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a presentation based on Polloff and Pratt's beyond the looking glass, talking about the importance f training for Online successful course for both students and faculty.
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Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
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Kim Thanos
Co-founder & CEO
kim@lumenlearning.com
David Wiley
Co-founder & Chief Academic Officer
david@lumenlearning.com
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This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
a presentation based on Polloff and Pratt's beyond the looking glass, talking about the importance f training for Online successful course for both students and faculty.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
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This Power Point is a presentation created to explain how online learning modules can fill in instructional gaps with authentic learning and why they should be utilized in schools.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
Presentation slide for Open Textbook Summit, April 16-17, 2014 by:
Kim Thanos
Co-founder & CEO
kim@lumenlearning.com
David Wiley
Co-founder & Chief Academic Officer
david@lumenlearning.com
Blended Learning, What's It Take? June 2014Rob Darrow
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Online Teaching - Breaking the Distance Barrierslister
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Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
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Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
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Implementing Blended Learning.dec2015
1. Rob Darrow, Ed.D.
President, Online Learning Visions; Bay Area BlendEd
Consortium (http://www.BlendEdconsortium.org/)
College Career Coach (www.ForwarDirections.org)
December 2015
Planning, Implementing
and Sustaining a
Blended Learning Program
Rob’s Wiki: http://robdarrow.wikispaces.com
2. A little about you:
Teachers
Administrators
Other
K-6; 7-8; 9-12; college
Me: Consultant, College Career
Coach, K-12, Adjunct Professor
CSUFresno, Online Charter School,
coordinator of libraries, teacher;
Lifelong California educator.
Introductions
4. Defining Blended Learning
Understanding Blended Learning,
Implementation and Sustainability
Applying Blended Learning in your
school or district
Session Focus
5. Workshop Outline
Starting Place: http://robdarrow.wikispaces.com
Workshop Direct Link: http://bit.ly/blindex2015
Join Today’s Meet
Background Info
Milk Video
Defining Blended Learning
Framework: The Six Elements
BREAK
Case Study Groups (See handout)
Case Study Reports
Think Tank: 6 Elements – Choose one (or two)
Think Tank Report Out
Applying the elements to your school or district
Final Discussion / Feedback / Whip Around
7. How well is our current
K-12 system functioning?
The critical question is whether we are preparing
our students for the knowledge workforce; the
globally competitive workforce.
National high school graduation rate: 72%
80% of jobs are requiring a post-secondary degree or
certification
Depends on who you ask
10. K-12 Online Learning already here
Every school (K – College) will become a
blended learning school to better personalize
learning and better engage all students
(Common Core Assessments facilitating this)
Ultimate goal: College and career ready
students and 100% graduation rate
Tipping Points
11. Common Core Assessment Technology Shifts
From To
Scale - Individual state
tests
- Multi-state consortia sharing common tests, common
infrastructure, and economies of scale.
Content - Low complexity
items and task
response modes.
- Cognitively complex tasks that leverage use of
multimedia, interactivity, authentic tasks, multi-part,
simulations – and address traditionally difficult
to assess skills within the Common Core.
Delivery - Once a year
- Paper and pencil
- Computer-based assessment system including
summative, mid-year, diagnostic
components + curricular and professional
development resources.
Scoring &
Reporting
- End of year
- Decontextualized
- High Level
● Data to inform instruction
● Contextualized to CCSS
● More granular feedback
Data Student responses ● Responses, interactions, patterns
● Data for state longitudinal systems
● Results will be interpretable across states (for example
when a student moves from one state to another)
Infrastructure - Procured services
- State-specific
● Common consortium infrastructure
● Scalable, flexible, extensible
Interoperability Virtually none - Common standardized formats for results data, items,
and student registration allow interoperability across states
and across technical components.
12. “Blended learning
is the engine to
power the shift
away from the
factory model.”
- Horn & Staker (2014)
13. What is Blended Learning?
A. Students control their own learning plan
B. Online tools used in face-to-face
classrooms
C. A change in teaching pedagogy that better
personalizes learning for students.
D. Putting lesson plans and videos on the web
E. All of the above
Quick Poll
14. What do you say Blended Learning Is?
A. Students control their own learning plan
B. Online tools used in face-to-face
classrooms
C. A change in teaching pedagogy that better
personalizes learning for students.
D. Putting lesson plans and videos on the web
E. All of the above
Quick Poll
20. Teaching and Learning
What the student is
doing and where the
student is.
What the teacher is
doing and where the
teacher is.
What and where the
content / curriculum is.
21. Important for research
How to teach others
(professional development)
Implementation
Blended Learning Definition
22. A formal education program in which a student
learns at least in part through online learning,
with some element of student control over
time, place, path and/or pace … and
at least in part in a supervised brick-and-mortar
location away from home (such as school)…
and
100010
001111
010101
000
The modalities along each student’s learning
path within a course or subject are connected
to provide an integrated learning
experience.
100010
001111
010101
000
Christensen Institute:
Blended Learning Definition (2012)
25. Rotation Flex Self-Blend Enriched Virtual
• Station rotation
• Lab rotation
• Flipped Classroom
• Individual rotation
Online platform with
F2F support and fluid
schedules
Students attend
physical school &
take 1 or more
courses online
Students learn
sometimes at a
physical school,
other times remotely
Emerging models of blended learning
More Traditional --------------- Blended Learning ---------------– More Online
27. But…the models don’t discuss:
How to best implement blended learning
How to support teachers in a blended
learning program
The types of technologies that need to be in
place
How school leaders can best support
blended learning teachers
The purpose for moving to blended learning
Many of the models are in charter schools
vs. traditional public schools
28. Blended Learning Question?
Why are you moving to blended learning?
Many of the models are in charter schools
vs. traditional public schools
30. Research Perspective:
Can’t study it if it doesn’t exist
1994 – First K-12 online schools
2001 – First K-12 online schools report
2004 – First report about “blended learning” –
college
K-12 Online Learning: About 20 years old
K-12 Blended Learning: About 15 years old
31. What does the research say?
Very little because:
First time “blended learning” in the literature:
2004 – at college level
Around 2008 in K-12
2011: “blended learning” was first defined
in K-12
Takes time to study an innovation
Case Studies – always begins research
32. Case Studies: See Handout
Blended Learning Proof Points:
http://www.christenseninstitute.org/publications/pro
of-points/
Christensen Institute Blended Learning Universe:
http://www.christenseninstitute.org/blended-
learning-universe/
Donnell-Kay Foundation:
http://dkfoundation.org/our-work/blended-learning-
resources
Dell Foundation:
http://www.msdf.org/programs/urban-
education/initiatives/united-states/blended-learning/
35. In every study…
(Rogers, 2003)
Role of “change agent” or champion
Common adoption characteristics from
innovator to laggard
Common way innovation reaches
“critical mass” or “tipping point”
Common communication methods that
influence earlier adoption
S-shaped curve of adoption over time
36. We are pretty clear
Face-to-Face Teaching
Students in classroom
Teacher in classroom
Interaction face-to-face, mostly
verbal, some visual
Fixed schedule of classes to
attend
Prescribed curriculum based
on standards / use of textbooks
Online Teaching
Students online
Teacher online (minimal face-
to-face interaction)
Interaction online video
conferencing, email – more
visual, less verbal
Flexible schedule for work
completion
Prescribed curriculum based on
standards / text
37. From Textbook to Online Teaching
Online
Teaching
Textbook
Enhanced
Teaching
Technology
Enhanced
Teaching
Web / Online
Enhanced
Teaching
39. Not About the Technology
Change in teaching
Change in learning
Change in pedagogy
Change in class organization
Things should look different in a blended
learning environment;
more student centric
more personalized learning
40. Blended Learning is About…
Rethinking how class is structured
How time is used
How resources are allocated
Personalizing the learning for all
students – better learning engagement
Student centric learning
Teachers using data daily to customize
learning for students
41. Successful Blended Learning
involves Six Elements
Leadership
Professional Learning /
Professional Development
Teaching/Instructional Practice
Operations / Admin
Systems/Policy
Content
Technology
A Roadmap for Blended Learning Implementation.
iNACOL, 2013.
43. Group Work - Handout
(30 Minutes)
Introductions (position, etc. stage of blended learning)
20 Minutes Group Work by Case Study
Learn about School (reading, videos, etc.)
How has teaching/learning changed?
What is different about this school?
Framework: Six Elements
Report Information on Google Doc
http://bit.ly/blindex2015
10 Minutes Report Out
45. Rubric Indicator: Leadership
• 1.1 Measurable goals have been written and communicated
with all staff.
Well Developed
Ongoing progress towards each goal is being collected
and tracked by teachers and administrators.
46. Rubric Indicator: New Staff Roles
2.1 Teacher as facilitator/coach
Well Developed
Teachers regularly circulate around the room meeting with
small groups and individuals identifying progress toward
learning goals.
Teachers regularly document student progress daily through
some digital record keeping system.
Student data is regularly used as a means for differentiating
instruction.
47. Tool: How to Observe a Blended
Learning Teacher
Adapt the Rubric
View student computer/device screen
View teacher interaction with students
View data teacher uses
Talk with students
Talk with teacher
48. Tool: Classroom
Walk-Throughs / Checklist
Evidence of student centric
Student learning focus / Students in groups
Student computers/devices on a course
management system (access school and home)
Students can explain what and why they are doing
Evidence of personalization
Teacher working with individual or groups
Student data used by teacher
Variety of ways for student to communicate with
teacher (verbal, discussion boards, email, twitter,
etc.)
49. Mott Hall V, New York City
7th Grade Science
One-to-One
Group Projects
50.
51.
52.
53. Prep Academy at Southeastern High School
Detroit, Michigan
Science Classroom
58. Key Learning
Clear Goals need to be established, written and
discussed in ongoing way
Leadership determines sustainability and success
(Administrators and Teachers)
Collaborative leadership style is essential
School culture of support, innovation
(it is ok to try and fail)
Ongoing professional development
(formal and informal)
59. Successful Blended Learning
involves Six Elements
Leadership
Professional Development
Teaching/Instructional Practice
Operations / Admin
Systems/Policy
Content
Technology
A Roadmap for Blended Learning Implementation.
iNACOL, 2013.
61. School Implementation
Identified administrator/leader and teachers at each school
Ongoing interactions (one-on-one, formal and informal) and
meetings of those involved
Administrators, teachers and administrators work together
towards the blended learning goals established in each school
Promising Practices
School culture of innovation and empowerment
Start small and build
Communication is strong and occurs between involved people
in a variety of ways (one-to-one, phone, email, chat, etc.)
1. Leadership
62. School Implementation
Both formal and informal (Schedule ongoing group and individual
support – online and face-to-face)
Modeling, webinars, small conferences, workshops, cohort
meetings
Support teacher / school librarian / implementation managers are
key
Promising Practices
Scheduled Time (within work week)
Participating Teachers as Resources
Professional Sharing / Professional Learning Community
School Support
2. Professional Learning
(NOT Development)
63. Professional Learning
Is your school Future Ready ?
Check out the Professional Learning
Resources
Professional Learning Toolkit:
http://tech.ed.gov/futureready/professional-
learning/
64. Professional Learning Toolkit:
Primary Areas
1. Adopt digital-age dispositions and values
2. Facilitate and inspire learning and creativity
3. Design and develop digital-age learning
experiences and assessments
4. Promote student success through clear
expectations, prompt responses, and regular
feedback
5. Model digital-age work and learning
6. Promote and model digital citizenship and
responsibility
7. Engage in professional growth and leadership
8. Engage in systemic improvement
65. School Implementation
Common Vocabulary / Resources / Tools for Implementation and
Observation
Support for new blended learning teachers – modeling and
mentoring
Analyzing real-time data to personalize learning for each student
Promising Practices
Classroom Setup
Data Analysis
Individualized Instruction
Student Engagement
Digital Content
3. Teaching/Instructional Practices
66. School Implementation
Restructuring of the traditional school class / school day
Emphasis on using real-time student performance data
Change in instructional delivery model
Promising Practices
Removal of institutional barriers / policies
Operational support
Policy development examples
Data-driven instruction
4. Operations /
Management Systems/Policy
67. School Implementation
Common course management system
Content providers to choose
Professional development and teacher sharing about content
provider and platform use
Promising Practices
Content Decision Making (purchase or build your own)
Customizable platform – teachers use base curriculum and
customize based on student needs
Customizable for individual students
5. Content
68. School Implementation
School leadership ensures that technology needs of students
and teachers are addressed, and proper training provided.
Dedicated technical support for the blended learning
programs.
School leadership is visible in their own use of technology;
modeling expectations.
Promising Practices
Infrastructure, network, hardware and software
Technology Training
Technology Support – Technician on site
6. Technology
69. Blended Learning Think Tank Groups
Leadership
Professional Development
Teaching/Instructional Practice
Operations / Admin
Systems/Policy
Content
Technology
A Roadmap for Blended Learning Implementation.
iNACOL, 2013.
70. Case Study Work Groups
(30 Minutes Each Round)
20 Minutes Group Work by Element
Designate facilitator and note taker
Key questions and some solutions
What metrics to measure progress?
Quality, Budget
Report Information on Google Doc
http://bit.ly/blindex2015
10 Minutes Report Out
71. Think Tank Groups: Round 1
Leadership
Professional Development
Teaching/Instructional Practice
Operations / Admin Systems/Policy
Content
Technology
72. Think Tank Groups: Round 2
Leadership
Professional Development
Teaching/Instructional Practice
Operations / Admin Systems/Policy
Content
Technology
73. Your School / District:
What is in place? Timeline?
Leadership
Professional Development
Teaching/Instructional Practice
Operations / Admin Systems/Policy
Content
Technology
74. ESS Sessions: Blended Learning
Blended Learning Roadmap (Allison, iNACOL)
Blended Learning for Deeper Learning
Blended Learning Strategies
Blended Learning Teacher Competency
Framework (Allison, iNACOL)
Building a Blended Learning Culture
Blended Learning and SAMR (Rob)
Transforming PD to Prof Learning (Rob)
Building Successful Online/Blended Program
75. Whip Around:
One thought, comment, key point
shared by everyone in the room.
What is one thing you are going to do
with the information you gained today?
76. As we consider providing more customized learning
for our students via online and blended learning
…remember:
“The only thing harder than
starting something new – is
stopping something old”
- Russell Ackoff -“Redesigning Society”