Tracking the Blended Learning Trend for NCCE 2015!

•

4 likes•2,974 views

These are slides to support Jason Neiffer's presentation, "Tracking the Learning Trend" for NCCE 2015 in Portland, Oregon!

TRACKING THE BLENDED
LEARNING TREND
Jason Neiffer
NCCE Tech-Savvy Teacher-in-Residence
Assistant Director/Curriculum Director @ Montana Digital Academy
Doctoral Candidate @ University of Montana
@techsavvyteach

Face-to-
Face
Online
Learning
Blended
Learning

Blended learning is a formal learning environment…

ONE
at least in part
through online
learning, with
some element of
student control
over time, place,
path, and/or
pace
TWO
at least in part in
a supervised
brick-and-mortar
location away
from home
THREE
the modalities
along each
student’s
learning path
within a course
or subject are
connected to
provide an
integrated
learning
experience
Christensen Institute

At school:
Teacher assists
students with
homework or
practice
problems
At home:
Students
consume media
or packaged
lessons to
prepare for
homework

Digital
Lesson
1
Digital
Lesson
2
Digital
Lesson
3
Digital
Lesson
4
Digital
Lesson
5

Small Group
Instruction
Lesson 1
Work with
Peer Tutor
Lesson 2
Work with
Teacher in
Lecture
Format
Lesson 3
Online
Learning
Object
Lesson 4
Independent
Practice and
Drill Lesson
5

•Lesson 1: Small Group
•Lesson 2: Online Learning Object
•Lesson 3: Independent Study
Student One
•Skip Lesson 1-3
•Lesson 4: Online Learning Object
•Lesson 5: One-on-One Instruction with Teacher
Student Two
•Pre Lesson 1 Work on Fundamentals
•Lesson 1: One-on-One Instruction with TeacherStudent Three
•Lesson 1: One-on-One Instruction with Teacher
•Lesson 2: Online Learning Object
•Lesson 3: Small Group
Student Four

Monday
Face-to-Face
Whole
Group
Lecture
Individual
Practice
Time
Tuesday
Face-to-Face
Whole
Group
Discussion
Small Group
Work
Wednesday
Face-to-
Face
Lab
Thursday
Online
Individual
Assignments
Individual
Research
Component
Friday
Face-to-Face
Discussion
Forum
Assessment

Individualized
Instruction
Extension of
Classroom into the
Virtual
Teacher Directing the
Learning Process
Use of Data for
Instructional
Decisions
Student

THANK YOU!
Jason Neiffer
NCCE Tech-Savvy Teacher-in-Residence
Assistant Director/Curriculum Director @ Montana Digital Academy
Doctoral Candidate @ University of Montana
@techsavvyteach
http://blog.ncce.org

Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful. To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College. The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload. By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment. With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout. Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff. Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking. This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.

Developing study skills through online interactive workshops by karen foley, ...

EADTU

University of Texas-Arlington (April 2014) - K-12 Online Learning: What Do Be...

Michael Barbour

Support strategies for the development of blended education by Tim Boon

EADTU

The Hybrid Learning Model: Supporting the Student Experience

cies

BC Distributed Learning Conference 2013 - Voracious Appetite: Examining the R...

Michael Barbour

Teaching at a distance

tabilay

This document discusses the challenges faced by students, teachers, and institutions in distance learning. For students, issues include lack of support, interactivity due to the absence of face-to-face interaction, commitment to their own success, and unreliable technology. Teachers face increased workload in designing materials, meeting student needs without in-person contact, changing their teaching style, lack of respect for distance courses, and unmotivated teachers. Institutions are challenged by the costs of technology infrastructure, ensuring reliable internet connectivity, overcoming perceptions of inferior distance courses, and difficulties assessing student performance from a distance.

Gerald Bergstrom implemented a blended biology course at the University of Wisconsin-Milwaukee to address large class sizes and expand flexible learning options. The course included weekly online lectures, quizzes, and discussions as well as in-person discussions, presentations, and exams. This blended approach provided similar success rates to the traditional face-to-face course with added flexibility for students and instructors. While the blended format resulted in some increased workload, benefits included engaging students collaboratively and providing feedback to improve learning. Future improvements may include accompanying reading assignments with voice-over presentations and using face-to-face time primarily for interactive learning activities.

Flipped classrooms with VLE - Webinar 11th December 2013

Webanywhere Ltd

Interaction in an online course

Barbara Khavugwi Makhaya

Flipping the Classroom with McGraw-Hill Connect - Jeffrey Anderson

mhhighered

Blended Learning and Flipped Classroom: Increasing Student Engagement NLN 2013

Cynthia Bechtel

Blended Learning

Upside Learning Solutions

The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.

In brief starting moodle

Jisc RSC East Midlands

This presentation provides an overview of starting a course on the Moodle learning management system. It discusses why educators may want to set up a Moodle course, what elements make a good course, and design considerations. The presentation recommends including a reading list, glossary, course timetable, resource links, and assignment details. It also suggests evaluating course usage and asking learners for feedback. Support resources are provided, such as Moodle user groups and training courses.

Blended learning

inoe Desu

Blended learning refers to combining online and in-person learning to benefit students. It uses technology to complement traditional teaching methods. Blended learning provides flexibility for students to learn anywhere and anytime while still maintaining social interaction. The goal is to take advantage of both online and in-class learning through a combination of direct instruction, self-study, and online media.

Achieving Success Through Blended Learning

Dara Cassidy

Blended learning combines online and in-person learning. It offers greater flexibility for students and teachers while promoting self-directed learning and digital literacy. Blended learning blends online discussions, videos, and readings with traditional classroom methods. For example, a flipped classroom has students complete homework like watching videos during class time, freeing up class for hands-on projects and discussions. When designing blended courses, it is important to focus on learning outcomes, use technology to enhance pedagogy, clearly communicate expectations, and ensure online and in-person activities are integrated and aligned.

Blended Learning A Multi Link Learning Approach 2009

Universidad Americana (UAM)

Facilitating an Online Course

Barbara Khavugwi Makhaya

Putting the Pedagogic Horse before the Technology Cart

Charles Darwin University

This document discusses putting pedagogy before technology in education. It advocates developing teaching approaches based on active, collaborative and authentic learning before adopting educational technologies. The document provides examples of these pedagogical approaches, such as using problem-based learning, simulations and team projects. It also discusses issues with traditional exams and promotes more authentic forms of assessment that require students to apply their knowledge, such as projects, portfolios and presentations.

Development of a multidisciplinary assignment - a first year engineering pilo...

LearningandTeaching

Multidisciplinary teaching is a contemporary education strategy implemented by various tertiary institutions to stimulate students’ critical thinking, develop inter-disciplinary understanding, and enhance students’ problem solving skills. In this presentation, Dr Saad Odeh and Dr Muhammad Qureshi summarise the steps taken, as well as findings from a pilot study that investigated the development and implementation of a combined assignment from two first year units in the Engineering curriculum: “Foundation Mathematics” and “Introduction to Programming”. The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.

Leveraging learning technologies to support Indigenous postgraduate students ...

Blackboard APAC

This document discusses leveraging learning technologies to support Indigenous postgraduate students. It provides data on the low numbers of Indigenous higher degree research students and their slightly lower retention rates compared to non-Indigenous students. Barriers they face include issues with cultural safety, supervision and balancing family/community responsibilities. Enablers include family/community support and opportunities to give back. The document suggests learning management systems could help by incorporating Indigenous holistic pedagogies focusing on community and relationships rather than individual tasks. This may help form online communities of practice to better support Indigenous higher degree students.

Utilizing a social networking website as an esl

Sinskids Sinskids

This study explored using a social networking website (Facebook) as part of a blended learning environment for ESL students in Malaysia. The researcher created a closed Facebook group for a class of 30 third-year undergraduates and assigned online activities like posting videos, uploading photos from campus with descriptions. Most students found using Facebook as a learning tool interesting and it helped them improve their English through interactions. The blended approach extended limited class time and made learning more appealing to students.

HYBRID Learning: Applications for Today's Blended Classroom

Marianne McFadden

Hybrid learning combines traditional classroom instruction with online learning, giving students more control over aspects like time, place, path, and pace of their education. It has grown from independent worksheets to using computers and videos. Research organizations like the Christensen Institute and Pennsylvania Hybrid Learning Institute promote hybrid models. Characteristics include blending digital and traditional teaching, rotating student learning stations, and using student data to differentiate instruction. Early results show improved academic performance, engagement, and relationships in hybrid programs compared to traditional classes. Tools like Schoology help manage hybrid content and lessons.

Effects of Self-Initiated Online Quizzes on Exam Scores

Nurzieyana Shazmin

This document discusses a study on the effects of self-initiated online quizzes on exam scores. The study observed students' use of optional online quizzes and the relationship between quiz attempts and final exam scores. The results found a weak positive relationship, with most exam scores attributable to other factors beyond quiz attempts. Specifically, students did not regularly practice the quizzes without incentives and mostly used them close to the exam. While online quizzes were found to potentially benefit learning more than no quizzes, repeated practice is needed to reach understanding.

From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...

COHERE2012

This document summarizes the efforts of Digital Education Strategies to provide professional development to instructors with diverse needs through balancing pedagogy and technology. It discusses challenges in meeting diverse instructor needs and interests with limited time. Various efforts including face-to-face sessions, web conferences, and an online course called TALO are described. Key lessons learned are that instructors are most interested in tools and applications, flexibility within a strong framework is important, and an effective comprehensive online professional development program is possible. The document concludes by thanking the reader.

EdTech 2019: Online Programme Team: Roles, Induction and Lessons Learned

Peter Windle

Blending Math Instruction for Elementary Grades

DreamBox Learning

The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.

What's hot

Wiki Pedagogy: Changing The Education Landscape

Norhisham Mohamad Nordin

How to motivate students in online learning? A deisgn perspective by Iwan Wop...

EADTU

Muhammed Emre YAYLACI

Flipped classrooms with VLE - Webinar 11th December 2013

Webanywhere Ltd

Interaction in an online course

Barbara Khavugwi Makhaya

Flipping the Classroom with McGraw-Hill Connect - Jeffrey Anderson

mhhighered

Blended Learning and Flipped Classroom: Increasing Student Engagement NLN 2013

Cynthia Bechtel

Blended Learning

Upside Learning Solutions

In brief starting moodle

Jisc RSC East Midlands

Blended learning

inoe Desu

Achieving Success Through Blended Learning

Dara Cassidy

Blended Learning A Multi Link Learning Approach 2009

Universidad Americana (UAM)

Facilitating an Online Course

Barbara Khavugwi Makhaya

Putting the Pedagogic Horse before the Technology Cart

Charles Darwin University

Development of a multidisciplinary assignment - a first year engineering pilo...

LearningandTeaching

Leveraging learning technologies to support Indigenous postgraduate students ...

Blackboard APAC

Utilizing a social networking website as an esl

Sinskids Sinskids

HYBRID Learning: Applications for Today's Blended Classroom

Marianne McFadden

Effects of Self-Initiated Online Quizzes on Exam Scores

Nurzieyana Shazmin

From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...

COHERE2012

What's hot (20)

Wiki Pedagogy: Changing The Education Landscape

How to motivate students in online learning? A deisgn perspective by Iwan Wop...

Flipped classrooms with VLE - Webinar 11th December 2013

Interaction in an online course

Flipping the Classroom with McGraw-Hill Connect - Jeffrey Anderson

Blended Learning and Flipped Classroom: Increasing Student Engagement NLN 2013

Blended Learning

In brief starting moodle

Blended learning

Achieving Success Through Blended Learning

Blended Learning A Multi Link Learning Approach 2009

Facilitating an Online Course

Putting the Pedagogic Horse before the Technology Cart

Development of a multidisciplinary assignment - a first year engineering pilo...

Leveraging learning technologies to support Indigenous postgraduate students ...

Utilizing a social networking website as an esl

HYBRID Learning: Applications for Today's Blended Classroom

Effects of Self-Initiated Online Quizzes on Exam Scores

From Theory to Practice, Balancing Pedagogy and Technology for Diverse Profes...

Similar to Tracking the Blended Learning Trend for NCCE 2015!

EdTech 2019: Online Programme Team: Roles, Induction and Lessons Learned

Peter Windle

Blending Math Instruction for Elementary Grades

DreamBox Learning

Flipping Your Course with Brightspace - Tennessee Ignite, Feb. 13, 2015

D2L Barry

Blended and online Learning PPT Presented in Pondicherry university

Academy for Higher Education and Social Science Research

This document discusses different approaches to blended, flipped, and online learning. It defines blended learning as combining online materials and interactions with traditional classroom methods, with both teachers and students physically present. Hybrid learning replaces more face-to-face time with online interactions. Flipped learning involves students learning new material online before class, then doing active learning activities and discussions in class with teacher guidance. The document provides examples of how to create video and audio tutorials for flipped learning using free or low-cost tools. It also outlines the teacher's role in ensuring students prepare for class and providing continuous assessment and virtual support.

Techspo 2016

jaolsen77

The document discusses digital curriculum and blended learning. It begins by defining student-centered learning as a combination of personalized and competency-based learning. Blended learning is described as any formal education program where students learn partly online, with some control over time, place, path and pace. The presentation poses questions about what blended learning is and is not, what needs to happen in schools for blended learning to be implemented, why more individualized instruction can't be provided, how to best use classroom time today, and what the future role of schools may be.

Hybrid Learning Fad or Future?.pdf

Derek Wenmoth

This document discusses hybrid learning models, which combine online and in-person learning. It defines hybrid learning and outlines some key principles and teaching scenarios. The document notes that trends like disruption are driving a need for more responsive education models. It also summarizes research on schools' responses to COVID-19 and frameworks to help guide the shift to hybrid learning practices. Resources for planning and implementing hybrid learning are provided.

Blended Education in Practice

Wiebe Dijkstra

The document describes a case study of blended education at Delft University of Technology involving 12 courses and 3,000 students. It outlines the blended learning cycle used, which is based on a flipped classroom model where students prepare for face-to-face sessions at home through activities like watching pre-lecture videos and doing simple exercises. Class time focuses on interactive sessions and feedback. The case study found that the blended approach improved student activation and conceptual understanding through more practice and feedback opportunities. However, instructors need support to fully integrate online and in-person learning and adapt their teaching methods.

J.L. Wessels EPORTFOLIO5164826

John Wessels

The document is a portfolio submission for a student named John Louis Wessels with student number 5164826. It contains 4 sections - an observation of a mathematics class, discussions on teaching, challenges teachers face, and the student's mission statement. The observation describes a well-organized class with an experienced teacher who engages students actively and encourages collaboration. The discussions center around the skills and challenges of teaching, including issues of access to technology. Challenges mentioned are lack of resources, language barriers, and need for management paradigm shifts regarding technology integration. The mission statement expresses a passion for teaching, community involvement, continuous learning, and making a positive difference in students' lives.

Blended learning - Online Learning and Traditional Learning

Arpit Srivastava

Blended learning can increase flexibility for learners in several ways: - It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn. - The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class. - By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings. Blen

GlobalLearn2015Presentation

Dr. Muesser C. Nat

This document outlines a proposed flipped classroom model for developing universities. It begins with an introduction explaining how technology has changed learning and the benefits of active learning and blended learning. It then defines key terms like blended learning, flipped classrooms, and active learning. The document proposes a flipped classroom approach where students learn content online before class and apply it during class activities and discussions. Some challenges of implementing this model are that it requires more student responsibility, changes to how instructors teach, and financial investment. However, the conclusion states that a flipped model could encourage more active, engaged learning anywhere and improve students' skills while enhancing learning in large classes.

Blended Learning in the Math Classroom: Leveraging Professional Development t...

DreamBox Learning

You're Teaching a Hybrid Class Etudes Summit 2015

Jim Marteney

This document provides guidance for teaching a hybrid or blended class. It begins by acknowledging the challenges and uncertainties teachers may face in transitioning to this new format. It then addresses several key questions teachers should consider, such as determining the purpose of blending modalities, how online and in-person content and activities can complement each other, how to assess students, and how to ensure students understand the value of both components. Throughout, it emphasizes the importance of training and support for teachers taking on the new blended approach.

HE Blended Learning - Charles Darwin University

Blackboard APAC

This document discusses blended learning programs implemented at Centralian Senior College and Kormilda College in the Northern Territory of Australia. It aims to support secondary students so they complete Year 12 and transition to university, targeting low socioeconomic, indigenous, and remote/rural students. The programs provide students and teachers access to Charles Darwin University's online learning platform Learnline. Challenges in implementing blended learning included attendance issues, teacher time constraints, technology access, and measuring outcomes. Solutions involved online access to materials, paid teacher training/development time, laptop distributions, and surveys. The programs showed mixed results in addressing challenges and positively impacting student learning.

The Blend in Mind - Saskatchewan Middle Year Assoc Conference Oct 2015

Sun West School Division

Blended Learning is being promoted as a “disruptive innovation” in education. Supporters suggest that this model has the potential to reach all learners in new exciting ways. What exactly is blended learning and how might this “look” in the middle level classroom? How can teachers begin to implement blended learning models in their classrooms? Sun West School Division shares the journey and findings of its year-long action based research project aimed at exploring the impact of blended learning on student engagement and comprehension.

Student Perspectives On Videoconferencing In Teacher Education Final At

Lynn Senette

The document summarizes a study examining student perspectives on using videoconferencing in a teacher education program. Students found benefits like increased access and cost-effectiveness, but challenges with technology issues, less flexibility, and inferior lecture delivery compared to in-person. Students engaged more when teachers were experts, tasks were relevant, and technology worked properly. Social presence was higher during on-site interactions than between remote sites. The study confirms prior findings on videoconferencing issues and provides new insights for supporting remote Gaelic teacher training.

Blended learning and flipped classroom in nursing 2014

Cynthia Bechtel

blended learning show

lhoknibong

Blended learning combines online and in-person learning, allowing students some control over their time, place, path, and pace of instruction. It helps students learn in ways aligned with their styles and preferences, provides flexibility for teachers and independent study opportunities for students. Blended learning combines the strengths of in-person classes with online multimedia content that students can access anywhere, anytime with internet access.

Power poin aton blended learning

lhoknibong

Blended learning combines online and in-person learning, allowing students some control over the time, place, path, and pace of their education. It utilizes different learning styles and preferences by combining the strengths of teachers and technology tools. Blended learning provides flexibility for students to learn both independently and collaboratively, while helping teachers maximize their instructional time and streamlining costs similar to traditional schooling. It is a learning process that uses various media and technology to facilitate both conventional classroom and independent online learning.

2.27.12 raina + carruthers seneca twt

carol.carruthers

This document outlines the use of technology to enhance student-centered learning in a foundational mathematics classroom. Key aspects discussed include using tablet PCs to take digital notes during synchronous in-class sessions and completing asynchronous online activities outside of class. Polling software and shared digital workspaces allow for real-time feedback and collaboration. The approach aims to increase student engagement, participation, and flexibility in the learning process.

Connecting with the Connected Learner - Course Technology Computing Conference

Cengage Learning

This document discusses strategies for defending an introductory computer course that is threatened with being eliminated. It recommends aligning the course objectives with the priorities of various stakeholders, including administrators, employers, accreditors, the university, and students. Specifically, it suggests focusing on skills like critical thinking, problem solving, communication, and popular software. It also emphasizes the importance of keeping content relevant and connecting with today's internet-savvy students through blended learning, flipped classrooms, active learning, and online communities. The overall goal is to allow students to take responsibility for their education while keeping the course content meaningful.

Similar to Tracking the Blended Learning Trend for NCCE 2015! (20)

EdTech 2019: Online Programme Team: Roles, Induction and Lessons Learned

Blending Math Instruction for Elementary Grades

Flipping Your Course with Brightspace - Tennessee Ignite, Feb. 13, 2015

Blended and online Learning PPT Presented in Pondicherry university

Techspo 2016

Hybrid Learning Fad or Future?.pdf

Blended Education in Practice

J.L. Wessels EPORTFOLIO5164826

Blended learning - Online Learning and Traditional Learning

GlobalLearn2015Presentation

Blended Learning in the Math Classroom: Leveraging Professional Development t...

You're Teaching a Hybrid Class Etudes Summit 2015

HE Blended Learning - Charles Darwin University

The Blend in Mind - Saskatchewan Middle Year Assoc Conference Oct 2015

Student Perspectives On Videoconferencing In Teacher Education Final At

Blended learning and flipped classroom in nursing 2014

blended learning show

Power poin aton blended learning

2.27.12 raina + carruthers seneca twt

Connecting with the Connected Learner - Course Technology Computing Conference

More from Jason Neiffer

Data, Privacy and the Cloud: Oh my!

Tracking the Blended Learning Trend for NCCE 2015!

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Tracking the Blended Learning Trend for NCCE 2015!

Similar to Tracking the Blended Learning Trend for NCCE 2015! (20)

More from Jason Neiffer

More from Jason Neiffer (20)

Recently uploaded

Recently uploaded (20)

Tracking the Blended Learning Trend for NCCE 2015!