First Presentation

1. EDIT 3318
Blended Learning
Personalized Learning
Module 7

2. Paradigm Shift in Education
TRADITIONAL APPROACHES
Institution/Teacher-centered
(Comprehensive teacher role)
School-based/Fixed time
Industrial technology
One-size fits all instruction
Determined curriculum
Limited instructional sources
Summative assessment of knowledge
NEW APPROACHES
Student-centered
(Teacher redefined)
Anywhere/Anytime
Information technology
Differentiated, one-size fits one
Student-voiced curriculum
Virtually unlimited online sources
Formative assessment of knowledge,
skills, learning styles, and interests

3. New Approaches in Education
• Student-centered learning
• Less lectures, more student activities (e.g., Project-
based learning, problem-based learning, case-based
learning, game-based scenario, service learning,
community-based learning, etc.)
• Online, blended, & mobile learning
• Change in learning modes
• Personalized learning
• Heavy focus on individual students

4. Blended Learning
“Blended learning is a formal
education program in which a
student learns at least in part
through online delivery of
content and instruction with
some element of student
control over time, place, path,
and/or pace and at least in
part at a supervised brick-and-
mortar location away from
home.” (Horn & Staker, 2012)

5. Blended Learning: What Makes It Blended?
1. At least in part through online learning, with some
element of student control over time, place, path,
and/or place.
2. At least in part in a supervised brick-and-mortar
location away from home.
3. The modalities along each student’s learning path
within course or subject are connected to provide an
integrated learning experience.
(Clayton Christensen Institute, Blended Learning)

6. Personalized Learning
“Personalization refers to
instruction that is paced to
learning needs (i.e.,
individualized), tailored to learning
preferences (i.e., differentiated),
and tailored to the specific
interests of different learners. In
an environment that is fully
personalized, the learning
objectives and content as well as
the method and pace may ALL
vary.” (Department of Education, 2010)

7. Personalized Learning: What Makes It Personalized?
1. One-size instruction fits “ONE” student.
2. Students drive learning – include their “voice” and “choice.”
3. Analyses of a student’s interests, talents, aspirations, goals, etc.
needed.
4. Students participate in designing learning experiences.
5. Students “own” and are responsible for their learning.
6. Students become a “self-directed, expert learner” who monitor
their own progress.
7. Students build a network of peers, experts, and teachers to
guide and support their own learning.

8. Personalized Learning: What Makes It Personalized?
1. Teachers play multiple roles such as “coaches” and “facilitators”
to support individual students.
2. Teachers are also learning partners with students.
3. Teachers support students’ mastery of content in a
“competency-based system.”
4. Teachers involve everyone (i.e., colleagues, school
administrators, parents, community experts, international
experts, etc.) to meet individual students’ needs and provide
more authentic learning experiences.

9. Four Models for BL (and PL)
1. Rotation (Station Rotation, Lab Rotation,
Flipped Classroom, & Individual Rotation)
2. Flex Model
3. A La Carte Model
4. Enriched Virtual Model
(Retrieved from Clayton Christensen Institute)

10. Rotation Models: Station Rotation
“A course or subject in which
students experience the
Rotation model within a
contained classroom or group of
classrooms. The Station Rotation
model differs from the Individual
Rotation model because
students rotate through all of
the stations, not only those on
their custom schedules.”
See more at: Christensen Institute

11. Rotation Models: Lab Rotation
Retrieved from Clayton Christensen Institute
“A course or subject in
which students rotate to a
computer lab for the online-
learning station."
See more at: Christensen Institute

12. Rotation Models: Flipped Classroom
Retrieved from: https://learningsciences.utexas.edu/teaching/flipping-a-class/different
“A course or subject in
which students participate
in online learning (delivery
of content) off-site in place
of traditional homework
and then attend the brick-
and-mortar school for face-
to-face, teacher-guided
practice or projects.”
See more at: Christensen Institute

13. Rotation Models: Individual Rotation
“A course or subject in
which each student has
an individualized playlist
and does not necessarily
rotate to each available
station or modality. An
algorithm or teacher(s)
sets individual student
schedules.”
See more at: Christensen Institute

14. Flex Model
“A course or subject in which on-
site online learning is the backbone
of student learning, even if it
directs students to offline activities
at times. Students move on an
individually customized, fluid
schedule among learning
modalities. Students learn mostly
on the brick-and-mortar campus,
except for any homework
assignments.”
“Teachers or coaches provide face-to-face support on a flexible and adaptive as-
needed basis through activities such as small group instruction, group projects,
and individual tutoring. Teacher support ranges from minimal guide to substantial
face-to-face tutoring. “
See more at: Christensen Institute

15. A La Carte Model
“A course that a student takes
entirely online to accompany
other experiences that the
student is having at a brick-
and-mortar school or learning
center. Students may take the
A La Carte course either on the
brick-and-mortar campus or
off-site.”
“A La Carte is not full-time online learning because it is not a whole-
school experience. Students take some courses A La Carte and others
face-to-face at a brick-and-mortar campus.”
See more at: Christensen Institute
A La Carte

16. Enriched Virtual Model
“A course or subject in which
students have required face-to-
face sessions with their teacher
and then are free to complete
their remaining coursework
mostly online. The same person
generally serves as both the
online and face-to-face teacher. “
“The Enriched Virtual model differs from the Flipped Classroom because
in Enriched Virtual programs, students seldom meet face-to-face with
their teachers every weekday. It differs from a fully online course because
face-to-face learning sessions are required.”
See more at: Christensen Institute