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.
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.
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.
The document discusses migrating offline pedagogy into the online classroom. It explores what pedagogy is, why online learning often fails due to disconnected users, and the importance of social learning and design for engagement. Reconnecting users and having them engage with each other and the content through social tools like wikis, blogs and forums is key to success.
The document discusses the growth of online learning from 2000 to present day, with over 25 million students now taking at least one online course. It also outlines trends in online learning in Idaho, including the growth of virtual charter schools and the establishment of online teaching standards. The future of online learning is presented as involving blended models, competency-based assessments, and a focus on student-centered personalized learning.
Leadership in Creating a Blended Learning School EnvironmentRob Darrow
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.
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.
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.
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.
The document discusses migrating offline pedagogy into the online classroom. It explores what pedagogy is, why online learning often fails due to disconnected users, and the importance of social learning and design for engagement. Reconnecting users and having them engage with each other and the content through social tools like wikis, blogs and forums is key to success.
The document discusses the growth of online learning from 2000 to present day, with over 25 million students now taking at least one online course. It also outlines trends in online learning in Idaho, including the growth of virtual charter schools and the establishment of online teaching standards. The future of online learning is presented as involving blended models, competency-based assessments, and a focus on student-centered personalized learning.
Leadership in Creating a Blended Learning School EnvironmentRob Darrow
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.
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.
The development of a sustainable quality e learning programCOHERE2012
The document summarizes a project to develop sustainable, quality blended learning programs across faculties of health and liberal arts at a university. It describes conducting faculty workshops on blended learning, piloting blended versions of 8 courses, and evaluating the courses using rubrics and student/faculty surveys. The evaluation found blended learning increased accessibility and flexibility for students while mostly maintaining or improving engagement and learning outcomes. Key lessons were that online activities must be meaningful and properly weighted, and not create an excessive workload for instructors or students.
1. Edmodo is a free social learning platform that allows teachers to create virtual classrooms to engage with students.
2. Within Edmodo, teachers can upload lessons, videos, assignments, quizzes and communicate with students. Students can access lessons, submit assignments, and ask questions.
3. To set up an Edmodo classroom, teachers create a profile, then generate a class code for students to use to join the virtual classroom. Within the classroom, teachers can track student progress and provide feedback on assignments.
A case study of the challenges of teaching english compositionCOHERE2012
This document discusses the challenges and strategies for teaching English composition courses in a blended format at DeVry Institute of Technology in Calgary. It outlines DeVry's approach to blended learning and describes their developmental English courses (ENGL 032 and ENGL 092) and credit-bearing courses (ENGL 112 and ENGL 135). For the developmental courses, it emphasizes building students' computer literacy and facilitating a paradigm shift to blended learning. For the credit-bearing courses, it discusses strategies to develop students' collaborative and self-directed learning skills in a blended environment.
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
Moving toward pedagogical change faculty, teaching with technology and leader...COHERE2012
This document discusses leadership strategies for facilitating pedagogical change through the use of technology in higher education. It argues that teaching must become a central focus that is rewarded and supported. Effective pedagogical development requires open communication, critical reflection, establishing an inquisitive community. Leadership must manage innovation, maintain relationships, embrace network environments, and ensure a transition to new teaching and learning models. Leaders need strong character, vision communication skills, and the ability to manage change and assist stakeholders through transformation.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
This document discusses Edmodo, a free social learning network for teachers, students, schools and districts. It provides a safe way for teachers and students to connect, exchange ideas, share content and access homework, grades and school notices. Some key points:
- Edmodo looks similar to Facebook but is closed and secure, requiring teacher invitation for students to join.
- Teachers can create groups for classes, subjects, clubs etc. and post assignments, notes, quizzes and polls for students.
- Students can receive notifications, turn in assignments and communicate with teachers within Edmodo.
- Teachers have full control and can view all messages, grade work and award badges to students.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
This document provides an overview of resources for creating an online educational community using Edmodo. It discusses setting up accounts on Edmodo for teachers and students, features of Edmodo like groups, calendar, file sharing, and microblogging. It also provides guidance on how to introduce Edmodo to students and parents, including sharing the purpose and acceptable use policies. Specific ideas are given for using Edmodo in classes for social studies, science, literature and other subjects.
In this presentation at SXSWedu in March 2013, Dr. Gigi Johnson explores the fuzzy world of “blended” courses in higher education. She dissects the tensions and tribulations as universities attempt to blend F2F and web-enriched tools in traditional environments, including challenges of time, space, and data politics in research universities, challenges with cost structures and faculty development, and abundant legal and IP issues. What is a class vs. what it could be with rich alternative technologies for learning? How do old universities rethink “class” instead of “just” repackage learning in a blended environment?
An online education platform was proposed to address issues with current online classes. The proposed platform aims to create a more intuitive, social, and motivating online learning experience for both students and instructors. User research was conducted including surveys of students and interviews of instructors to understand their needs and challenges. Several concept designs were created and refined, including a virtual classroom, desktop widget, and gamification elements. Wireframes were developed for the virtual classroom concept to demonstrate the user interface and flows.
Visionary Education Delivery proposes an innovative model for online higher education that is interactive, accessible, and provides a meaningful learning experience for students. The model aims to transition traditional "brick and mortar" universities to a "brick and click" model by facilitating interactive online communities and virtual classrooms. This would enhance the student experience by allowing for anytime learning and a collaborative exchange of ideas, addressing criticisms that online learning lacks social interaction and face-to-face validation.
Distributed learning at the university of saskatchewanCOHERE2012
The document discusses distributed learning at the University of Saskatchewan and strategies for the future. It notes some barriers to adopting blended learning like faculty reluctance and a lack of strategic direction. However, it also highlights strengths like existing online infrastructure and initiatives. Successful examples of blended learning at the U of S include the nursing undergraduate degree program delivered across multiple sites and the School of Physical Therapy's use of ePortfolios. The document calls for developing a university-wide strategy for distributed learning to encourage greater adoption of blended approaches and expand access to education.
Using Blended Learning as a stepping stone to enhance e-learningRiri Kusumarani
This document provides a summary of a blended learning case study on Cambodia, Indonesia, and Thailand. It includes a literature review on blended learning and e-learning readiness in each country. An analysis is conducted using the IDI index, gap analysis table, and SWOT/TOWS matrix. Recommendations and strategies are proposed to promote blended learning and e-learning in higher education through regional collaboration.
This document discusses strategies for humanizing online learning through emerging technologies. It identifies two key aspects needed: instructor presence and social presence. Instructor presence involves being visible, actively engaged with students, and aware of student needs. Social presence involves developing a sense of community and personal connection among students and between students and instructors. The document advocates the use of tools like VoiceThread that allow for asynchronous voice and video feedback to improve social presence, belonging, and learning outcomes in online courses. Student surveys found that activities with VoiceThread helped students feel more connected to their instructor and peers and improved their understanding.
On line and on-site - two sides of a mirrorCOHERE2012
This document summarizes a teaching enhancement program for internationally educated academics at a Canadian university. It describes the program's development, blended online and in-person delivery, curriculum covering practical teaching skills and cultural adaptation, and positive outcomes. The program used adult learning principles and helped its 21 participants from diverse backgrounds gain instructional skills and confidence, build a learning community, and facilitate active, culturally-sensitive teaching.
This document discusses various blended e-learning models that combine online and in-person learning. It provides examples of thin blended models using learning management systems, email, and virtual classrooms. Other examples incorporate additional technologies like wikis, blogs, podcasts, electronic whiteboards, chat rooms, and virtual worlds to create richer blended experiences allowing students more options for collaboration and accessing course content through multiple devices.
Edmodo is a private social networking platform for teachers, students, and classrooms to communicate. It allows for real-time updates, privacy controls by teachers, and opportunities for teaching and learning outside the classroom. The latest version, Edmodo 3.0, was recently launched with new features like threaded replies, inline editing, and spotlighting of student replies and assignments. Some notifications and functions are temporarily disabled as the new caching system is implemented.
This document summarizes the November 7, 2011 meeting of the Weston Committee for iNACOL. Kathryn Knox and Katie Swistowicz will co-chair the meeting. Rob Darrow from Online Learning Visions will present the iNACOL report. The meeting dates for 2011-2012 are listed. Top concerns from the survey included at-risk needs, retention/attrition, high mobility and achievement. Strengths included individualizing education and removing barriers to online learning. The document discusses inviting participants to discuss best practices in virtual programs.
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.
The development of a sustainable quality e learning programCOHERE2012
The document summarizes a project to develop sustainable, quality blended learning programs across faculties of health and liberal arts at a university. It describes conducting faculty workshops on blended learning, piloting blended versions of 8 courses, and evaluating the courses using rubrics and student/faculty surveys. The evaluation found blended learning increased accessibility and flexibility for students while mostly maintaining or improving engagement and learning outcomes. Key lessons were that online activities must be meaningful and properly weighted, and not create an excessive workload for instructors or students.
1. Edmodo is a free social learning platform that allows teachers to create virtual classrooms to engage with students.
2. Within Edmodo, teachers can upload lessons, videos, assignments, quizzes and communicate with students. Students can access lessons, submit assignments, and ask questions.
3. To set up an Edmodo classroom, teachers create a profile, then generate a class code for students to use to join the virtual classroom. Within the classroom, teachers can track student progress and provide feedback on assignments.
A case study of the challenges of teaching english compositionCOHERE2012
This document discusses the challenges and strategies for teaching English composition courses in a blended format at DeVry Institute of Technology in Calgary. It outlines DeVry's approach to blended learning and describes their developmental English courses (ENGL 032 and ENGL 092) and credit-bearing courses (ENGL 112 and ENGL 135). For the developmental courses, it emphasizes building students' computer literacy and facilitating a paradigm shift to blended learning. For the credit-bearing courses, it discusses strategies to develop students' collaborative and self-directed learning skills in a blended environment.
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
Moving toward pedagogical change faculty, teaching with technology and leader...COHERE2012
This document discusses leadership strategies for facilitating pedagogical change through the use of technology in higher education. It argues that teaching must become a central focus that is rewarded and supported. Effective pedagogical development requires open communication, critical reflection, establishing an inquisitive community. Leadership must manage innovation, maintain relationships, embrace network environments, and ensure a transition to new teaching and learning models. Leaders need strong character, vision communication skills, and the ability to manage change and assist stakeholders through transformation.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
This document discusses Edmodo, a free social learning network for teachers, students, schools and districts. It provides a safe way for teachers and students to connect, exchange ideas, share content and access homework, grades and school notices. Some key points:
- Edmodo looks similar to Facebook but is closed and secure, requiring teacher invitation for students to join.
- Teachers can create groups for classes, subjects, clubs etc. and post assignments, notes, quizzes and polls for students.
- Students can receive notifications, turn in assignments and communicate with teachers within Edmodo.
- Teachers have full control and can view all messages, grade work and award badges to students.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
This document provides an overview of resources for creating an online educational community using Edmodo. It discusses setting up accounts on Edmodo for teachers and students, features of Edmodo like groups, calendar, file sharing, and microblogging. It also provides guidance on how to introduce Edmodo to students and parents, including sharing the purpose and acceptable use policies. Specific ideas are given for using Edmodo in classes for social studies, science, literature and other subjects.
In this presentation at SXSWedu in March 2013, Dr. Gigi Johnson explores the fuzzy world of “blended” courses in higher education. She dissects the tensions and tribulations as universities attempt to blend F2F and web-enriched tools in traditional environments, including challenges of time, space, and data politics in research universities, challenges with cost structures and faculty development, and abundant legal and IP issues. What is a class vs. what it could be with rich alternative technologies for learning? How do old universities rethink “class” instead of “just” repackage learning in a blended environment?
An online education platform was proposed to address issues with current online classes. The proposed platform aims to create a more intuitive, social, and motivating online learning experience for both students and instructors. User research was conducted including surveys of students and interviews of instructors to understand their needs and challenges. Several concept designs were created and refined, including a virtual classroom, desktop widget, and gamification elements. Wireframes were developed for the virtual classroom concept to demonstrate the user interface and flows.
Visionary Education Delivery proposes an innovative model for online higher education that is interactive, accessible, and provides a meaningful learning experience for students. The model aims to transition traditional "brick and mortar" universities to a "brick and click" model by facilitating interactive online communities and virtual classrooms. This would enhance the student experience by allowing for anytime learning and a collaborative exchange of ideas, addressing criticisms that online learning lacks social interaction and face-to-face validation.
Distributed learning at the university of saskatchewanCOHERE2012
The document discusses distributed learning at the University of Saskatchewan and strategies for the future. It notes some barriers to adopting blended learning like faculty reluctance and a lack of strategic direction. However, it also highlights strengths like existing online infrastructure and initiatives. Successful examples of blended learning at the U of S include the nursing undergraduate degree program delivered across multiple sites and the School of Physical Therapy's use of ePortfolios. The document calls for developing a university-wide strategy for distributed learning to encourage greater adoption of blended approaches and expand access to education.
Using Blended Learning as a stepping stone to enhance e-learningRiri Kusumarani
This document provides a summary of a blended learning case study on Cambodia, Indonesia, and Thailand. It includes a literature review on blended learning and e-learning readiness in each country. An analysis is conducted using the IDI index, gap analysis table, and SWOT/TOWS matrix. Recommendations and strategies are proposed to promote blended learning and e-learning in higher education through regional collaboration.
This document discusses strategies for humanizing online learning through emerging technologies. It identifies two key aspects needed: instructor presence and social presence. Instructor presence involves being visible, actively engaged with students, and aware of student needs. Social presence involves developing a sense of community and personal connection among students and between students and instructors. The document advocates the use of tools like VoiceThread that allow for asynchronous voice and video feedback to improve social presence, belonging, and learning outcomes in online courses. Student surveys found that activities with VoiceThread helped students feel more connected to their instructor and peers and improved their understanding.
On line and on-site - two sides of a mirrorCOHERE2012
This document summarizes a teaching enhancement program for internationally educated academics at a Canadian university. It describes the program's development, blended online and in-person delivery, curriculum covering practical teaching skills and cultural adaptation, and positive outcomes. The program used adult learning principles and helped its 21 participants from diverse backgrounds gain instructional skills and confidence, build a learning community, and facilitate active, culturally-sensitive teaching.
This document discusses various blended e-learning models that combine online and in-person learning. It provides examples of thin blended models using learning management systems, email, and virtual classrooms. Other examples incorporate additional technologies like wikis, blogs, podcasts, electronic whiteboards, chat rooms, and virtual worlds to create richer blended experiences allowing students more options for collaboration and accessing course content through multiple devices.
Edmodo is a private social networking platform for teachers, students, and classrooms to communicate. It allows for real-time updates, privacy controls by teachers, and opportunities for teaching and learning outside the classroom. The latest version, Edmodo 3.0, was recently launched with new features like threaded replies, inline editing, and spotlighting of student replies and assignments. Some notifications and functions are temporarily disabled as the new caching system is implemented.
This document summarizes the November 7, 2011 meeting of the Weston Committee for iNACOL. Kathryn Knox and Katie Swistowicz will co-chair the meeting. Rob Darrow from Online Learning Visions will present the iNACOL report. The meeting dates for 2011-2012 are listed. Top concerns from the survey included at-risk needs, retention/attrition, high mobility and achievement. Strengths included individualizing education and removing barriers to online learning. The document discusses inviting participants to discuss best practices in virtual programs.
The document introduces a teacher's lounge for online and blended learning educators to collaborate through blogging. It provides an overview of activities done so far, including establishing a wiki and weekly online meetings to become bloggers and comment on each other's blog entries. The purpose is to build a community, share experiences, and provide the educator voice in discussions about online and blended learning. Participants are encouraged to join and contact the organizers.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Leadership for Blended Learning June 2014Rob Darrow
This document provides an introduction to a presentation on blended learning leadership tools. It includes an overview of the presenter's background and experience in education. Several challenges of implementing blended learning are discussed, such as defining terms, reviewing research and case studies, establishing implementation stages, and providing ongoing professional development. Barriers to studying blended learning like its recent definition and the time needed to research innovations are addressed. The importance of case studies in initial blended learning research is also noted.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This dissertation examines differences in achievement and dropout rates between online charter high school students and traditional high school students in California. The study compares test scores and dropout data from 10 online charter schools and 10 traditional schools that serve similar percentages of economically disadvantaged students. The dissertation aims to determine if at-risk students are disproportionately enrolled in online charter schools and if these students experience more success compared to traditional schools.
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.
This document summarizes research on online learning in California K-12 schools. It discusses two studies from 2011 and 2010 that examined the status and perceptions of online and blended learning. The studies found an increase in online charter school enrollment but that it remains a small percentage of total enrollment. Online charter schools had higher achievement and lower dropout rates compared to traditional schools. Barriers to online learning included limited technology infrastructure and a need for teacher training.
06.transform thinking and end.darrowschwirzkeRob Darrow
This document summarizes a workshop on transforming education through technology. It discusses getting teachers to transform their thinking about using tools like the web and podcasting. The workshop covered teachers' transformational journeys and learning networks. It also discussed paradigm shifts in learning models and concerns about institutional change. Contact information was provided for the workshop presenters.
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.
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.
Rob Darrow presented research on comparing achievement and dropout rates between full-time online charter high school students and traditional high school students in California. The presentation found that achievement on standardized tests was somewhat higher for traditional students, with differences ranging from 8-11%. Dropout rates were much higher for online charter students, with differences ranging from 22-55%. Implications are that online programs attract more at-risk students, and engaging such students requires caring adult relationships as in traditional schools.
OER: What are they and how can I use them?Rob Darrow
This document provides an overview of Open Educational Resources (OERs). It begins by defining OERs as educational resources that are freely available online for use and adaptation. It then discusses the history and growth of OERs, provides examples of OER content and projects, and outlines ways that teachers and schools can use, adapt, and collaboratively develop OERs. It emphasizes that OERs allow unprecedented opportunities for sharing and distributing educational resources at low or no cost.
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.
Online Learning Success and Transforming TeachingRob Darrow
This document provides an overview of an online presentation by Dr. Rob Darrow on online and blended learning. The presentation covers avoiding pitfalls, being successful, and transforming teaching. It introduces iNACOL, discusses why educators should join, describes common pitfalls in planning, supporting teachers and students, and use of terminology. It also covers the inevitability of change, resistance to change, factors that lead to adoption of innovations, and emerging blended learning models.
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.
Designing an Online Course to Engage Learners in a World that is OpenZoraini Wati Abas, EdD
The document discusses designing online courses to engage learners. It outlines factors that can encourage learner engagement like a supportive learning community and friendly environment. The author presents definitions of engaged learning and discusses tools that can be used to engage learners like social networks and Web 2.0 technologies. Design considerations are provided like beginning with course outcomes and providing a structured framework with flexibility.
Online PBL: Is this like e-learning with more problems?Nadia Naffi, Ph.D.
Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
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.
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.
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.
Compuet Technology to help teachers and benefit studentsIrina K
The document discusses how computer technology can help teachers and benefit students through creating learner-centered environments. It describes how technologies like the internet provide educational resources to enhance teaching and learning both in the classroom and at home. It advocates for student-centered approaches where students take responsibility for their own learning and teachers take on roles as facilitators.
The document discusses blended and online learning environments. It provides an overview of Tennessee's e 4 TN program, which offers online courses for teachers to develop. Blended learning combines online and face-to-face instruction, allowing flexibility while engaging students. Effective blended learning meets unique student needs through the use of online and digital tools, resources, and curricula. The document also discusses best practices for teaching online, including using graphics, videos, links and interactive tools to engage 21st century students.
Blending your education start session by Naomi WahlsEADTU
This document provides an agenda for a course on blended learning. It begins with an icebreaker activity to gauge participants' experience levels. It then discusses how blended courses performed well during the COVID pandemic. Key definitions of blended learning, teaching, and education are provided. The advantages of blending online and face-to-face environments are listed as being more activating, flexible, providing more feedback and making learning more effective and efficient. Modules of the course are outlined covering topics from designing blended courses to evaluating them. Assignments include creating course plans and rubrics. The instructor is introduced with her background in online education. A learning activity example is provided to gather feedback on blended learning benefits, challenges and areas of focus.
This document outlines Hoover High School's plan to implement a 1-to-1 iPad initiative. It will provide all students with iPads to promote 21st century learning. The goals are to transform instructional strategies, individualize learning, and focus on critical thinking, communication, collaboration, creativity, and student-teacher relationships. The timeline starts with a pilot program in 2012-2013 and full rollout by 2013-2014. Teachers will receive professional development to facilitate learning and ensure adoption of the new technologies. The goals are to enhance learning for all students and better prepare them for college and careers.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
The document discusses how to bring personality and the live classroom experience into online courses. It suggests incorporating experiences, stories, humor, and acting differently with students. A variety of tools can be used like textbooks, videos, discussion boards, and publishers' content. Instructional designers can help by listening, offering suggestions, and helping everything - personality, learning, content and tools - come together for online learning.
K-12 online learning is growing rapidly and evolving in many directions, with blended learning being the fastest growing segment. Blended learning combines online and face-to-face instruction. There are many terms used to describe online and blended learning models without consistent definitions. Online learning generally refers to teacher-led instruction over the internet with students and teachers separated geographically, and can be synchronous or asynchronous. It may be accessed from both in and out of school settings.
Online Education: Where Benefits Outweigh ChallengesLinda Oestreich
Slides to accompany STC Summit presentation for Wednesday, 24 June 2015. Discuss class formats, academic analysis and metrics, and case history of presenter's experience moving from standup instructor to virtual one.
This document discusses the use of Web 2.0 tools in education. It begins with an overview of Web 2.0 and examples of tools like Moodle, Jing, and Wordle that can be used in classrooms. Specific examples are given for how Moodle can be used effectively in math and English courses to provide organization, resources, collaboration, and teacher guidance. The document also addresses the challenge of Web 2.0 and applying Bloom's Taxonomy to new technologies. It poses essential questions about using Web 2.0 to teach critical thinking, create flexible mindsets, address classroom challenges, and overcome obstacles in schools.
The document discusses course management systems (CMS), also known as learning management systems (LMS) or virtual learning environments (VLE), which can be used to implement online learning. A CMS allows for a virtual learning environment with online lessons, quizzes, activities, and limited, selective access, as well as collaboration options that can increase student interaction through announcements, surveys, discussions and chatrooms. Examples of possible CMS include Moodle and eCollege. The document also discusses how CMS can help address issues with current teaching methods and fill gaps in areas like reading instruction, teaching 21st century skills, and helping absent students while promoting participatory learning. It provides suggestions for incorporating online learning and emphasizes the need for schools to adapt to changes
Pleanary- Blending Learning Efficiently: The Role of the Flipped ClassroomRussell Stannard
This is the plenary I gave in Vilnius in 2017.It is about the Flipped Classroom. It focuses on the key tools to produce Flipped Classroom content and talks about why the Flipped Classroom can be a efficient form of blended learning. The tool focus is on the use of screen cast technologies.
E learning perspectives - Rhodes University, Dept of Information SystemsBrenda Mallinson
eLearning Perspectives
Invited presentation to the Virtual Collaboration Honours group
Dept of Information Systems, Rhodes University
Module convener: Chris Upfold
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.
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Darrow blendedlearning.apr2012
1. Breaking Down Boundaries with Blended
Teaching and Learning
Rob Darrow, Ed.D.
April 2012
LEAD 3.0 – San Mateo
Rob’s Wiki:
http://robdarrow.wikispaces.com
2. Introductions
Me:Retired online school
principal, doctorate, consultant
(www.onlinelearningvisions.com),
father of a 22-year-old
My online learning journey
You:Administrators? K-6? 7-12?
teachers? Librarians? Other?
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
3. What are current challenges
of Ca education?
In addition to funding…
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
4. How does blended learning meet
some of these challenges?
Time
Flexibility
Students take greater control of their own
learning
Teachers become more than “sage on the
stage”
Customize learning for students
First, let’s define blended learning…
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
5. A few realities about
blended teaching and learning
Blended Learning will not save you money in the
short term (maybe in the long term)
But it does provide greater access which can be
considered a cost savings
Not many districts measure how many students stay
in the district
It does not work well without highly trained and
skilled teachers
In California, there is no ongoing funding stream for
online/blended learning courses as part of ADA
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
6. California Ed Finance 101
ADA (“seat time” - 240
minutes each day)
Independent Study (student
gets hours based on work and
physically meets a teacher
once a week).
Charter (ADA or Ind Study)
1 student in school for 1 day = 1 ADA.
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
7. What was school like
for you?
Teaching ?
Learning ?
Curriculum ?
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
8. 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 / curriculum?
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
9. 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-to-face interaction)
face, 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 online based on standards
/ text
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
10. Blended teaching and learning
is more than
plugging a kid into a computer
It involves …
the student
the teacher
the curriculum (content)
About transforming teaching leading
to a more customized approach to
teaching and learning
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
11. What is
Blended
Teaching and Learning?
In
the context of a continuum from
textbook enhanced to
online teaching and learning…
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
12. Online
Teaching
Textbook
Enhanced Technology
Teaching Enhanced
Teaching
Web / Online
Enhanced
Teaching
From Textbook to Online Teaching
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
13. Confusion about
“blended learning?”
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)
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
14. Confusion about
“blended learning?”
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/).
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
15. Another definition
“Blended learning is any time a student
learns at least in part at a supervised
brick and mortar location away from
home and at least in part through
online delivery with some element of
student control over
time, place, path, and/or pace.”
(Horn & Staker, 2011)
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
16. 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
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
17. Why does this matter?
The goal is student achievement, high
school diplomas and careers, but…
if we don’t know what “it” looks like:
We can’t count it
We can’t study it (researchers)
We don’t know if it’s making a difference
We can’t teach it to others
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
18. Online
Teaching
Technology
Enhanced
Teaching
Textbook
Enhanced Web / Online
Teaching Enhanced
Teaching
From Textbook to Online Teaching
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
19. What does “it” look like?
Where do you fit?
Textbook enhanced teaching and
learning
Technology enhanced (not online)
Web/online enhanced
Blended
Online
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
20. What was
there before
textbooks?
When were the
first textbooks
in California?
McGuffey Reader
1841
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
21. 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?
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
22. 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
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
23. What does “it” look like?
*Teacher-centric vs. Student-centric
More teacher
centric Textbook enhanced
teaching and learning
Technology enhanced
Combination (not online)
Web/online enhanced
Blended
More student
centric Online
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
24. 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
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
25. What does “it” look like?
Textbook enhanced teaching and
learning
Technology enhanced (not online)
Web/online enhanced
Blended
Online
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
26. Textbook Enhanced
Teacher Student Curriculum
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
27. Textbook Enhanced
What is the student doing? What is the teacher doing?
• Sitting in a desk in a classroom • Standing in front of the
• Writing on paper classroom
• Listening to teacher • Directing Learning
• Talking with peers • Group discussions
What is the content? Where is the content?
• Textbooks • On paper
• Supplemental materials • In the classroom
• Teacher created materials • In a school library
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
28. Technology Enhanced
Teacher Student Curriculum
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
29. 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
• Computer Program (loaded or board / doc camera, etc.
CD-Rom)
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
30. Web/Online Enhanced
Teacher Student Curriculum
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
31. 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 • 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
• Computer Program (loaded or board / doc camera, etc.
CD-Rom) • Some Online
• Web
• Computer led (e.g.
programmed math or English.
Plato, Ed 2020)
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
32. Blended
Teacher Student Curriculum
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
33. What is the student doing? What is the teacher doing?
(30% work online) Blended (30% interacting with students
• Sitting in a desk in a classroom online)
or computer lab • Standing in front of the
• Using personal computer classroom and interacting
online at home or other online
location • Directing Learning
• Interacting with peers in • Meeting students in small
person and online groups (f2f and 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
• Computer Program (loaded or board / doc camera, etc.
CD-Rom) • Online (computer led or
• Web teacher led content)
• Computer led (e.g.
programmed math or English)
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
34. Online
Teacher Student Curriculum
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
35. 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)
computer lab • Standing in front of the classroom
• Using personal computer online at • Directing Learning
home or school or other location • Meeting students in small groups (f2f
• Interacting with teacher in person and online)
and/or online • Developing/assigning online lessons
• Interacting with teacher in person • Discussion Board
and/or online • Online meetings/teaching (e.g.
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
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
36. iNacol – Updated Quality Online Teaching
Standards – Blended Learning Continuum
**Students**
Less Online More Online Mostly Online
Instruction Instruction Instruction
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
37. iNacol – Updated Quality Online Teaching
Standards – Blended Learning Continuum
**Curriculum**
Less Online More Online Mostly Online
Instruction Instruction Instruction
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
38. iNacol – Updated 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/ EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
Textbook to Online Teaching and Learning. Rob Darrow,
39. A quick review, then a quiz
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
40. Online
Teaching
Textbook Technology
Enhanced Enhanced
Teaching Teaching
Web / Online
Enhanced
Teaching
From Textbook to Online Teaching
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
41. A Quiz! - Practice
Students are told to take out their math
books and turn to p. 45 to learn about
adding fractions.
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
42. Quiz 1
Students must create a short video to
demonstrate their learning about the
Pythagorean Theorem in their Algebra
course. Students put together the key
points, add in their voice and background
music and then upload the video to
YouTube. The web address is posted in
the assignment area for the teacher to
grade.
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
43. Quiz 2
Students are directed by the teacher to go
to the National Geographic website to
complete the activity there about the
different continents of the world. Students
turn in the assignment digitally through the
online classroom drop box.
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
44. Quiz 3
Students are working together on a wiki to
identify the key concepts needed to know
about when taking the Advanced
Placement U.S. History exam. The
students decide which students will focus
on different topics and then set a time
when they can meet online to review each
part of the wiki.
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
45. Quiz 4
Students are presenting about what they
learned about the Battle of Gettysburg in
the Civil War. They have created a
PowerPoint and are advancing the slides
on the digital white board in the front of
the classroom. In addition, each student
listening has a “clicker” to answer
questions about the presentation while the
students are presenting.
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
46. Resources
iNacol, International Organization for K-12 Online
Learning – www.inacol.org
CUE (and the eLearning SIG) – www.cue.org
Keeping Pace - http://kpk12.com/
Ca eLearn Framework -
http://www.ccsesa.org/index/hotTopics.cfm
Ca Dept of Ed -
http://pubs.cde.ca.gov/tcsii/onlineeducation/onlineed
ucindex.aspx
Online Learning Research -
http://www.onlinelearningvisions.com/research
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
47. Questions? Contact
Rob @ OnlineLearningVisions.com
Web:
www.OnlineLearningVisions.com
Rob’s Wiki:
http://robdarrow.wikispaces.com
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.
48. Online/Blended Learning Programs
Computer Assisted Teacher Lead
Computer assessment and Teacher places students
computer placed Teacher at end of every course
Complete lesson (teacher in a Students advance based on
box) teacher assessment (some
Multiple choice test (Pass, may be multiple choice)
continue; Fail, repeat) Online interaction (e.g.
Adult facilitated (credentialed discussion
or classified) boards, synchronous online
Education 2020 lessons/office hours)
Plato K-12, Inc.
Apex Learning Florida Virtual School
Connections Academy
Textbook to Online Teaching and Learning. Rob Darrow, EdD. Rob @ onlinelearningvisions.com. Feb. 2012.