Slides from session on February 15, 2013 in Bayside Room. Blended Learning - Active Research

1. THE BLENDED LEARNING
CONTEXT
A PILOT PROJECT
REVIEWED

2. TODAY WE WILL DISCUSS:
 Purpose of Pilot
Who?
What?
Where?
 Definitions
Blended
Hybrid
 Overview
Why Blend?
Lessons Learned
Participants Point of View
Future Directions
 Wrap-up

3. Why are we
seeking new
ways of
doing “old
stuff”?

4. DEFINITIONS
“a common lexicon to discuss virtual learning”
Blended Learning lacks a unified definition; a variety of definitions exist, addressing
different aspects of instruction:
 Combining teaching strategies
 Combining delivery media
 Combining online & face-to-face instruction
Wikipedia describes Blended learning as:
 Education that combines face-to-face classroom methods with computer mediated activities.
The strategy creates a more integrated approach for instructors and learners.
 No consensus on a definition.
 The terms "blended,” ”hybrid," and "mixed-mode" are used interchangeably in current
research literature.
For the PILOT we use the definitions in the following manner:
BLENDED – Curriculum is available on-line but delivered in a Brick and Mortar school.
HYBRID – enriching curriculum with the addition of learning using technology and
differentiated instruction.

5. CENTURIES OF BLENDED LEARNING

6. A PICTURE IS WORTH A THOUSAND WORDS

7. … and these are the words…

8. INCREASED
ROLE of
ED-TECH
The cause and
effect of using
more technology
in teaching means
that there is a
greater demand
for targeted and
specific technical
support.

9. SYNCHRONOUS TO ASYNCHRONOUS
“What is new in this era of blended learning are the powerful modes of online
synchronous and asynchronous activities, and technology-based instructional
methods which can now be added to the mix.” Richard Otto
 Classroom  Blog
 Fieldtrips  Wiki
 Labs  Threaded discussions
 Virtual classroom  Podcasts
 Webinars  DL
 Coaching  Internet
 Mentoring  Simulations
 Self-paced Tutorials
 Mobile/Wireless

10. PROFILE EXAMPLES OF STUDENT USE
What Does It Mean?

11. WHAT ARE THE EXPERTS SAYING?
Blended Learning is a small change if School Districts use the existing resources
Quote 1 and not have teachers re-create curriculum. Seth Godin
…face to face instruction & computer-mediated instruction - Traditionally
co-existed as separate methods addressing the needs of different
Quote 2 audiences. Digital technologies = supplemental purpose, helping to
support face to face instruction. Curtis Bonk & Charles Graham
Blended Learning is an approach to course design that meaningfully brings
together the best of both face-to-face & online learning. It is not intended to
Quote 3 supplant either of these individual approaches, rather to build from each to
create a new, more effective learning experience for students. University of Calgary
Position Paper on Blended Learning
Great blended learning course design will seek to leverage that which is best
done in-person (debates; group presentations; reflexive response/thought) in
combination with that which is best done online (provision of content; deeper,
Quote 4 reflective discourse; document management & organization). University of Calgary
Position Paper on Blended Learning
When students perceive the technology as a luxury or extra, they will play
Quote 5 with it. But when student perceive the technology as a learning tool, they
will own their learning. Author unknown

12. WHY BLEND? WHY NOW?
Advances in TECHNOLOGY make the incorporation of online
instructional materials POSSIBLE.
But why do it?
• Increase student flexibility/access to materials while
retaining a sense of community
• Build personalized learning that is truly differentiated.
• Cost efficiency/facilities issues (seat time)
• Early evidence of positive impact on learning outcomes
• Paradigm shift to train students to to be self-
motivated/engaged learners.

13. THE PILOT… In a Nutshell
 Offer teachers a chance to teach differently.
 Offer students a chance to learn differently.
 Provide a blended learning method (a traditional classroom setting,
supportive technology and online curriculum).
 Offer teachers and students a chance to interact and learn together
using Blackboard 9.1 (LMS).
 Offer 10 classroom teachers from the Sooke School District a chance to
participate.
 Provide teachers with training and teacher accounts in Blackboard.
 Provide teachers with digital course content for their subject areas,
including text, multimedia, assessment tools and teacher guides.
 Provide students and parents accounts for the teachers’ online
classroom to allow for “anywhere/anytime” access to their new
learning environment.
 There is no explicit “criteria” for success.

14. PROJECT PARTNER ROLES
E-Learning and Graduation (Ministry of Education)
 Provide partial funding for project
 Provide access to “ provincial sandbox” to participating
teachers
Open School BC (Ministry of Education)
 Manage project funding and deliverables
 Provide access to content/learning management system for
up to 1000 users
 Provide training and Tier 2 support to participating teachers
& project lead
Sooke School District (SD 62)
 Provide 0.4 release time for project coordinator/teacher
 Select teachers and classes for pilot project
 Mentor teachers in use of Blackboard and monitor
student/parent/teacher activities
 Create discussion group and work with Open School BC to
create survey questions for participant groups
 Report findings back to OSBC/Ministry of Education &
present at spring conference

15. BUDGET
MINISTRY OF EDUCATION:
Teacher Release Time (20 days @ 350/day) 7000
Development of tools for action research 1000
OPEN SCHOOL:
Bb Hosting (1000 users) 11500
Bb support/admin 1000
Course Licensing 7500
SOOKE SCHOOL DISTRICT (WESTSHORE)
Travel & presentation 1000
Support teacher salary (SD 62) (0.4 Salary/benefits /0.5 year) 20000

16. OUR SECRET WEAPON FOR SUCCESS
An EDUCATOR with vision & skills…capable of
creating/editing/changing virtual resources
REQUIRED LEVELS OF SUPPORT &
DEVELOPMENT
 Project Lead
 Provide access to content/learning
management system
 Help teachers blend classroom content
with LMS
 Provide training & support for teachers
 Communication with
teachers/administrators
 Monitor Pilot classes -
student/parent/teacher activities
 Mentor teachers in use of Blackboard
 Create/monitor discussion group
 Work with Open School BC
 Create survey questions & Report findings

17. PILOT GOALS & OBJECTIVES:
Questions to be addressed:
 If teachers have access to a high quality learning
management system how will they use it?
 How will blended learning change the learning
experience for students?
 What impact will access to an online learning
system have on parental participation and
involvement in their student’s learning?
 Did teachers use the resources to support their
vision of “personalized learning” for their
students?
 *** Other questions and outcomes that evolve… as
the project unfolds.

18. PRAGMATICS
Blended Learning is NOT an Information
Technology solution. IT must supply internet
access. That is the demarcation - everything that
happens after the student logs in is where IT
stops and ET starts.
IT support is not needed for Design and
Development but ACCESS is IMPOSSIBLE
without it. If IT fails there is NO learning
experience.
Blended Learning is an educational model focused
on best instructional practice. HOWEVER, you
need the best online curriculum, made to
professional standards, to do it well.

19. DESIGNING BLENDED CURRICULUM SOLUTIONS
Educator should consider these 3 questions
1. 2. 3.
What are the What are the What are the
learning characteristics of restraints the
requirements the population the teachers are working
… the take away ideas teachers are with (time, budget, &
of the class? working with? resources))

20. Teacher Comfort Levels with Blended Learning

21. SCAFFOLDING TEACHERS
WHAT WORKED IN THIS PILOT?
Teachers working in teams
Decide together, which skills and content they want to keep and what they are willing to
“rip out” to meet the learning objectives.
Keep adding new tools and support
Work together to demonstrate a new learning tool. Once they have become comfortable
with the tools being added they add them to their repertoire.
Keep it non-threatening and organic (always growing and changing).
Provide extensive professional development
Bring people in or send educators out to learn from each other and share best practice.
Train your champions and partner them with a “pal”. Partners support each other
while they model their 21st century skill set.
Provide the right support for staff
If “the new idea” is too difficult or overwhelming or if it does not work when the
teachers go to use it, that educational change will never be successful.
Technical support (technician)
Curriculum support (teacher or technician capable of creating/editing/changing virtual
resources)
Teachers need 1-0n-1 specific support for their instructional needs.
Utilize a Learning Management System
Learning Resources that already exist are an easier place to start than the
overwhelming thought of having to create their own…

22. WHAT DID THE TEACHERS SAY?
PROS
Preferred the blended aspects of the project for use with assessment. (Assessment)
Online quizzes and tests worked well. (Assessment)
Online keys/texts and lessons were an asset. (Virtual access)
Students can work ahead or catch-up, which created a higher pass rate in the science
course. (Flexibility)
CONS
Least successful aspect for our students was that students printed everything out and
handed in paper anyway. (Old habits)
Extension of the project clogged the times available in the computer lab so only really
committed teachers (or teachers with timetables that worked with available time slots)
could get lab time. (Access to technology)
Access to computer time and technology use within the facilities and the slow and
insufficient Internet caused problems. (Access to technology infrastructure)
NEUTRAL
Engagement level depended on the student. (Flexibility)
Blending classroom time should be done with students who want to do it because it is not
the same for everyone. (Flexibility)
The blended environment provides options for student learning but communication is still
more powerful in class. (This is blended!)

23. WHAT DID THE STUDENTS SAY?
PRO
 I liked how assignments, notes, and quizzes were available online for me to access and
complete from home. (access)
 We did lots of tests online which was good because you could work on them at home if
you needed to. (access)
 It helps me study out of class/on break well and with understanding. Diagrams and
online YouTube videos helped as well. (access and variety)
 I believe blended learning is something that will be in our future, so therefor we must
adapt to the different way to learn and absorb information.
 Some parts of this project I truly enjoyed such as being given worksheets and being
asked to finish them with the help of Blackboard and our notes it makes our learning
richer and more fulfilled. (engagement)
 It allowed me to keep track of what unit we were on, and what to expect. I could go
ahead and look before starting it in class. (Flexibility)
 After taking practice tests, the custom study guide was an excellent tool to improve
grades later. (Flexibility)
 Was able to work away from home and school! Good to use when checking in during
vacation. (access)
 I was able to work on or study anything that was needed at my own pace, it was nice.
(Flexibility)

24. WHAT DID THE STUDENTS SAY?
CON
 Sometimes if I needed to do work from home I couldn’t, due to
no text book or no computer available. It sucks. (access)
 I didn't like the online textbook but the power points were
helpful. (Flexibility)
 Wasted time, way behind due to blended learning. Computers
don't teach me, teachers do. (not blended then)
 iPads seemed too distracting having games and such on them,
but page layout was very easy to follow. (individual styles)
 I DONT LIKE BLACK BOARD I HAVE NEVER USED IT IN
THIS COURSE AND I NEVER WILL. I LIKE LEARNING
FROM A TEXT BOOK AS IT IS HOW I GREW UP. I DO NOT
LIKE THE FORMAT OR ANYTHING ABOUT BLACKBOARD.
I DONT LIKE IT. (training required)

25. THE PILOT CHALLENGES
 Training
 $$$ and Time
 Wrestling with the questions of quality (content over delivery)
 Support for students (and staff) with access to
reliable/available technology. Each school/class needs reliable
“pipes and machines”. Schools need enough Machines/labs for
easy student access.
 What do you remove when you add something and still stay
on track with the curriculum?
 Wrestling with how much F-2-F and on-line time students
need/want.

26. LESSONS LEARNED:
 FLEXIBILITY of the timelines of blended courses
popular.
 Proximity to instructor can vary but students from pilot
indicated their need to see the teacher regularly.
 Redesigning a course from Face-2-Face to Blended
Learning TAKES TIME.
 Integration is key to a good course.
 Provide models for future instructional design.
 On-line resources change the dynamic of needing to use
a standard text book.
 We must ensure that when we introduce this to our
classes it is NOT an “add-on” and viewed as “more
work” as it impacts how it is viewed by students.

27. FUTURE IMPLICATIONS
 Blended learning as a broad instructional approach in
education remains in its formative stage but has reached
acceptance by many.
 Growth is steady, and there is anticipation of continued
growth in K-12 education.
 Post-secondary education is well underway supporting
instructional staff to adopt Blended Learning.
 It is a working system. It has the bar set high.
 Capacity is rapidly being established now.
 “Blending the Online and Face-to-Face Learning
Environments” to help showcase how online and blended
learning are the future of education.
 Teachers need to be reassured that this direction will be
continued and their work/effort won’t be lost.

28. NEXT STEPS
 Propose the district considers Blended Learning as the
educational model to lead schools into the next decade.
 Currently, numerous Pilot teachers are blending fully
developed online courses with their F-2-F instruction
and we need to expand the opportunity for other
teachers and build the capacity which has been
established.
 Be school-ready in two and half years for the opening of
the Sooke School Districts 2 new high schools.
 Begin to train teachers/students at Middle Schools.
 Train students to be more independent learners.
During the pilot it was evident that many students
resisted as they just wanted to be told what to do and do
it.

29. THE PILOT GOAL IS MET…
Maximized flexibility and student
learning using advanced and
interesting digital teaching tools and
learning platforms combined with
classroom interactions and
innovations.

30. QUESTIONS/COMMENTS?
DAL LITTLE - dlittle@sd62.bc.ca
DAPHNE CHURCHILL - daphne.churchill@gmail.com