blended learning
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Blended Learning. Any Time, Anywhere, Many Ways. Blended Learning. Defined as a combination of online learning and face-to-face learning 2009 U.S. Department of Education meta-analysis 51 online learning studies (mostly higher education) - PowerPoint PPT PresentationTRANSCRIPT
Blended LearningAny Time, Anywhere, Many Ways
Blended Learning
• Defined as a combination of online learning and face-to-face learning
• 2009 U.S. Department of Education meta-analysis– 51 online learning studies (mostly higher
education)– Blended models outperformed face-to-face and
fully online
Effectiveness of Blended
• Content access – flexible extension of time and access with the curriculum
• Teacher contact – both face-to-face and online provide more opportunities
• Teacher focus – provides opportunity for teachers to use online curriculum for basic information and for extensions/review and class time for higher order thinking activities
• Teacher effectiveness – Teachers trained in online delivery are more successful http://www.bc.edu/research/intasc/researchprojects/eLearning/efe.shtml)
Many Ways to Blend
Cavenaugh, C. (2009). Getting students more learning time online: distance Education in Support of Expanded Learning Time. http://www.americanprogress.org/issues/2009/05/distance_learning.html
Six Models of Integration
• Face-to-face Teacher Lead Teacher lead course in a f2f environment with supplemental online resources– High Tech High School, San Diego, California
http://www.hightechhigh.org/schools/HTH/
• Flex: Most of the content is online with tutoring in a f2f classroom– AdvancePath Academics, Williamsburg, Virginia
http://advancepath.com/academy.htm
http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/01/The-Rise-of-K-12-Blended-Learning.pdf
Six Models - continued
• Rotation: Students rotate between f2f and online within the same course
Rocketship Education, San Jose, California http://www.rsed.org/
• Self-blend: Students are online after hours on their own initiative– Michigan Virtual School, Lansing, Michigan http://www.mivhs.org/
Six Models - continued
• Online driver: The content is online, student proceed at own pace and meet f2f occasionally with teacher and other students– Alburquerque Public Schools ‘eCademy
https://sites.google.com/a/aps.edu/ecademy/
• Online lab: Students in computer lab with mentor during school day and teacher is online– Florida Virtual School’s Online Learning Labs, Orlando, Florida
http://www.flvs.net/educators/Pages/Virtual-Learning-Lab
Planning for Blended Learning
How will blended learning expand learning opportunities for students?– Expand course options within the regular school
schedule• More course offerings • Blending online experiences into classes
– Extend the schedule beyond the regular school hours• After school online tutoring• After school supplemental courses or additional courses
– Extend the schedule beyond the regular school year• Year round classes or extended classes
Examples of Blended Learning
• VOISE -Chicago Public High School – 80% online independent and 20% teacher-led face-to-face– Low socio-economic (91%)– All students have laptops – Online content has been a focus and a challenge– Active intervention by teachers to address reading and
math
Examples of Blended Learning
• York County Public Schools – Virginia– Middle and high school
language and math classes
– F2F and rotation– Extensive teacher
training
• Newport News Public Schools – Virginia– 173 blended courses
online (regional consortium)
– F2F teacher directed– Daily content delivery,
remediation, state test practice
– Summer school
Examples of Blended Learning
• Hoover High School – Alabama– Seniors on campus one
day a week with rest of week online
– Tutoring F2F– Online synchronous
meetings with teachers and students
– Student scheduling flexibility was driver for program
• Omaha Public Schools – Nebraska– Accelerate
• Students in 2 courses • Online and F2F morning
or afternoon• Personal learning plans
– Independent Study High School• Majority online• F2F once a week• Credit recovery focus
Planning
• What online courses and resources will you use and how are you planning to use them?
• How will students develop the technology and time management skills needed for blended?
• How and when will students have access to the technology they need?
Planning
• If students do not have access to computers outside the classroom, how will this impact implementation?
• How will you receive the support needed to implement blended learning?
“Technology presents a huge opportunity that can be leveraged in rural communities and inner-city urban settings, particularly in subjects where there is a shortage of highly qualified teachers. At the same time, good teachers can utilize new technology to accelerate learning and provide extended learning opportunities for students.”
-U.S. Secretary of Education Arne Duncan