dld 2016: building your online classroom
Post on 11-Jan-2017
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Our Schedule from 1:00 - 4:00 PM
1:00 - 2:00 - Simplify Your Life with your Digital Swiss Army Knife (Elizabeth Brumbaugh) - 1 hour Sharing model tools from real educators, simplify and streamline your life and work. Learn about and create powerful, simple tools that work for you!
2:00 - 2:30 - Get to know the New Google Forms (Cate Tolnai) - 30 min Times are changing! The new Google Forms interface takes you and your students to a whole new level of real-time, on-demand assessment and learning. Unleash the power that is the new Google Forms!!
2:30 - 3:00 - Google Forms for Flipped Assessing (Karen Larson) - 30 min Thinking of flipping the learning? Want your students to take charge when relearning needs to take place? See how Google Forms can serve as an adaptive assessment tool and push the power of learning to a new level.
3:00 - 4:00 - Building Your Online Classroom (Martin Cisneros) - 1 hour Looking to create great online/blended classroom? What web tools would you use? What learning management system would be best? How do would you manage and build the online textbook? What does the workflow look like? How does it all come together? Join us to learn answers to these questions and more!
BUILDING YOUR ONLINE CLASSROOM
WHO WE ARE
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No…Not That Type of
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WHAT WE DO
WHAT WE DO
MEET THE TEAM
Elizabeth Calhoon Manager, Educational Technology Services
Martin Cisneros Academic Technology
Specialist
Karen Larson Academic Technology
Specialist
Cate Tolnai Academic Technology
Specialist
Contact Us @ www.sccoe.org/edtech
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OBSTACLES
The Santa Clara County Office of Education (SCCOE) is a regional service agency that provides instructional and business services to the 31 school districts of Santa Clara County
EVERY DISTRICT HAS DIFFERENT NEEDS!
THE JOURNEYBuilding blended learning environments for various types of Professional development
THE JOURNEYBuilding blended learning environments for various types of Professional development
THE JOURNEYBuilding blended learning environments for various types of Professional development
THE AUDIENCE
THE LITERATURE REPORTS:
iNACOL (2014): 81% of U.S. Schools Participate in Online Learning (2000 – Growth from Approx 45,000 U.S. Students) 33% of U.S. Schools Offer Full-Time Virtual LearningBlended Learning Surpasses Popularity of Online Learning*
Surge in Digital Learning = New and/or Additional Pedagogical and Practical Applications
Create Professional Learning to Meet New Models
Source: *Watson, J., Pape, L., Murin, A., Gemin, B., & Vashaw, L. (2014). Keeping pace with K-12 digital learning: An annual review of policy and practice, 11th ed. Evergreen, CO: Evergreen Education Group.
INACOL SURVEYConducted in Spring, 2015K-12 Schools/Institutions (66.3%)State DOE/Ministry of Education (13.3%)Professional Development Providers (12.1%)University/College (8.3%)
Myriad of Questions Focused on PDPD Models UsedAudience for PDAssess Needs/Effectiveness REALITY OF PDFollow-Up/Support
Critical Components of PDRelevant, Research-Based/ Field Tested Pedagogy, DESIRES OF PDModeled Practices, Ongoing and Supported
Source: *Watson, J., Pape, L., Murin, A., Gemin, B., & Vashaw, L. (2014). Keeping pace with K-12 digital learning: An annual review of policy and practice, 11th ed. Evergreen, CO: Evergreen Education Group.
REALITY VS. DESIRES
New models for adult learning must reflect the level of personalization,
competency-based learning, and effective use of data that we are
asking educators to implement in their classrooms.
HOW?
THE UNIVERSAL FOUNDATIONS ARE SET…
FRAMEWORKS AND STANDARDS
THE PROCESS
While there is no “one size fits all” process for designing and delivering a blended course, there are some general guidelines and tips that may prove useful for those getting started with blended learning.
It takes at least 50 hours to change instruction
- Linda Darling Hammond
THE PROCESS
Educators need multiple pathways
& entry points
BUILDING YOUR COURSE
The Blueprint
What the course is going to cover
Outlines the overarching
targets and focus
defines the desired
measurable
Defines the means through which students
will demonstrate proficiency
Source: goo.gl/LV0Cfk
EXAMPLES OF APPROACHES
INSTRUCTIONAL METHOD
Should I write an online module on this topic? Should the group discussion take place in class?
COMMUNICATION
Communication and feedback are crucial in building a quality and satisfactory blended learning
experience
LOGISTICAL CONSIDERATIONS
Awareness of the technologies, services, and support available to you and your students can be very
valuable
THE TOOLS
HOW TO CHOOSE THE RIGHT CLASSROOM TECH & APPS
goo.gl/ir8PbG
Graphite
Larry Ferlazzo
EdSurge
Edutopia
EdTechReview
#EdTech
O N L I N E T E X T G O O G L E U N I V E R S E
Drive Sites
LOVE US SOME
CANVAS
IT’S SHOWTIME!
THE RESOURCES
"Blended Learning," also refered to as "Hybrid Learning," combines traditional face-to-face classrooom instruction with online learning.
Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis, Computers and Education, August 2015. The authors analyze seven cases involving blended synchronous learning in university settings. Blended Synchronous Learning Handbook, 2014. It includes the summative findings of the Blended Synchronous Learning case studies, a Blended Synchronous Learning Design Framework, and a range of other resources and information to support blended synchronous learning design research and practice. University of Central Florida and the American Association of State Colleges and Universities: Blended Learning Toolkit, August 6, 2014. This toolkit supports the course redesign approach, and interest in its openly available clearinghouse of online tools, strategies, curricula, and other materials to support the adoption of blended learning continues to grow. Next Gen Tools: Blended Learning Classroom Design, July 23, 2014. This brief focuses on the classroom design of Merit Prep--a large open space with smaller adjoining breakout rooms to accommodate up to 115 students and three teachers working as a team in a personalized, blended learning environment. ECAR Study of Undergraduate Students and Information Technology, The 2013 study found that students prefer blended learning environments while beginning to experiment with MOOCs. Blended synchronous learning: Patterns and principles for simultaneously engaging co-located and distributed learners , Bower, M., Kenney, J., Dalgarno, B., Lee, M.J.W. & Kennedy, G.E. (2013). This paper presents seven blended synchronous learning designs and articulates principles for implementation as espoused by the teachers who enacted them. Building Blocks for College Completion: Blended Learning, NGLC, December 2012. This report provides suggestions for future development and adoption of blended learning, included as primer questions and a resource list, which are based on grantees’ work in progress. The Blended Learning Toolkit: A DIY Resource for Blended Learning Instructors and Designers, ELI Web Seminar, January 2012. This seminar provided a brief overview of the Blended Learning Toolkit before guiding participants on a tour and a discussion of each set of faculty resources. It also includes a brief summary of lessons learned in conducting an open, online course based on the BlendKit Course materials will also be shared. Evaluating the Implementation of Blended Learning Models in Large Enrollment Courses, ELI Annaul Meeting, February 2011. This presentation expands on design, development, and implementation of blended learning models, with details on ways in which the face-to-face and online sections of the courses were integrated. “Blended Learning: A Report on the ELI Focus Session” ELI White Paper, November 2010. This white paper is a synthesis of the key ideas, themes, and concepts that emerged from those sessions. The paper also includes links to supporting focus session materials, recordings, and resources “7 Things You Should Know About the HyFlex Course Model”, ELI 7 Things You Should Know, November 2010. HyFlex is a course design model that presents the components of hybrid learning in a flexible course structure that gives students the option of attending sessions in the classroom, participating online, or doing both. Students can change their mode of attendance weekly or by topic, according to need or preference.
Going deeper in the blended universe
goo.gl/GmKCxG
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M A R T I N R I C A R D O C I S N E R O S
ACADEM I C T ECHNO LOGY S P EC I A L I S T
E:mcisneros@sccoe.orgWeb:sccoe.org/edtech G+:google.com/+MarHnCisneros@TheTechProfe
@sccoetech
Doesitblend?SettingUpPDforCommonCore
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Our Schedule from 1:00 - 4:00 PM
1:00 - 2:00 - Simplify Your Life with your Digital Swiss Army Knife (Elizabeth Brumbaugh) - 1 hour Sharing model tools from real educators, simplify and streamline your life and work. Learn about and create powerful, simple tools that work for you!
2:00 - 2:30 - Get to know the New Google Forms (Cate Tolnai) - 30 min Times are changing! The new Google Forms interface takes you and your students to a whole new level of real-time, on-demand assessment and learning. Unleash the power that is the new Google Forms!!
2:30 - 3:00 - Google Forms for Flipped Assessing (Karen Larson) - 30 min Thinking of flipping the learning? Want your students to take charge when relearning needs to take place? See how Google Forms can serve as an adaptive assessment tool and push the power of learning to a new level.
3:00 - 4:00 - Building Your Online Classroom (Martin Cisneros) - 1 hour Looking to create great online/blended classroom? What web tools would you use? What learning management system would be best? How do would you manage and build the online textbook? What does the workflow look like? How does it all come together? Join us to learn answers to these questions and more!
CONTACT US @WWW.SCCOE.ORG/EDTECH
Elizabeth Calhoon Manager, Educational Technology Services
Martin Cisneros Academic Technology
Specialist
Karen Larson Academic Technology
Specialist
Cate Tolnai Academic Technology
Specialist
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