This document discusses a blended learning project in the Sooke School District in British Columbia, Canada. It provided 10 high school teachers access to an online learning platform and pre-developed online courses. The goals were to see how teachers and students would use these new tools and change the learning experience. Results found that students appreciated increased flexibility and access to materials. Teachers also saw benefits but noted infrastructure limitations. Lessons included the need for training, flexible timelines, and ensuring blended learning supplements rather than replaces classroom time.

1. Blended Learning
Implementing 21st Century Skills
Dal Little
Distributed and Blended Learning Support
Sooke School District
Victoria, British Columbia,
Canada

2. ABOUT ME
Dal Little, M.Ed.
Distributed and Blended Learning Support
Sooke School District, Victoria, BC, Canada
dlittle@sd62.bc.ca
I have used Blackboard Learn for 3 years.
• Online Educator for 15 years
• Currently, work as Teacher, Instructional Designer/Developer
Province of British Columbia, Canada
• 59 School Districts (Largest is 70,000 student population)
• 350 Secondary, 240 Middle, 1000 Elementary
• 550,000 Student Population

3. ABOUT MY PROVINCE
Sooke, BC
Las Vegas, NV
BC Ministry of Education
• 21st Century Learning
Skills, Competencies and Knowledge
Challenge:
Education in a fast-changing World
• The Plan – Five Points
• BC’s Education Plan
• Blended Learning in Bb!
Sooke School District:
• 9,000 Students
• 2000 Secondary
• 2 new high school - 2015

4. WHAT WE ARE GOING
TO LEARN TODAY
Blended Learning:
- is optimal model for implementing
21st Century skills into K-12
Summary
• Define - The Steps
• Describe - Blended Learning
Pilot Project
• Share the Project findings
Click to download a copy as PDF

5. THE FOUR STEPS TAKEN
Blended Learning Project
Participating teachers had understand:
1. BC Government‟s
- Education Plan
2. Impact of Technology
3. Definition of Roles and Terms
4. Blended Learning Project - Details

6. BC Ministry of Education 2010
The Plan’s Five Points
1. Personalized Learning
2. Quality teaching and learning
3. Flexibility and choice
4. High standards
5. Learning empowered by technology
Goal:
“This Plan will give students, families and educators more say on
how, where, when and what students will learn.”
BC‟S EDUCATION PLAN

7. BC‟S EDUCATION PLAN
How?

8. 2. TECHNOLOGY CHANGES
The Internet and New Technology
• Constantly changing “How we do daily life”
Shopping, Banking, Communication, Jobs, Education
• Technology smaller, cheaper and more powerful
• Impact of today is ubiquitous access
Coffee Shops, Schools, Restaurants, Walmart, Downtown City
• Education is changing as a result, mostly better

9. 2. TECHNOLOGICAL CHANGE
- EXAMPLE
Why the Map?
It shows Victoria, Seattle, and
the Straits of Juan de Fuca
The map highlights how technology
has changed my life. I can navigate
these waters in the fog using my
iPhone and $15.00 app accessing
GPS signals!!!
20 years ago?
20 years ahead?
Seattle

10. OUR CHALLENGE
The Internet and New Technology
• Constantly changing “How we do daily life”
Shopping, Banking, Communication, Jobs, Education
• Technology smaller, cheaper and more powerful
Digital immigrant – Digital natives
• Impact of today is ubiquitous access
Coffee Shops, Schools, Walmart, Downtown AnyCity
• Education is changing as a result, mostly better
Google Glasses
Interactive Laser-optical display

11. 2. TECHNOLOGY CHANGES
Imagine – How will Education change?
Students, teachers, parents, and administrators interacting
online and within a face-to-face classrooms.
What might this 21st Century class (i.e. 2023) look like?
• Accessing educational programs using “Google’s Glasses”
• Personalized Learning Culture
• Students actively directing and gaining responsibility (Self-efficacy)
• Teachers Facilitating, the “Guide on the Side”, Relationship building

12. 2. TECHNOLOGY CHANGES
We keep seeking new
ways of doing “old
stuff”
OUR EVOLUTION OF BLENDED LEARNING…

13. 3. COMMUNITY BUILDING:
TECHNOLOGY DEFINITIONS
Information Technology (IT)
・ is the use of computers and telecommunications equipment to store, retrieve,
transmit and manipulate data. - Wikipedia
Role:
・Computer Hardware & Software ・ Email Accounts ・ Internet Access
・Ensure users ability to access district network services and Internet
Educational Technology (Ed Tech)
・ is the theory and practice of design, development, and evaluation of
processes
and resources for learning and developing human capability. - WikipediaRole:
・Instructional Design & Development for online learning materials
・Analysis, Design, Develop, Implement, and Evaluate courses
・User-centered design navigation and engaged learning

14. 3. ROLES OF
INFORMATION / EDUCATION TECHNOLOGY

15. BLENDED LEARNING
Blended Learning
4 Key Conditions for Implementation
1. LMS – Blackboard Learn
(Content Delivery and Assessment
Tracking, Reporting, Parent Access)
K-12 Choice of LMS
2. Pre-developed customizable, online courses
3. Class time for one-to-one instruction, &
relationship building, group interaction, ….
4. Requires computer technology and Internet access

16. CENTURIES OF
BLENDED LEARNING

17. 21ST CENTURY
BLENDED LEARNING

18. BLENDED LEARNING
THREE DOMAINS FOR CHANGE
Change in Educational Program Delivery
Time - When
• When students access information.
• They can choose. Busy athletes who travel.
Proximity – Physical Distance from teacher
• Schedule for attending class based on personal need
• Relationship with teacher
Pace – How learning proceeds (Teacher Negotiated)
• Lessons, assignments and assessments online
• Negotiate when learning will occurs for each student
• Class time - Hands-on, Questions, Teacher Interactions

19. WHY BLEND? WHY NOW?
Because it can be done!
• Advances in Technology
Better, Faster, Mobile
• Internet Access
Ubiquitous access, fast, reliable
• Blackboard Learn
Features designed for K-12 learners
• Fully developed grade 8-12 courses by Open School BC
These four items created a foundation for the
Blended Learning Project

20. THE BLENDED LEARNING PROJECT
In Summary:
• Offered 10 high school teachers a chance to teach differently.
• Offered many students a chance to learn differently.
• Provided teachers with training & ongoing Open School BC technical support
in Blackboard.
• Provided teachers with digital course content for their subject areas, including
text, multimedia, assessment tools and teacher guides.
• Provided students and parents accounts for the teachers‟ online classroom to
allow for “anywhere/anytime” access to their new learning environment.
• Goal was to have No Evaluation, but Learn! There is no explicit “criteria” for
success. See how teachers and students respond
• Project was extended for September 2013-June 2014

21. Three partners to support Project
1. E-Learning and Graduation
(BC Ministry of Education)
• Provide partial funding for project
• Funding provide Inservice for TOCs for participating teachers
2. Open School BC
• Manage project funding and deliverables
• Provide access to course content, Blackboard Learn for up to 1000
users
• Provide support to participating teachers & project coordinator
PROJECT PARTNER ROLES

22. PROJECT PARTNER ROLES
3. Sooke School District (SD 62)
• Provide 0.4 release time for project coordinator/teacher
• 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 Open School BC, Ministry of Education
• Blended Learning Project British Columbia DL Conferce

23. PROJECT BUDGET
$61,000
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
• Pre-developed Courses - Licensing 7500
SOOKE SCHOOL DISTRICT (WESTSHORE)
• Travel & presentation 1000
• Support teacher salary (SD 62)
(0.4 Salary/benefits /0.5 year) 32,000

24. PROJECT QUESTIONS
Questions to be addressed:
• If teachers have access to a high quality learning
management system, access to pre-developed
courses, - 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?

25. TEACHER COMFORT LEVEL
WITH BLENDED LEARNING
SD 62
Project

26. TEACHER COMFORT LEVEL
WITH BLENDED LEARNING
Innovators 2.5%
Early Adopters 13.5%
Early/Late Majority 34%
Laggards 16%
SD 62
Project

27. INCREASED ROLE OF
ED-TECH
The effect of using more technology in teaching means that
there is a greater demand for targeted and specific Educational
Technology support

28. TEACHER/STUDENT
DEMOGRAPHICS
School District (9000)
• 3 High Schools (2500)
• 4 Middle Schools (2000)
• 18 Elementary Schools (4500)
Project open to all Middle - High Schools
• Started with 10 teachers, 800 students
• Ended with 4 active teachers, 250 students
• Teachers with high innovator mind set

29. SCAFFOLDING FOR TEACHERS
WHAT WORKED IN THIS PILOT?
Keep adding new tools and support
• Work together to demonstrate a new learning tool.
• Once teachers have become comfortable using a tool, it is added to their
repertoire.
Provide extensive professional development
• Partners support each other while they model their 21st century skill set.
Provide the right support for staff
• Instructional / Curriculum support (Education Technology role)
• Teachers need 1-0n-1 specific support for their instructional needs.
Utilize Blackboard Learn (LMS)
• Pre-developed courses, that already exist, provide an easier place to start
than the overwhelming task of having to create their own from scratch …

30. 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)
• Provides options for student learning but communication through
relationships is still more powerful in class. (This is blended!)
CONS
• Learning curve to get started, but love it once underway
• The computer labs had limited times, so only really committed teachers (or
teachers who booked in advance) 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)

31. PROFILE OF STUDENT USE
Number of hits during days of the week during first semester
by students in two different classes – Self Directed vs Structured

32. PROFILE OF STUDENT USE
Number of hits during hours of the day during first semester
by students in two different classes – Self Directed vs Structured
Biology 12 Science 10

33. WHAT DID STUDENTS SAY?
PRO - pg1
• 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)

34. WHAT DID STUDENTS SAY?
PRO - continued
• 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)

35. WHAT DID 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)

36. EDUCATIONAL CHANGE
https://www.youtube.com/watch?v=E9J4-6NX4e0
Belmont Secondary School – Biology 12 Video

37. PROJECT CHALLENGES
• Training $$$ and Time
• Introducing the Project to students – set the tone
• 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.

38. 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.
• Provide models for future instructional design.
• On-line resources change the dynamic of needing
to use a standard text book. Eliminate textbook loss.
• 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.

39. FUTURE IMPLICATIONS
• Blended Learning remains in its formative stage but has reached
acceptance by many
• Anticipate continued growth in K-12 education
• Post-secondary education is well underway supporting instructional staff
to adopt Blended Learning.
• K-12 will need to support staff as does post-secondary in Educational
Technology as well as Information Technology
• Critical Mass in K-12not achieved yet, is rapidly moving in that direction
• Teachers need to be reassured that this direction will be continued and is
not just another trend or “Buzz Word”

40. NEXT STEPS - LOCALLY
• Be school-ready in two years to open 2 new high schools in
the Sooke School Districts
• Students and teachers enter using Blended Learning
• Begin to train teachers/students at Middle Schools.
• Ensure all participants (Students,
Teachers, Parents, & Administrators)
expect an instructional model model
that encourages learning self-efficacy
- The belief in his or her ability to
succeed at learning

41. THANK YOU!
Questions and Comments?
Dal Little
Distributed and Blended Learning Support
Sooke School District, Victoria, BC, Canada
Email: dlittle@sd62.bc.ca