1. The PD Blender
Blending Virtual and Face-to-Face
For Effective PD
Rachel Porter
Sr. Instructional Specialist
rporter@qtlcenters.org
919-368-7029
The Centers for Quality Teaching and Learning
4009 Barrett Dr., Suite 102 Raleigh, NC 27609
www.qtlcenters.org 919-878-0540

2. Icebreaker
Collect signatures of participants who have done the following. The catch – you may only collect one
signature from each person in the room.
Has their own
Subscribes to a page on a work Has a personal Has a Facebook
Has a blog website (school,
blog website page
district,
organization)
Has a Twitter Has hosted a Has “attended” Has created a Has facilitated a
account webinar a webinar Moodle course Moodle course
Has
Has their own Has posted a
Has posted a downloaded a Has “hung out”
YouTube video on
podcast online podcast or on Google+
channel YouTube
vodcast
Has participated Has tried the
Has conducted a
in a distance “flipped Has contributed Has created and
distance
learning classroom” to a wiki shared a wiki
learning course
experience approach
Has used web
Has a LinkedIn Has participated Has an Edmodo 2.0 to “crowd
Has an avatar
page in an online chat page source”
information
©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 2

3. Needs Assessment - Determining Capacity for Blended Learning
Directions: Answer the following questions related to the adult learning you plan to design
by placing a check in the box marked yes or no. When complete, tally the number of
questions to which you responded “yes” and review with the scale provided below. YES NO
Do you anticipate training more than 150 persons over the next one to three years?
Are the adult learners working at different locations?
Are the adult learners computer literate?
Do the adult learners have access to computers with speakers and printers at their work
sites?
Do the adult learners have access to the internet or intranet in your organization?
Do the adult learners prefer to be self-directed in learning new knowledge and skills?
Do the adult learners feel comfortable in using e –mail?
Do the work responsibilities of the adult learners make it difficult for them to attend training on
work time?
Will the content of the learning be consistent for all or most learners?
Is it important to track the learner’s performance and results in this adult learning opportunity?
Can your school, department or district provide staff to support the learners as they use
technology-based approaches to learning?
Are resources available now to cover the upfront costs of development?
Total
Scoring:
12-10 Using a technology-based approach to your design seems very appropriate and conditions are
favorable for its success.
9-7 Using a technology-based approach to your design may be appropriate; however, conditions may
need to be improved to assure its success.
6-3 Using a technology-based approach is probably inappropriate unless conditions can be changed to
improve the chances of success.
2-0 Using a technology-based approach to your design is inappropriate and few to no conditions exist
that would be required for success.
Adapted from: http://etc.usf.edu/broward/pdf/techbasedtrain.pdf
©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 3

4. Traditional Online/
Face-to-Face Virtual
Blended
Learning
Strengths? Strengths?
Weaknesses? Weaknesses?
©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 4

5. MAPPING BLENDED LEARNING
Environment
Blended
Learning
Media Instruction
©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 5

6. What’s In the Blend?
Live face-to-face (formal) Live face-to-face (informal)
 Instructor-led classroom  Collegial relationships
 Workshops  Work teams (PLCs)
 Coaching, mentoring  Apprenticeships
 On-the-job training
 Work-based problems
Virtual collaborative/synchronous Virtual collaborative/asynchronous
 Live e-learning classes  E-mail
 E-coaching, e-mentoring  Online communities and
 Instant message, SMS, chats discussion boards
 Listservs
 Blogs, wikis, podcasts
Self-paced learning (print, CD/DVD, Performance Support
electronic, wireless)  Online help systems
 Online modules  Print job aids
 Online resources links  Online knowledge databases
 Simulations and scenarios  Documentation
 Assessments and self-  Performance support tools
assessments
 Workbooks, readings
Adapted from Rossett, Douglis & Frazee, 2003
As accessed in Rossett & Frazee, Blended Learning Opportunities,
American Management Assoc. Special Report, 2006
©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 6

7. What?
So What?
Now what?
At the conclusion of our session, address the following questions
and prepare to share with the group.
What?
What did I learn?
So what?
Why is it important?
Now what?
What are my next steps?
©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 7

8. Blended Learning Glossary
Asynchronous – different time and usually different place
Blended approach –mix of synchronous & asynchronous learning that combines F2F and virtual
Blog - web log, online journal, and/or set of informal articles posted online
Chat – synchronous online discussion usually held in a closed space or “chat room”
Collaborative Tools – learning tools such as discussion forums, wikis, blogs and others that provide
collaborative spaces as opposed to instructional media
Constructivism – learning theory that emphasizes the active role of the learner in making
connections and creating meaning
Didactic – instructor-led, information flows from teacher to students
Dialectic – discussion-based, information flows between teacher and students via conversation
Discussion Forum – web 2.0 tool that allows users to create “threads” of topics, questions and
dialogue, where members respond to one another and access the entire conversation in one space.
Distance Learning – learning that takes place without the physical presence of an instructor
Dynamic Content – content that can be easily updated, expanded and edited
Elasticity – Flexibility of components in blended learning matched to context and learner needs
F2F – face-to-face
Flipped Classroom – instruction that moves lecture to asynchronous digital media (recordings
viewed as homework) and focuses F2F time on student-driven activity
Listserv – e-mail-based communication tool where members receive news,
Media – vehicles for delivering content (print, web, video, etc.)
Moodle – open-source online learning platform, Modular Object-Oriented Digital Learning Environment
Podcast – distribution of recorded audio “shows” on the web
Portability – how portable a specific media or learning tool may be via mobile devices, laptops, etc.
Synchronous – same time, may be in the same place (F2F) or different
Synchronous Learning Systems – online platforms that allow for synchronous audio, text, chat,
document sharing, whiteboard functions, etc. (ex. Elluminate)
Traditional Classroom – F2F learning environment, typically teacher-led, may be didactic or dialectic
Virtual – completely online, accessed through a computer or mobile device
Vodcast – distribution of recorded video “shows” on the web
Web 2.0 – websites that incorporate user-generated content and interaction
Web 3.0 – though no official definition yet exists, the term is generally used in reference to web
experiences that use location and time to connect users and share content and are heavily
dependent on mobile devices such as smart phones with gps.
Web Conference – Synchronous meetings held in a virtual space that may include a blend of audio,
video and file sharing (ex. WebEx, GoToMeeting, etc.)
Webinar – seminars delivered online that may include live or recorded lecture, presentation,
discussion and media components
Wiki – web 2.0 tool that allows users to collaborate, edit and create content that is housed online.
Sources:
http://www.slideshare.net/jtholden/developing-a-blended-learning-strategy-instructional-media-pedagogical-
considerations
http://theelearningcoach.com/resources/online-learning-glossary-of-terms/
http://mindshift.kqed.org/2011/09/the-flipped-classroom-defined/
©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 8

9. Additional Blended Learning Resources
http://etc.usf.edu/broward/mod4/module4.html
http://www.slideshare.net/jtholden/developing-a-blended-learning-
strategy-instructional-media-pedagogical-considerations
http://www.aasa.org/SchoolAdministratorArticle.aspx?id=12924
http://blended.online.ucf.edu/
http://www.edutopia.org/stw-online-learning-teacher-development
http://sloanconsortium.org/conferences/2011/aln/teaching-blended-
learning-pedagogy-through-blended-learning-faculty-development
http://usir.salford.ac.uk/1658/
https://docs.google.com/viewer?url=http%3A%2F%2Fwww.usdla.org%2Fas
sets/pdf_files/USDLA_Ins_Media.pdf
©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 9