acs athens panel presentation

The i2Flex Classroom Model: A New Pathway for K12

Blended Learning

S. GIALAMAS & M.D. AVGERINOU WITH

D. ANDRIKOPOULOS, M. KATSIYIANNI, H. ARNOLD, J. GRIGOROPOULOS,

L. RONTOGIANNIS, A. DIMITROPOULOS, & D. NELSON ICODL2015-‐ ATHENS GR

Session Overview

•  The gMp; HMH with Ethos; Background to i2Flex (Gialamas)

•  i2Flex: what it is; what it takes to implement (the four condiBons; leadership) (Avgerinou)

•  Major challenges (Gialamas) •  Voices from the Trenches: Math (Andrikopoulos & Katsigyianni); Second Language (Arnold & Grigoropoulos); Science (Rontogiannis); Physical EducaBon (Dimitropoulos); & Social Studies (Nelson)

EducaVon for the 21st Century

•  purpose of educaBon is to successfully prepare students for the future

•  by implicaBon, we cannot conBnue educaBng them in ways that address educaBon and market needs of the past.

EducaVon in the 21st Century

•  The world has changed exponenBally in ways that are not always easy to understand, so as to accurately predict and prepare students for the future.

•  Thus, a new trajectory in educaBon is urgently needed

The Role of Academic InsVtuVons

All Academic insBtuBons of the world must inspire their students to develop the wisdom to transform their educaBonal experience into social, economic, environmental, intellectual and ethical resources to improve their lives, but most importantly the lives of less privileged students across the globe.

EducaVonal OpportuniVes

Academic insBtuBons, now more than ever, have to provide educaBonal opportuniBes and experiences which are determined by their culture defined through its history, principles, values, policies, management style and most importantly the thinking and behavior of its consBtuents.

Global Morfosis paradigm (gMp) Consists of three inseparable, interconnected, and interrelated components: 1) the Morfosis, EducaVonal philosophy from the Greek word Μόρφωση (ethical, social and intellectual shaping of the human character), 2) The i2Flex Delivery Methodology 3) the Aristeia Leadership, from the Greek word Αριστεία (pursuing excellence under the guidance of ethos).

Global Morfosis Paradigm (gMp)

g-morfosis.gr

Morfosis EducaVonal Philosophy (Morfosis –Μόρφωση)

is defined as a

•  holisBc •  meaningful •  harmonious educaBonal experience •  guided by ethos

Morfosis

•  Holis&c understanding and successfully combining the academic, emoBonal, physical, intellectual and ethical components to ensure a healthy, balanced individual.

•  Meaningful being in line with ones principles and values, with ones personal and professional goals

Morfosis (cont.)

•  Harmonious Refers to the idea that all human dimensions must be in harmony. In other words emoBons, intelligence and intellect must be harmonically integrated.

•  Ethos “ Doing the right thing when no one is watching you” (C.S.Lewis; Aldo Leopold)

The Aristeia (Αριστεία) Leadership

• The Aristeia leadership is the conBnuous act of effecBvely engaging all members of an organizaBon, or community, as well as uBlizing their differences, their authenBc energies, creaBve ideas, and diverse qualiBes primarily for the benefit of their consBtuencies. It consists of three components.

Components of Aristeia

•  The establishment of an Authen-c Leadership Iden-ty (ALI)

•  The creaBon of a Collec-ve Leadership-‐Partnership Approach (CPA).

•  Serving Humanity

www.g-‐morfosis.gr

i2Flex History

•  2000 -‐2003: iOpVmize (USA)

Keller Graduate School of Business and

Management (10,000 students)

DeVryUniversity (21,000 students)

•  2003: iFlex American College of Thessaloniki

(125 students)

iOpVmize

•  A 15 weeks course became 10 weeks course •  Once a week face to face •  The rest of the week online •  Course shell •  4580 professor were trained •  122 course shells were created •  Different types of assessments created for students and professors

iFlex

•  15 weeks course had the following structure •  Week 1 Face to Face •  Weeks 2,3,4 Online •  Week 5 Face to Face •  Weeks 6,7,8,9 Online •  Week 10 Face to Face •  Weeks 11,12,13,14 Online •  Week 15 Face to face

i2Flex: what it is

•  i: independent •  i: inquiry-‐based

•  guided •  face-‐to-‐face

•  flexible LEARNING •  supported by technology

Why i2Flex •  The main goal underlying the implementaBon of this learner-‐

centered methodology in systemaBc, pedagogically sound ways, is the development of higher order cogniBve skills as these have been specified in Bloom’s revised Taxonomy (Anderson & Krathwohl, 2001), within a learning design framework that is flexible regarding Bme, pace, place, and/or mode.

•  UlBmately, i2Flex aims at culBvaBng and expanding students' 21st century skills, while empowering them to funcBon as architects of their own learning (per the ACS Athens’ vision), and at the same Bme facilitaBng their successful preparaBon for their higher educaBon studies, as well as their future roles both as professionals, and global ciBzens.

Benefits of i2Flex

•  Greater personalizaBon (“just for me” learning) of the learning experiences

•  AnyBme, anywhere learning •  Facilitates acBve learning; boosts engagement, and

confidence •  Develops student 21st Century skills •  Leads to higher student saBsfacBon with the learning

experience which leads to improved academic performance •  Builds online study and communicaBon skills for university,

but also life long learning •  Enriches and improves teaching condiBons

The Enabling CondiVons of i2Flex Success

Adapted from: Kinsey, M., & Shorr, J. (2014- September) Blended learning in the mix. Available in Edutopia.

Enabling CondiVons

•  administra&on, faculty, and staff training and development (relevant, personalized, and sustainable)

•  educa&ng parents and preparing the students •  curriculum (adjustments as necessary to fit the i2Flex methodology)

•  technology infrastructure to support the needs of i2Flex implementaBon at all levels

Enabling CondiVons (cont.) •  leadership (i) to lead by example, remove barriers, and

convince the consBtuencies about the educaBonal value, and potenBal of the i2Flex methodology;

•  (ii) to support the i2Flex integraBon (first through communicaBng and educaBng all school consBtuencies about it, and subsequently through supporBng in parBcular the faculty to implement the school-‐wide change)

•  (iii) to establish eLearning/ID posiBon (who will be in charge of the iniBaBve, and work together with faculty and IT staff on course re-‐design and populaBon of LMS cells with digital content)

The i2Flex Design & Development

Tools & Process •  Phase 1 a. develop an implementaBon plan & Bmeline b. develop or re-‐design course on Moodle (with or without student access; Alignment table; QM® standards; ID and

EdTech support) •  Phase 2 evaluaBon of Phase 1 (external, and self-‐review via QM® Rubric; CoI)

•  Phase 3 teach, reflect, review, teach again

i2Flex InstrucVonal Design & Development Process

Reflect on Lesson Plan or EnBre Course

ConBnue InstrucBonal Design

ConsultaBons

Re-‐Design Lesson Plan or Course via Alignment Table or

QualityMa|ers® Rubric

Start Here ID #1 ID #2 ID #3

Pilot/Implement ID Decisions with/without further ID and/or technical support**

* One-on-One Meetings with Educational Technology & eLearning Director ** Information Services, K-12 Technology Co-ordinators, i2Flex Faculty Champions

*** Formative evaluation and monitoring of Implementation (with Educational Technology Director, and students)

1.1 2.1

3.1***

3.+

Support

Alignment Phase 1

te

TECHNOLOGY

QualityMa`ers®

Q U A L I T Y M AT T E R S = A N AT I O N A L BENCHMARK FOR ONLINE COURSE DESIGN (US) Quality Matters (QM) is a leader in quality assurance for online education and has received national recognition for its peer-based approach to continuous improvement in online education and student learning.

Phase 1 & Phase 2

i²Flex Course Standards – QM® •  General Standard 1:

The overall design of the course is made clear to the student at the beginning of the course

•  General Standard 2: Learning objecVves are clearly stated and explained. They assist students in focusing their effort in the course

•  General Standard 3: Assessment strategies use established ways to measure effecBve learning, evaluate student progress by reference to stated learning objecBves, and are designed to be integral to the learning process

•  General Standard 4: InstrucVonal materials are authoritaBve, up-‐to-‐date and appropriately chosen for the level of the course

•  General Standard 5: Meaningful interacVon between the teacher and students, among students, and between students and course materials is employed to moBvate students and foster intellectual commitment and personal development (learning acBviBes)

•  General Standard 6: Course navigaVon features and the technology employed in the course foster student engagement and ensure access to instrucBonal materials and resources

•  General Standard 7: The course facilitates student access to insVtuVonal services essenBal to student success

•  General Standard 8: The face-‐to-‐face and online course components are accessible to all students

•  General Standard 9 — Compliance Standards: This secVon of the rubric is opVonal and may be tailored to parBcular requirements or mandates at the state or local level. These requirements may deal with subject ma|er standards, inclusion of specific informaBon in the course outline or syllabus, mandated communicaBons, etc.

The Community of Inquiry Framework (CoI) 1 .Student/Faculty PercepVons of i2Flex Learning 2. SaVsfacVon with the i2Flex Learning Experience

CoI Cita-on: Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001)

Phase 2

Major Challenges

•  Faculty resistance/acceptance DeparBng from the comfort zone (rethinking teaching and learning; developing new technology skills) Release Bme (e.g. Bme for faculty to redesign their courses) Reduced teaching load

•  IdenBfying appropriate leader for the iniBaBve

i2Flex and You

h`ps://www.youtube.com/watch?v=CJGUAin3SQE

VOICES FROM THE TRENCHES

Before…

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.

John Dewey

Dora Andrikopoulos & Matina Katsiyianni (Math)

The i2Flex methodology in the

Math Classroom & the Math Studio

Working collaboraVvely

Working on Online Assessments

Independent learners

Learning through games

•  Learning through hands-‐on acBviBes

CreaVng models

After…

Students engaged in fun and interactive

activities

Finding the LCM

Reading Time

Finding the LCM Scale Drawing

Students Creating Interactive Journals

Solving puzzles

Math Game Active participation

Matching game

The i2Flex Instructional Methodology Implemented in Middle School Classes

for Young EFL/ESL and Foreign Language Learners Heike Arnold & Jenny Grigoropoulos

ACS American Community School of Athens / Heike Arnold, Jenny Grigoropoulos 37

Framework of OrientaVon CreaVon of Blended Learning Scenarios

QuanBtaBve learning objecBves QualitaBve language acquisiBon objecBves

Timeframe per secBon, unit or chapter Media literacy / media competence goals

Learning venue – classroom, computer lab EducaBonal reference criteria

Technical equipment – whiteboard, laptops CreaBon of learning arrangements

Virtual classroom -‐ complementary benefit Central pillars within learning process

→ InterrelaBon of all acBviBes → Symbioses between language and media literacy educaBon


Course Outline for a Foreign Language Beginner Class - 6th grade students

LESSON PLAN ON THE COUNTABLE AND UNCOUNTABLE NOUNS FOR

EFL CLASS (Students with Low Proficiency in the English Language)

Educa&onal Reference Criteria Mul&media presenta&on

Title of Project “Present your Favorite Dish”

Language Learning Goal Grammar, Writing, Research , speaking and critical thinking skills

Learning Strategies and Techniques The students are called upon to research, write, present, evaluate, and reflect upon the use of

multimedia to present their recipe.

Communication Form and Learning Venue Both synchronous and asynchronous, in the foreign language computer lab, classroom, and home.

Media Tools Glogster poster ®, internet, Moodle, whiteboard

Educational Function of Media Tool and teacher’s role

Bilingual multi-media presentation (instructional and target language) through direct instruction, guidance,

and facilitation of the process.

Assessment Form Rubric, checklist, journal writing, observation, evaluation, reflection, quiz, and unit test


Flipping and Flexing In Science

What did I do?

•  Created my own video lessons that students watched at home for “homework”.

•  Used TedEd website to upload videos and create lessons based on those

•  Students then came to class prepared. This in turn gave me more Bme to create and implement labs, acBviBes etc that focused on higher order skills: analyzing, evaluaBng and creaBng

How did it differ?

•  It gave me more Bme in class to do hands on acBviBes

•  Gave me an opportunity to also use online simulaBons

• Made students more independent in their learning

•  Allowed me to work one on one with students in class

What are the results?

•  Based on some data, surveys and feedback: – Students are more moBvated to learn – Curriculum demands were met with more ease –  In general, students were more likely to watch a video for homework, than to complete a “tradiBonal” homework assignment

Technology in Physical EducaVon

• Cell phone apps • Mp3 recordings • QR CODES • Video • UBlity so~ware

Angelos Dimitropoulos

WEIGHT TRAINING e-‐LOGS

Workout trackers make gym time easy and effective

Mp3 recordings Can help you avoid giving up activity time

Cardio Tracker

NutriBon Health & Fitness tracking- calorie counter

Students can turn their mobile into a social sports computer . One may rack and analyze performance, share workout data and photos with friends, and most of all – get fit and stay healthier

QR codes : An independent workout at its best!

A real world treasure hunt!

Goal: Motivate all learners…. to become inquisitive, knowledgeable

problem solvers who connect to their learning.

Dave Nelson (social studies)

“Reverse Engineering” of IB History Exemplars: Applying the i2Flex methodology to improve students’

analyVcal wriVng

“Reverse Engineering” of IB History Exemplars: Applying the i2Flex methodology to improve students’ analyBcal wriBng

THANK YOU!