blended learning, implementation stages based on Rogers' diffusion of innovations theory, and tools for supporting teachers, with examples of observation rubrics and checklists.
The document discusses various technologies for real-time communication and collaboration including audio/video conferencing, chat, instant messaging, whiteboarding, application sharing, virtual worlds, mobile learning platforms, Google apps, Skype, Adobe Connect, and Moodle. The author provides examples of how they have used many of these technologies successfully in their teaching including holding classes, meetings, collaborating with students, and providing additional resources to students.
Synchronous learning tools enable real-time communication and collaboration using audio conferencing, video conferencing, web conferencing, chat, instant messaging, white boarding, and application sharing. The author has used many synchronous tools in their classroom and graduate courses, including Voki for creating speaking avatars, Second Life for 3D virtual worlds, Blackboard Collaborate for virtual classrooms, Google tools like Docs and Sites, Skype for video calling, Adobe Connect for web conferencing, and Moodle as their online classroom platform. While there are disadvantages, the author believes the advantages of synchronous tools outweigh them.
The document discusses web-enhanced learning and its advantages and disadvantages. It describes web-enhanced learning as using internet technology to create student-centered learning environments. Web-enhanced learning is organized into four categories: information access, networked instruction, interactive learning, and materials development. Some advantages include improved access to education and interactions between students and instructors, while some disadvantages include ease of cheating and bias towards more tech-savvy students. Various online collaboration tools that can be used for web-enhanced learning are also outlined, such as blogs, forums, wikis, and media galleries.
A presentation looking at why e-learning is important for our students and an introduction to websites and software that can be used to support the teaching of English and increase student engagement.
The document summarizes Project Phoenix, an education platform that aims to improve India's education system by focusing on personalized and interactive learning. It monitors student activity to provide metrics to teachers and parents. Students can watch lectures, collaborate on projects, and take quizzes online. The platform acts as a teacher's assistant by assessing student performance. It focuses on pedagogy rather than just content and aims to develop a mentorship relationship between teachers and students. Low-fi prototypes were created for student, teacher, and parent dashboards. User interviews provided feedback on challenges and opportunities.
The document discusses e-learning, including what it is, methods used such as screencasts and wikis, levels including distance and blended learning, benefits like reduced costs and flexibility, and challenges like lack of interaction. It also covers technologies used for e-learning, pedagogical elements, and how e-learning has advanced with new technologies.
Barbour, M. K., & Adelstein, D. (2013, October). A student’s perspective: Effective asynchronous course design for virtual schools. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.
Blended Learning workshop at the Univeristy of Utrecht. Learning golas; Explain the term blended learning, Explain the term flipped classroom, Give three examples of different ‘types’ of educational video formats, Give five examples of ways to use video as part of a blended format, Map instructional formats onto the ‘blended wave’ for a lesson/course, Record a one minute video interview, Reflect on the 2d self and finally, to Use Padlet to give feedback
The document discusses ways that Valerie Burton, an English teacher, integrates technology to increase student engagement. She uses various online tools like Google Docs, Weebly, Wordle, Kidblog, Edublogs, Photopeach, and Twitter for collaboration, creating websites, presentations, student blogs, and updates. Some specific uses mentioned are peer editing with Google Docs, creating class websites and ePortfolios with Weebly, using Wordle for avatars and assessments, and having students blog or use Twitter for class updates. The document provides examples of how several tools can be implemented in the classroom.
Bb w ppt_content_conferencesession-ittakesa_village_finalFSU-ITS
Framingham State University introduced iPads into classrooms and saw positive impacts on teaching and learning. They assembled a Mobile Task Force team representing different campus groups to create policies and support for mobile devices. They provided innovation grants for faculty to develop new instructional strategies using technology. Success stories included increased student engagement through curriculum integration of iPads, creation of digital books and graphic novels, and use of social media for a literature class. Lessons learned included the importance of assessment, collaboration, and sharing support resources. BYOD has become a reality, and opportunities remain to innovate mobile learning.
This document discusses web-enhanced learning and online collaboration tools. It defines web-enhanced learning as using internet technology to create student-centered learning environments. Oliver et al. organized web-enhanced learning into four categories: information access, networked instruction, interactive learning, and materials development. Some key advantages of web-enhanced learning include improved access to education, better integration for non-full time students, and acquisition of technological skills. The document also discusses online collaboration tools like blogs, forums, wikis, media galleries, and Skype that can be used to facilitate collaboration.
Class Website - Get Your Students InvolvedAna Fairbanks
The document discusses how elementary school teacher Ana Fairbanks uses a class website to improve efficiency, give students ownership over their learning, provide classroom resources, foster connection between school and home, and keep expectations relevant for 21st century students; the website includes essential pages like news, homework, and parent contact information as well as extras like spelling lists, student work, and web quests to get students involved; Fairbanks provides examples of class websites and encourages teachers to immediately start using their website or create a new component, web quest, or iPad lesson.
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
The document summarizes research on K-12 online learning trends in California. It finds that enrollment in online charter schools has increased 80% in the last two years, though full-time online students only represent 0.16% of total K-12 enrollment in California. Studies show comparable achievement between online charter and traditional high school students. The document recommends adopting standard definitions and a funding model for online learning in California to support continued innovation and access.
Highlights recent research about California online learning, the differences between a textbook vs. blended vs. online teacher, and activities of a county Online Learning Network.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
This document summarizes Simon Borgert's experience introducing and expanding the use of Moodle at Coffs Harbour High School in Australia from 2009 to 2010. It describes how Simon initially used Moodle to support an online gifted student program called eGATS, which was very successful. This proved Moodle's value and helped Simon gain support to promote broader adoption of Moodle among teachers. Over this period, Simon provided training, support and resources to encourage more teachers to use Moodle, starting with a few early adopters and expanding to about 20 teachers by the end of 2010. Challenges included technical issues and lack of ongoing teacher engagement after initial training.
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.
Enhancing Teaching and Learning in Geography using ICTRCha
The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department created an online portal called GeoBytes to share resources, support students, and promote the subject. Ideas are given for using blogs, podcasts, and wikis to collaborate and support teaching on topics like fieldwork and revision. Setting up and using these tools effectively in the classroom is highlighted.
illumnus - World's first Collaborative Learning Management System (C-LMS) for...Akash Deep Singhal
illumnus Collaborative Learning Management System (C-LMS) enables premier schools and universities with their internal digital learning network, simplifying the communication flow among the students and teachers even after school hours.
This document provides an overview of blended learning presented by Rob Darrow at an ISTE conference in June 2014. It defines blended learning as a formal education program where students learn through both online and in-person instruction, with some flexibility over time, place, path, and pace of their learning. The document discusses leadership tools for blended learning implementation, including continuums, rubrics, checklists and case studies. It also covers research on blended learning, implementation stages based on Rogers' diffusion of innovations theory, and tools for supporting teachers, with examples of observation rubrics and checklists.
The document discusses various technologies for real-time communication and collaboration including audio/video conferencing, chat, instant messaging, whiteboarding, application sharing, virtual worlds, mobile learning platforms, Google apps, Skype, Adobe Connect, and Moodle. The author provides examples of how they have used many of these technologies successfully in their teaching including holding classes, meetings, collaborating with students, and providing additional resources to students.
Synchronous learning tools enable real-time communication and collaboration using audio conferencing, video conferencing, web conferencing, chat, instant messaging, white boarding, and application sharing. The author has used many synchronous tools in their classroom and graduate courses, including Voki for creating speaking avatars, Second Life for 3D virtual worlds, Blackboard Collaborate for virtual classrooms, Google tools like Docs and Sites, Skype for video calling, Adobe Connect for web conferencing, and Moodle as their online classroom platform. While there are disadvantages, the author believes the advantages of synchronous tools outweigh them.
The document discusses web-enhanced learning and its advantages and disadvantages. It describes web-enhanced learning as using internet technology to create student-centered learning environments. Web-enhanced learning is organized into four categories: information access, networked instruction, interactive learning, and materials development. Some advantages include improved access to education and interactions between students and instructors, while some disadvantages include ease of cheating and bias towards more tech-savvy students. Various online collaboration tools that can be used for web-enhanced learning are also outlined, such as blogs, forums, wikis, and media galleries.
A presentation looking at why e-learning is important for our students and an introduction to websites and software that can be used to support the teaching of English and increase student engagement.
The document summarizes Project Phoenix, an education platform that aims to improve India's education system by focusing on personalized and interactive learning. It monitors student activity to provide metrics to teachers and parents. Students can watch lectures, collaborate on projects, and take quizzes online. The platform acts as a teacher's assistant by assessing student performance. It focuses on pedagogy rather than just content and aims to develop a mentorship relationship between teachers and students. Low-fi prototypes were created for student, teacher, and parent dashboards. User interviews provided feedback on challenges and opportunities.
The document discusses e-learning, including what it is, methods used such as screencasts and wikis, levels including distance and blended learning, benefits like reduced costs and flexibility, and challenges like lack of interaction. It also covers technologies used for e-learning, pedagogical elements, and how e-learning has advanced with new technologies.
Barbour, M. K., & Adelstein, D. (2013, October). A student’s perspective: Effective asynchronous course design for virtual schools. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.
Blended Learning workshop at the Univeristy of Utrecht. Learning golas; Explain the term blended learning, Explain the term flipped classroom, Give three examples of different ‘types’ of educational video formats, Give five examples of ways to use video as part of a blended format, Map instructional formats onto the ‘blended wave’ for a lesson/course, Record a one minute video interview, Reflect on the 2d self and finally, to Use Padlet to give feedback
The document discusses ways that Valerie Burton, an English teacher, integrates technology to increase student engagement. She uses various online tools like Google Docs, Weebly, Wordle, Kidblog, Edublogs, Photopeach, and Twitter for collaboration, creating websites, presentations, student blogs, and updates. Some specific uses mentioned are peer editing with Google Docs, creating class websites and ePortfolios with Weebly, using Wordle for avatars and assessments, and having students blog or use Twitter for class updates. The document provides examples of how several tools can be implemented in the classroom.
Bb w ppt_content_conferencesession-ittakesa_village_finalFSU-ITS
Framingham State University introduced iPads into classrooms and saw positive impacts on teaching and learning. They assembled a Mobile Task Force team representing different campus groups to create policies and support for mobile devices. They provided innovation grants for faculty to develop new instructional strategies using technology. Success stories included increased student engagement through curriculum integration of iPads, creation of digital books and graphic novels, and use of social media for a literature class. Lessons learned included the importance of assessment, collaboration, and sharing support resources. BYOD has become a reality, and opportunities remain to innovate mobile learning.
This document discusses web-enhanced learning and online collaboration tools. It defines web-enhanced learning as using internet technology to create student-centered learning environments. Oliver et al. organized web-enhanced learning into four categories: information access, networked instruction, interactive learning, and materials development. Some key advantages of web-enhanced learning include improved access to education, better integration for non-full time students, and acquisition of technological skills. The document also discusses online collaboration tools like blogs, forums, wikis, media galleries, and Skype that can be used to facilitate collaboration.
Class Website - Get Your Students InvolvedAna Fairbanks
The document discusses how elementary school teacher Ana Fairbanks uses a class website to improve efficiency, give students ownership over their learning, provide classroom resources, foster connection between school and home, and keep expectations relevant for 21st century students; the website includes essential pages like news, homework, and parent contact information as well as extras like spelling lists, student work, and web quests to get students involved; Fairbanks provides examples of class websites and encourages teachers to immediately start using their website or create a new component, web quest, or iPad lesson.
What's Happening with K-12 Online Learning in CaliforniaRob Darrow
The document summarizes research on K-12 online learning trends in California. It finds that enrollment in online charter schools has increased 80% in the last two years, though full-time online students only represent 0.16% of total K-12 enrollment in California. Studies show comparable achievement between online charter and traditional high school students. The document recommends adopting standard definitions and a funding model for online learning in California to support continued innovation and access.
Highlights recent research about California online learning, the differences between a textbook vs. blended vs. online teacher, and activities of a county Online Learning Network.
The document appears to be notes from a meeting of the iNACOL Southeastern Regional Committee. It includes welcoming remarks from the co-chairs and recognition of the committee member of the year. It then outlines discussion topics such as areas of interest, goals, and ideas for future meetings. It provides options for participants to vote on topics like the focus of the December meeting and a time to meet up in person. It concludes by thanking attendees, sponsors, and mentors for their participation.
The document discusses two online learning programs: the Illinois Virtual School, established in 2000 as the first statewide online school in Illinois, and Clovis Online School, the online program of the Clovis Unified School District in California. It provides details on the origins, policies, challenges, and keys to initial success of the Illinois Virtual School. For Clovis Online School, it outlines the timeline of its expansion since opening in 2009, its course offerings and management on Moodle, and lessons learned for sustainability.
iNACOL Webinar: A Day in the Life of a Blended Learning TeacheriNACOL
Blended learning teachers will share what a "normal day" looks like in their classrooms. These teachers have all taught in a blended classroom and will specifically focus on how they use student data on a daily basis to personalize learning for students, the variety of technologies they use to provide students multiple ways to access the content, and the way their classrooms are arranged to better facilitate a student-centered classroom. Join this webinar to learn what a blended learning classroom really looks like.
Speakers:
Alex Paraskevaides, Lead Blended Learning and Science Teacher, 7th Grade, Mott Hall V, New York City
Haley Hart, PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit
Blended Learning : Going beyond a traditional classroom Ayat Tawel
This document discusses blended learning and international collaboration projects between students in different countries using online tools. It describes a project where students from Egypt and Argentina interviewed each other via Skype video calls about their countries and cultures. It also outlines another project where students from Egypt and Canada read and discussed the Harry Potter books together in an online Edmodo group while learning about each other. The document discusses challenges faced and lessons learned from using technology to connect classrooms internationally.
Engaging Math Learners and Improving Achievement Through Blended LearningDreamBox Learning
This document outlines Dr. Cynthia White's plan to implement a blended learning model at Cleveland Elementary School to turn the failing school around. It provides context about the school's decline from achieving to failing between 1983 and 2012. It then discusses the school's strengths, such as math test scores, and challenges, including outdated technology and gaining teacher and parent buy-in for the new blended model. The instructional model premises focus on sequenced coaching in pedagogy and being data-driven. Lessons learned from piloting the model included providing home-school technology liaisons and ongoing professional development. Initial outcomes included a 15 point gain on the state's academic performance index and increased parent buy-in.
A Cross Country Comparison: The Good, Bad and Ugly of Blended LearningMark Brown
This document provides an overview of blended learning programs in different countries and discusses some of the key tensions in developing blended learning at scale. It notes that while many say they are implementing blended learning, few are actually doing it well. It then discusses the National Institute for Digital Learning in Ireland and some of its goals like being demand-led rather than supply-driven. The document outlines three main tensions in blended learning as individual vs collective development, quality assurance vs enhancement, and operating at a cottage vs enterprise scale. It advocates for peer review, professional trust, distributed leadership, and policy alignment to help address these tensions.
Blended Learning: What does it look like for a teacher?Rob Darrow
This document provides an overview of blended learning from the perspective of Dr. Rob Darrow, the Director of Member Services at iNACOL. It discusses definitions of blended learning, examples of blended learning models that range from more teacher-centered to more student-centered. It also provides examples of what blended learning looks like from the perspectives of teachers and students, with the content and location varying along the continuum. Joining iNACOL is encouraged for those interested in online and blended learning.
Blended learning combines traditional face-to-face classroom methods with online activities and digital tools. It replaces some in-person seat time and activities with purposefully planned online equivalents. Instructors choose methods that suit each activity best to create flexible, accessible learning that leverages the strengths of in-person and online methods. Blended learning is not an opportunity for less work or involvement, but can increase student learning through improved pedagogy, greater access and flexibility, and more cost-effective education when implemented effectively. It allows for human interaction and participation at each learner's convenience across physical and digital spaces.
This document discusses blended learning models and theories that combine face-to-face and online learning. It defines blended learning as an approach that combines the best aspects of both methods to create an innovative learning experience. The document outlines several blended learning models including the supplemental model, replacement model, and emporium model. It also discusses emerging trends in personalized and mobile learning that will shape students' expectations in the near future.
The document discusses blended learning, which combines face-to-face and online learning. It provides tips for implementing blended learning in the classroom, such as starting with one digital tool and using technology to make tasks easier. Examples are given of ways to blend learning, including flipped classrooms, digital storytelling, and simulations. The document argues that blended learning prepares students for the future by allowing them to learn skills through the tools they will use.
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
The document discusses various teaching methods and strategies for effective teaching. It advocates for Socratic teaching, which focuses on asking questions rather than providing answers, to foster critical thinking. It also discusses blended learning, which combines different learning environments and methods to accommodate different learning styles. Throughout, it emphasizes the importance of giving students opportunities to practice, providing feedback, addressing multiple learning styles, being consistent, unbiased, passionate and believing in students.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
This document provides an overview of applying the SAMR model to blended learning programs. It discusses the SAMR model, which evaluates the use of technology in education from Substitution to Augmentation to Modification to Redefinition. It then defines blended learning as a formal education program where students learn both online and in a brick-and-mortar location. The rest of the document examines what blended learning looks like on a continuum from textbook-based to fully online, discusses adoption of blended learning programs, and provides examples and resources.
- The document discusses a blended learning project that provided teachers training and support to implement blended learning courses using a learning management system and pre-developed online content. 10 teachers participated initially with 4 continuing actively.
- The project found that blended learning provided students flexibility over time, location, and pace of learning. However, challenges included the time needed for teachers to learn new technologies and develop courses, as well as ensuring students had adequate access to technology and internet.
- Students reported appreciating increased access to course content online, while some struggled without textbooks or reliable technology access. Overall, the project demonstrated benefits of blended learning but also highlighted infrastructure and training needs.
Tools for Blended Learning AdministratorsRob Darrow
This document provides an overview of a presentation by Rob Darrow on tools for administrators to support blended learning teachers. The presentation introduces iNACOL and defines blended learning. It discusses observing blended learning teachers and provides examples of effective blended models. Tools are presented, including a continuum of learning environments and a rubric for evaluating blended learning implementation. The talk emphasizes that blended learning is student-centric and personalized, with teachers as facilitators. Technology, leadership, and professional development are key factors for successful blended models.
The rapid expansion of online teacher training raises a number of questions: How should we model student-centered, communicative teaching, incorporate a teaching practicum, and best accommodate students in a diverse, international context? This year-long critical analysis of a university-based TEFL certificate program offers insights and recommendations for teachers and administrators.
Basically this presentation is part of Education ,science and technology.in this presentation E-Learning,ICT agenda,and advantage and disadvantage of E-Learning is discussed.
This document discusses the evolution of teaching and learning from traditional textbook-based methods to modern online and blended approaches. It begins by defining different models along a continuum from textbook to fully online, including definitions of terms like online, blended, and MOOCs. Examples are provided of what student, teacher, and content experiences might look like in textbook, technology-enhanced, web-enhanced, blended, and online environments. The importance of clear definitions and understanding how approaches differ is discussed.
Blended learning combines online and traditional classroom learning. It involves some learning occurring online, where students can control their pace and path, while some learning takes place in a traditional classroom setting led by an instructor. There are different models of blended learning, including rotation models where students rotate between online and classroom activities, and flex models where most content is delivered online but in a traditional school setting guided by teachers. Blended learning provides benefits like flexibility, effectiveness, efficiency and personalization, but also potential disadvantages like distraction and weakened concentration if not implemented properly.
This document discusses a college's use of digital capabilities and online learning. It provides details on how digital is currently used, including having 10-20% of courses online, full-time online learning for levels 2 and 3, webinar classes, and using Office 365 and Stream. It asks about what has worked well and how teachers can prepare. It emphasizes that the focus should be on teaching, not technology, and engaging and guiding students. It provides examples of impact, such as improved guidance and links between online and classroom learning, and students valuing online time more. It stresses the importance of teachers innovating and accessing support and training to take ownership of digital capabilities.
Reggie Cobb has taught biology online since 2001 and has incorporated interactive e-textbooks into his courses using Cengage Learning's MindTap platform. He hypothesizes that an interactive e-text will promote student success by guiding students through course content in a structured "learning path", reducing distractions. Cobb creates a learning path in MindTap that embeds the e-textbook and divides it into small sections, and personalizes it by adding multimedia. Based on student performance data, Cobb believes the interactive e-text has promoted learning, though other factors may have also contributed to improved grades. Further refinement of the learning path is ongoing to fully realize the benefits of the interactive e-textbook approach.
1. The document discusses blended learning, which combines face-to-face classroom instruction with online learning.
2. Blended learning is effective because it increases student interaction, engagement, and time with content, leading to better learning outcomes. Students are more active learners in a blended model.
3. Blended learning supports principles of language learning, such as providing more time for students to be exposed to the target language. It also makes class time more productive.
The document discusses learning outcomes and online teaching at Franciscan University. It outlines the university's four CORE goals for its undergraduate program and notes that program goals are specific to each program of study. It also discusses key aspects of online learning like asynchronous learning and digital natives/immigrants. The rest of the document provides guidance on online course design, delivery using a learning management system (LMS) like Blackboard, teacher time management, and checklists for ensuring online courses meet the same standards and outcomes as onsite courses.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
This document discusses blended learning from the perspective of faculty and students at Framingham State University. It defines blended learning as combining face-to-face instruction with online learning, with class time significantly reduced. The presentation discusses Framingham State's experience with blended learning programs and courses, highlighting benefits for students like flexibility and opportunities for self-directed learning. Challenges discussed include the resources required to develop online course materials. Best practices identified include actively engaging students, integrating online and in-person components, and managing student expectations. Student perspectives shared provide positive views of blended learning's ability to accommodate different learning styles.
Similar to Leadership in Creating a Blended Learning School Environment (20)
This document provides an overview of a workshop presented by Rob Darrow on school libraries and LGBTQ youth. Some key points:
- Darrow discusses his background and experience working with LGBTQ youth. He notes the lack of LGBTQ inclusion in many educational programs.
- Around 10-20% of youth identify as LGBTQ, and many face bullying. New state frameworks and laws aim to promote inclusion of LGBTQ topics and history.
- The workshop defines important terms like gender, sexual orientation, and transgender. It discusses concepts like gender fluidity and the gender binary.
- Brief histories of activists like Frank Kameny and cases like David Schroer's help illustrate discrimination faced by the LGBT
LGBT History People and Events Part 1: Early HistoryRob Darrow
Presentations highlight various people and events in LGBT history and focused on early world and U.S. history. Final Presentation for LGBT history course.
This document summarizes a webinar on teaching transgender history. It discusses the structure and schedule of the webinar series. It emphasizes that the webinars provide a safe space and distinguish between teaching history versus advocating. There is a quick review of past webinar topics and a discussion on characterizing historical figures' gender identities. The document also outlines transgender vocabulary, key leaders and events in transgender history, and relevant California laws.
LGBT History: Harlem Renaissance and Lavender ScareRob Darrow
Webinar slides. The 1920s Harlem Renaissance was open and inclusive of all people while the 1950s Lavender Scare decreased acceptance and visibility of LGBT people.
Social Movements and Teaching LGBT HistoryRob Darrow
This document outlines a webinar on teaching LGBT history in schools. It discusses how to teach about social movements by comparing the stages of the women's rights movement, civil rights movement, and gay rights movement. It provides examples of how to integrate LGBT history into various grade levels by tying it to topics already in the curriculum, and resources on aligning LGBT lessons to state standards. The webinar emphasizes teaching LGBT history in the context of social movements and standing up for rights at an age-appropriate level for students.
This document provides an overview of an introductory webinar on teaching LGBT history. It outlines the webinar structure, schedule covering topics like social movements, historical events from the 1920s-1950s, and related legislation. It discusses the focus on LGBT history in the California history framework and reasons for teaching this history, like creating more inclusive schools. An overview of LGBT history from ancient times to the 1900s is also presented.
Rob Darrow presents on implementing laws supporting LGBT students, including the FAIR Act requiring teaching LGBT history. He discusses the challenges of teaching new content that few educators have experience with. Darrow emphasizes making schools safe and affirming for all students, especially LGBTQ youth, through administrative support, inclusive curriculum, and addressing bullying and mental health issues.
This document provides an overview of the Alameda County History Day event. It explains that History Day began in 1974 and challenges students to research a topic related to a yearly theme and present their findings in formats like exhibits, documentaries, or papers. This year's theme is "Conflict and Compromise in History." The document guides students through choosing a topic, conducting primary and secondary research, developing their project, and creating process papers and bibliographies to demonstrate their work. It aims to help students learn about history in an engaging, hands-on way.
Creating Safe and Inclusive Schools for YouthRob Darrow
This document summarizes a presentation by Rob Darrow on creating safe and inclusive spaces for LGBTQ students. The presentation discusses strategies for making schools affirming for LGBTQ youth, including supportive policies, curriculum inclusion, and student organizations. It provides examples of discrimination faced by LGBTQ individuals historically and in schools. Statistics are given on bullying, homelessness, and HIV rates among LGBTQ youth. The presentation emphasizes the importance of leadership from administrators, teachers, students and health professionals in establishing safe and inclusive schools.
Creating Safe Schools in California for LGBTQ YouthRob Darrow
Presentation to California County Superintendents Educational Services Association, Student Programs and Services Committee about creating safe and compliant programs for LGBTQ youth
Effective Strategies for Online Course Discussion BoardsRob Darrow
This document discusses the use of online discussion boards in education from K-12 to college levels. It provides examples of effective discussion board questions and structures for facilitating online discussions. The benefits of discussion boards include increased interaction between students and teachers as well as reflection. Setting guidelines, modeling best practices, and making discussions regular can help discussions be successful. Different types of questions may be used to construct knowledge or elicit experiences.
Rob Darrow believes that blended learning, which combines both online and in-person instruction, will become the standard model in K-12 schools. This will allow schools to better personalize learning for each student and inform their future career and college choices. He envisions schools providing learning in various formats to meet student needs, including face-to-face, online, blended, and technology-enhanced. Formative and summative assessments are important both in-person and online using tools like discussions, blogs, presentations and self-assessments. Blended learning has the potential to transform education by personalizing learning for all students.
Beyond Sit and Git: Transform to Professional LearningRob Darrow
This document is a presentation by Rob Darrow on transforming professional development (PD) to professional learning (PL). It discusses how traditional PD is often ineffective sit-and-git sessions, but PL should allow for choice, customization, and compensation. Darrow advocates for making PL personalized and competency-based through blended learning. He provides examples of standards and resources to help educators implement more effective PL models. The goal is to better meet teacher needs and help them improve instruction.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leadership in Creating a Blended Learning School Environment
1. Leadership in Creating a
Blended Learning
School Environment
Dr. Eliezer Jones
Yeshiva University School Partnership
Dr. Rob Darrow
Director, Member Services
February 2013
Rob’s Wiki: robdarrow.wikispaces.com
www.inacol.org
2. Introductions
• Eliezer: Educational Technology Specialist
and founder of Open Day School.
• Rob : Director of Member Services,
- We are all on this online and blended
learning journey
• You: teachers? Administrators? K-6? 7-
12? Librarians? District?
3. 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
4. Who is iNACOL? www.inacol.org
• Educators, policy makers, researchers,
non-profits, for-profits, support staff,
teachers, and administrators
• K-12 schools, universities, think tanks,
regional service agencies, county offices,
organizations, etc.
5. 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
6. About YUSP/ODS
Open Day School
Building the Capacity of Jewish Schools
in Online/Blended Learning
www.OpenDaySchool.org
13. A few facts
• 27 States have state virtual schools 2 million K-
12 online course enrollments in 2009-10
• 4 states require some type of online course as
part of high school graduation requirements
(Alabama, Florida, Michigan and Virginia)
• An estimated 50% of public school districts
nationally are offering some time of online or
blended learning
15. What’s happening in our world?
• Costs to compete, improve continue to rise
• Endowments, contributions fallen in many cases
• Tuition continues to rise as well
• New entrant independent schools using online
learning emerging
• Some at lower price point
• Some fueled by global companies/visions:
K12, Avenues: The World School
• Charters, other public schools improving with
online learning
• New modular offerings that aren’t school
16. Counting Online Course
Enrollments
• One student in one course = 1
• Full Time = full time online (e.g. California
Virtual Academy or Connections Academy)
• Part Time/Supplemental = one or more
courses taken online or blended
• Blended learning…that’s what we’re going
to talk about!
17. What was school like
for you?
Teaching ?
Learning ?
Curriculum ?
19. 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/).
20. 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
21. Most widely used K-12 definition
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 place
away from home
Horn & Staker, 2011) - http://www.innosightinstitute.org/
22. There are blended learning
Models
• Rotation
• Flex
• Self-Blend
• Enriched Virtual
27. 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.
28. 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
30. 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?
31. Online
Teaching
Technology
Textbook
Enhanced
Enhanced
Teaching
Teaching
Web / Online
Enhanced
Teaching
From Textbook to Online Teaching
32. 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
33. 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
34. 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
35. 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
37. Where do you fit?
• Teacher-centric ------------ Student-centric
• Teacher control of learning ---- Student
control of learning
• Set time structure -------------- Flexible
38. What does “it” look like?
• Textbook enhanced teaching and
learning
• Technology enhanced (not online)
• Web/online enhanced
• Blended
• Online
40. Textbook Enhanced
What is the student doing? What is the teacher doing?
• Sitting in a desk in a • Standing in front of the
classroom classroom
• Writing on paper • Directing Learning
• Listening to teacher • Group discussions
• Talking with peers
What is the content? Where is the content?
• Textbooks • On paper
• Supplemental materials • In the classroom
• Teacher created materials • In a school library
42. Technology Enhanced
What is the student doing? What is the teacher doing?
• Sitting in a desk in a classroom • Standing in front of the classroom
• Writing on paper • Directing Learning
• Listening to teacher • Group discussions
• Talking with peers
• Using a shared or personal
computer
What is the content? Where is the content?
• Textbooks • On paper
• Supplemental materials • In the classroom
• Teacher created materials • In a school library
• Computer (Word, Ppt, etc.) • On a computer/digital white board
• Computer Program (loaded or CD- / doc camera, etc.
Rom)
44. Web/Online Enhanced
What is the student doing? What is the teacher doing?
•Sitting in a desk in a classroom •Standing in front of the classroom
•Writing on paper •Directing Learning
•Listening to teacher •Group discussions
•Talking with peers •Some assignments/activities online
•Using a shared or personal computer
What is the content? Where is the content?
•Textbooks •On paper
•Supplemental materials •In the classroom
•Teacher created materials •In a school library
•Computer (Word, Ppt, etc.) •On a computer/digital white board /
•Computer Program (loaded or CD- doc camera, etc.
Rom) •Some Online
•Web
•Computer led (e.g. programmed math
or English. Plato, Ed 2020)
46. Blended
What is the student doing? What is the teacher doing?
(30% work online) (30% interacting with students online)
•Sitting in a desk in a classroom or •Standing in front of the classroom and
computer lab interacting online
•Using personal computer online at home •Directing Learning
or other location •Meeting students in small groups (f2f and
•Interacting with peers in person and online)
online •Developing/assigning online lessons
•Grading online
What is the content? Where is the content?
•Textbooks •On paper
•Supplemental materials •In the classroom
•Teacher created materials •In a school library
•Computer (Word, Ppt, etc.) •On a computer/digital white board / doc
•Computer Program (loaded or CD-Rom) camera, etc.
•Web •Online (computer led or teacher led
•Computer led (e.g. E2020, Aventa, K-12, content)
Inc, Compass, etc ) or Teacher Developed
48. Online
What is the student doing? What is the teacher doing?
(70% or more work online) (70% or more interacting with students
• Sitting in a desk in a classroom or online)Standing in front of the classroom
computer lab • Facilitating Learning
• Using personal computer online at • Meeting students in small groups (f2f
home or school or other location and online)
• Interacting with teacher in person • Developing/assigning online lessons
and/or online • Discussion Board
• Interacting with teacher in person • Online meetings/teaching (e.g.
and/or online Elluminate)
• Grading online
What is the content? Where is the content?
• Textbooks • On paper
• Supplemental materials • On a computer/digital white board / doc
• Teacher created materials camera, etc.
• Computer (Word, Ppt, etc.) • Online (computer led or teacher led
• Computer Program (loaded or CD-Rom) content)
• Web
• Computer led (e.g. programmed math
or English)
• Teacher led
49. iNacol –Quality Online Teaching Standards –
Blended Learning Continuum
**Students**
Less Online More Online Mostly Online
Instruction Instruction Instruction
51. iNacol – Quality Online Teaching Standards –
Blended Learning Continuum
**Instructional Support**
Less Online More Online Mostly Online
Instruction Instruction Instruction
iNacol Standards for Quality Online Courses (2011).
http://www.inacol.org/research/nationalstandards/
52. Blended teaching is a
combination of many factors
Student Teacher
• Flexibility of time • Personalized learning
• Ongoing review of student data to
• Turns work in mostly online change instruction
• Participates in online • Meeting with students whole class,
in groups, individually
discussion boards • Online and face-to-face strategies to
• Utilizes Web 2.0 tools to deliver instruction
• Adept with a variety of Web 2.0 tools
complete assignments and technologies
• Actively engaged in content • Curriculum both face-to-face and
online in different modalities
• Curriculum and assignments mostly
online and graded online
• Embraces redundancy and change
53. Quick Quiz – Blended Teaching or Not?
Strategy Yes No Maybe
Teacher posts an article online for students
to read.
Students turn work in online and teacher
grades all work online
Teacher utilizes online discussion boards
with students in an ongoing way
Students create a PowerPoint presentation
and present it in class
54. Online
Teaching
Technology
Textbook
Enhanced
Enhanced
Teaching
Teaching
Web / Online
Enhanced
Teaching
From Textbook to Online Teaching
56. Current: Fixed time, variable
learning
Deliver content to Testing & assessment Progress to next grade, subject,
students or body of material
Receive results
57. Another Option:
Competency-based learning
Offer learning Testing & assessment Receive real-time
experiences for students interactive
feedback
Progress to next body of material
58. What are our options?
1) Frame online learning as a sustaining innovation & disrupt
class
• What can our school uniquely do that can’t be done
online?
• Overcome obstacles that formerly were tradeoffs
• Expand options, broaden horizons
• Seat time Mastery/Performance-based
2) Drive the disruptive innovation
• Autonomous business model
• Example: Several already formed consortia
• New metrics to judge success
• Seat time Mastery/Performance-based
• New financial metrics
• Access
59. What is a business model?
RESOURCES:
THE VALUE PROPOSITION:
People, technology, products,
A product that helps
facilities, equipment, brands,
customers do more effectively,
and cash that are required to
conveniently & affordably a
deliver this value proposition
job they’ve been trying to do
to the targeted customers
PROCESSES:
PROFIT/REVENUE
FORMULA: Ways of working together to
address recurrent tasks in a
Assets & fixed cost structure,
consistent way: training,
and the margins & velocity
development, manufacturing,
required to cover them
budgeting, planning, etc.
60. RESOURCES:
THE VALUE PROPOSITION:
People, technology, products, f
A product that helps
acilities, equipment, brands, a
customers do more effectively,
nd cash that are required to
conveniently & affordably a
deliver this value proposition
job they’ve been trying to do units
Business don’tto the targeted customers
evolve.
Corporations / Schools Do
(or Should)
PROCESSES:
PROFIT FORMULA:
Ways of working together to
Assets & fixed cost structure, address recurrent tasks in a
and the margins & velocity consistent way: training,
required to cover them development, manufacturing,
budgeting, planning, etc.
64. Stages of Adoption
• Awareness - the individual is exposed to the
innovation
• Interest - the individual becomes interested in the
new idea and seeks additional information about it
• Evaluation - individual mentally applies the
innovation to his present and anticipated future
situation, and then decides whether or not to try it
• Trial - the individual makes full use of the
innovation
• Adoption - the individual decides to continue the
full use of the innovation
65. Stages of the Diffusion Process
Stage 1: Innovation Development
Stage 2: Dissemination
Stage 3: Adoption
Stage 4: Implementation
Stage 5: Maintenance
Stage 6: Sustainability
Stage 7: Institutionalization
66.
67. Disrupting Class
• “By 2019, about 50 percent of all
high school courses will be
delivered online”
• Christensen, Horn, Johnson (2010)
• Student-centric, modular learning
• Affordability, non-consumption
(online and blended learning)
68. Leadership
• Knowing the basics
• Sharing the right information
• Nudging the right people (start with the
innovators and early adopters)
69. Leadership – Key Innovators
• Take a minute now and identify the key
innovators in your school or institution
• What do you say or do to encourage their
innovation?
• Share with someone else near you
71. “Never doubt that a
small group of
thoughtful, committed
“educators” can change
the world.
Indeed, it is the only
thing that ever has.”
- Margaret Mead
72. Join us! International Association for
K-12 Online Learning (iNACOL)
• iNACOL is the premier K-12 nonprofit association for
online and blended learning
• 4400+ members in K-12 virtual schools and online
learning representing over 50 countries
• Provides leadership, advocacy, research, training, and
networking with experts in K-12 online learning.
• “Ensure every student has access to the best
education available regardless of
geography, income or background.”
• Virtual School Symposium: Orlando, FL, October 27-
30, 2013
73. 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.
74. Contact Info
• Eliezer Jones – ejones1@yu.edu @ods
www.OpenDaySchool.org
• Rob Darrow – rdarrow@inacol.org
www.inacol.org
Editor's Notes
Talk briefly about the field of Jewish online/blended learning. Add Avi Chai stats.
Add Avi Chai stats.
What is it that makes disruptive technologies or the situation go off the tipping point?Example: Increasing vulnerability of the business model. What leads to them taking off... RAND Institute chart on charter schools taking more students from private schools.Also, demand for financial aid has SKYROCKETED in last several years. Astonishing. Huge strain on business models.
From agrarian, paper based to multifaceted, digital world.
Do this as an introduction to adoption of new ideas and leadership
This will be an introduction to the Yes, and.. concept of being open to new ideas. I will run a short improv session with the group showing how a scene moves forward when “Yes, and…is used and how it comes to a halt when “no” is used.