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Blended Learning in Action (AESA 2011)
1. Blended Learning in Action:
Improving Education
through Technology
COLLEEN WORRELL
MANAGER OF PROFESSIONAL DEVELOPMENT
VHS (MAYNARD, MA)
SUSAN REES
EXECUTIVE DIRECTOR
ACCEPT COLLABORATIVE (NATICK, MA)
AESA CONFERENCE
DECEMBER 2011
2. Session Overview
Introductions and Background
What is Blended Learning?
Blended Learning in Practice:
Project ABLE
Strategies for Success
Q&A/Discussion
3. Introductions
ACCEPT Education
VHS
Collaborative
Founded in 1974 to promote “The” original Virtual High
excellence and innovation in School – 15 years of operation
educational practice for school Non-profit consortium of
districts in MetroWest, MA nearly 700 member schools
Mission: use the collective power from across the globe (in 32
of member school districts and states & 40 countries)
community resources to provide Co-synchronous online
a wide range of exceptional middle/high school courses
programs and services that that aim to supplement
maximize the potential of curriculum
students, their families,
educators and communities. Respected PD program for
educators at all levels
7. Online: Synchronous or
Swenson and asynchronous online learning
Redmond,
Issues in with 20% or less face-to-face time.
Teacher Blended: Synchronous or
Education
(2009) asynchronous online learning
combined with more than 20%
Some definitions face-to-face time.
quantify level of
online versus f2f
Hybrid: Courses that combine two
time, using or more synchronous or
different asynchronous online learning
terminology to
distinguish tools combined with face-to face
approaches time.
8. Definitions
There are many different interpretations
Program level versus classroom level
implementation
Differentiating factors include
Time
Model(s)
Delivery
Rationale
Technology
9. “[Blended learning] integrates
City Prep
Academies
face-to-face classroom time
(NY) with online learning
(facilitated at all times by a
Some definitions
to consider . . .
classroom teacher),
combining the effectiveness
and socialization of the
classroom with technology-
enhanced online materials.”
10. . . . And the list goes on
Keeping Pace Report Innosight Whitepaper
“Blended learning “Blended learning is any
combines online learning time a student learns at
with other modes of least in part at a supervised
instructional delivery.” 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.”
11. Context is Key
Rationales vary:
Time and Money
Student Engagement
Personalized Instruction
21st Century Skills
Transformative Practice
Too often the focus is on the “how” rather than the
“why”
Primary goal: create more effective, engaging, and
flexible ways for students to learn and gain mastery
12. VHS’ Definition of Blended Learning
Blended learning is the
integration of digital
content, resources, and
Web 2.0 tools into
classroom instructional
practice to enhance,
expand, and transform
student learning and
outcomes.
Image used under a Creative Commons license
13. Begin with
the End in
Mind
Alexander Hiam’s
Five I’s of
Educating for
Innovation:
◊ Imagination
◊ Inquiry
◊ Invention
◊ Implementation
◊ Initiative
Image credit: FableVision Poster Gallery
14. Blended Learning Must Haves
Quality, flexible PD for teachers
Supportive school environment and school leaders
Strong vision around quality, student-centered
learning
Emphasis on 21st century competencies
Integration of Open Educational Resources/digital
technologies
24/7 access to student learning opportunities
Rethink classroom time (meet needs of all learners)
Standards-based focus
16. Project ABLE
Ten participating school
districts (2010-11)
Two-year professional
development grant
initiative (STEM)
Emphasis on:
5 C’s
Backwards and universal
design
project-based learning
OER and Web 2.0
technologies
Innovation and engagement
Image source: flickr.com
17. Project ABLE Mission & Focus
Our approach promotes the Develop student-centered,
universally designed standards
development of solid based curriculum units that are
content knowledge, relevant and rigorous
personalized learning and Design lessons that teach the 5
21st century skill “c’s”: content knowledge, critical
development. thinking, communication,
collaboration, and creativity
Teachers create rich Provide a flexible learning
curriculum and adaptive environment for students (physical
project based learning and virtual)
environments that engage Foster an innovative, collaborative,
project-based classroom culture
all students leading to
Facilitate and manage the online
successful learning and face-to-face classroom
outcomes for all students. seamlessly
18. Blended PD
Initiative
Teachers trained in
blended course
development and
facilitation
Online learning
modules and f2f
workshops
Professional Learning
Communities for
ongoing support
Strong mentoring
component
19. Introduction to Blended Learning
Online
Modules Introduction to Open Educational
Resources
→ Co-synchronous
model
Facilitation Skills I
→ 10 hours each
→ Woven into
comprehensive PD PBL and Blended Learning
program (f2f
workshops,
mentoring Facilitation Skills II
sessions, online
PLC)
21. Why Use OER?
21st
Flexibility Quality Affordability Interactivity Century
Skills
22. Top OER by Subject
Fine Arts: http://www.diigo.com/list/cdworrell/fine-arts-
oer
Foreign Languages:
http://www.diigo.com/list/cdworrell/foreign-language-oer
Language Arts:
http://www.diigo.com/list/cdworrell/language-arts-oer
Math: http://www.diigo.com/list/cdworrell/math-oer
Science: http://www.diigo.com/list/cdworrell/science-oer
Social Studies/History:
http://www.diigo.com/list/cdworrell/social-studies-oer
27. Flipped
Classroom
Middle School teacher
from Ashland, MA
Uses open source
videos from Khan
Academy
Creates her own
podcasts and videos to
teach content
Enables more flexible
use of class meeting
time
Image credit: Knewton blog
28. A means to INCREASE interaction and
The Flipped personalized contact time between students and
Classroom teachers.
is . . . An environment where students take
responsibility for their own learning.
A classroom where the teacher is not the "sage
From “The Flipped on the stage," but the "guide on the side."
Class: What it is and A blending of direct instruction with
What it is Not” constructivist learning.
by Jon Bergmann, A classroom where students who are absent due
Jerry Overmyer and to illness or extra-curricular activities such as
Brett Wilie athletics or field-trips, don't get left behind.
A class where content is permanently archived
for review or remediation.
A class where all students are engaged in their
learning and can get a personalized education.
30. Why Personalize Learning?
Flexible anytime,
anywhere learning
Redefine teacher role and
expand “teacher”
Project based, authentic
learning
Student-driven learning
path
Mastery/competency-
based, progression pace
Image provided by Millis Public Schools
31. Goals of the 1:1 iPad Pilot
1. Extend Learning
beyond the School Day
2. Increase Student
Engagement &
Productivity
3. Increase 21st Century
Skill Development
4. Promote Self-Directed
Learning
Physical Science
5. Support Personalized class, Mr. Benham,
Learning Millis Middle/High
School
Image provided by Millis Public Schools
33. Can I Design, Build and Analyze the
motion of a car that will jump a canal?
Images provided by Millis Public Schools
34. Project ABLE Outcomes
Teacher excitement, re-engagement, & innovation
Many different models of success, many similar
challenges
Student engagement, collaboration, initiative
New district-funded cohort in 2012
40. Think about Design not Technology
Plan ahead and start early
Focus on course goals & learning objectives
Design should determine your use of technology,
not the other way around
41. Blended Learning is a Process
Rely on
Start small student/peer
and build feedback & self- Be flexible –
your blended reflection to learn as you
course one constantly go!
step at a time improve your
course
43. Diversify • Incorporate a variety of media and
voices into your approach (e.g., text,
your video, podcasts, websites,
approach discussion forums, wikis/blogs,
journals, slideshows)
Move • Use Open Educational Resources to
integrate quality content, create
beyond the engaging learning experiences, and
textbook take students beyond the classroom
• Rethink how to measure student
Realign progress and mastery in a blended
assessment environment
45. Establish clear Use multiple modes
expectations, and voices (syllabus,
directions, and lines of announcements, email,
communication blog, podcasts, etc. )
Communicate
Establish online
Provide timely
presence – students
feedback as often as
need to know teachers
possible to students
are there
47. Collaboration & community for
students
Communities of practice for
teachers & school leaders
Knowledge! Create opportunities
to develop content knowledge,
pedagogical approaches, and
technical competencies
Image credit social networks: flickr.com Image credit books: flickr.com
50. Thank you for
attending this
session!
Colleen Worrell
cworrell@govhs.org
Susan Rees
srees@accept.org
Diigo list:
http://www.diigo.com/list/cdworrell/blend
edlearning
Image credit: flickr.com
Notes de l'éditeur
Texas DOE: 40% of content and activities are onlineSloan C:Blended/Hybrid = 30 to 79% of content is online where course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to- face meetings.
Emphasize QUALITY/impact not quantityNote the juxtaposition of old (timeless?) with new! Interesting fact: In recent article Money magazine named “40 under 40” top leaders from around the globe notable for being today’s “innovators, disrupters, and job creators.” Only one leader – Sal Kahn of Khan Academy – has direct ties to education.
Too often the role of school leadership is a mere asterisk in research on online and blended learning. However, experience reveals that the most successful initiatives all have supportive and knowledgeable administrators. If we are to create quality learning experiences around what Alexander Hiam calls the Five I’s (Imagination, Inquiry, Invention, Implementation, and Initiative) we need effective school leaders who both model and nurture the 21st century competencies we want to build in our students. See this forHiam’s article: http://www.eschoolnews.com/2011/02/01/how-and-why-to-teach-innovation-in-our-schools/
Rather than passively consuming content teachers and students become active producers of knowledge in the new world of OER
Moodle site created by a Project ABLE teacher for a blended Digital Photography course;Authentic Assessment=assignments produce online school paper – see next slide for screenshot of paper, one after that = screenshot of blogBlogs/wikis NOT in Moodle = word pressMention *don’t need* an LMS
Types of stuff to talk about – remind group that there are things to think about if they are undertaking a big blended learning initiative. Under funding they should think about grants or other means for funding the training/PD that would be needed for this initiative. Within Timing, it’s important to think about whether they should start with a smaller pilot, using highly motivated teachers (rather than rolling out a huge initiative). Get the student interest and energy up so that they are excited about the project. Technology considerations speak to whether or not they need hardware (1x1 initiative, for example) and should be careful to ensure that their technology infrastructure is up to the task. Within organization, I’d consider taking about which content goes online, what percentage of content will constitute a blended class, how are teachers using the online component, what are the goals. Delivery is the process of delivering content (host locally vs. through a third-party vendor). Also considerations around evaluating teachers, etc.
Moving to a blended approach takes time and requires careful planning that centers around course goals and learning objectives
Fundamentally rethinking the course design to optimize student engagement What does blended learning look like? No “one way” of “going blended”/Division of online and classroom instruction for each blended course varies/Different approaches are based on course content, instructional style, class size, and overall course goals.
RE: Feedback – acknowledge LMSs as timesaving tools for teachers (with automatic grading) as well as free online tools like Hot Potatoes RE: “Be Present” talk about how the "guide on the side" often becomes a "ghost" to students in an online setting.
RE: Professional Community: .Seek out a community (f2f and/or virtual) of supportive, like-minded peers and professionals for ideas and to sustain your professional growth (PLCs)Re:knowledge -- Not only will this help to energize you as an educator, it will also make you a model of life-long learning for your students.
