CUE 13 Presentation by Dr. Allison Powell and Dr. Rob Darrow.

1. Blended Learning: How Do You
Know It When You See It?
Dr. Allison Powell
Vice President, State and District Services
Dr. Rob Darrow
Director of Member Services
www.inacol.org

2. International Association for K-
12 Online Learning (iNACOL)
• iNACOL is the premier K-12 nonprofit in online learning
• Provides leadership, advocacy, research, training, and networking with experts in K-12 online learning.
– 4400+ members in K-12 online and blended learning in over 50 countries
– Annual conference – iNACOL Blended and Online Learning Symposium: Orlando, FL in October
28-30, 2013
• “Ensure every student has access a world class education” regardless of geography, income or
background.
• Next Generation Learning Challenges – Gates Foundation
• CompetencyWorks – Nellie Mae Education Foundation
• Our strategic areas of focus in online and blended learning:
1. Policy
2. Quality
3. New Learning Models

3. http://youtu.be/_LyuLJSByvI

4. How well is our current K-12 system functioning?
Depends on who you ask
The critical question is whether we are preparing our students for the
knowledge workforce; the globally competitive workforce.
Currently – national high school graduation rate of 68%
80% of jobs are requiring a post-secondary degree or certification

5. Online and Blended Learning as a
catalyst for change

6. Defining blended learning?

7. Blended Learning:
What does “it” look like?

8. Yes, No, Maybe?

9. Yes, No, Maybe?

10. Yes, No, Maybe?

11. Yes, No, Maybe?

12. Tech-rich = blended

13. There are many blended
learning Definitions

14. Definitions, Part 1
• Two definitions:
– Blended learning should be viewed as a pedagogical approach
that combines the effectiveness and socialization opportunities
of the classroom with the technologically enhanced active
learning possibilities of the online environment ,
• Dziuban, Hartman and Moskal (2004)
– Blended learning “combines face-to-face learning
with computer mediated learning.”
(Bonk and Graham, 2006. Handbook of blended learning: Global perspectives,
local designs. http://www.publicationshare.com/).

15. Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended
education in the United States. Newburyport, MA: The Sloan Consortium.
http://www.sloan-c.org/publications/survey/blended06

16. Blended learning
A formal education program in which a
student learns at least in part through online
delivery of instruction and content, with some
element of student control over time, place,
path and/or pace
and
at least in part in a supervised brick-and-
mortar location away from home.

17. There are many blended
learning Models

18. Emerging blended-learning models

19. Emerging models of blended learning
Rotation Flex Self-Blend Enriched Virtual
• Station rotation Online platform with Students attend Students learn
• Lab rotation F2F support and physical school & sometimes at a
• Flipped Classroom fluid schedules take 1 or more physical school, other
• Individual rotation courses online times remotely

20. Blended
learning is
not like a
light switch
you turn on
one day

21. …And pedagogical shifts take time

22. Think in terms of 3-5 years
from now (not just today).
Think about what can be,
not what is.
This is a journey,
not a destination.

23. We are pretty clear
Face-to-Face Teaching Online Teaching
• Students in classroom • Students online
• Teacher in classroom • Teacher online (minimal
• Interaction face-to-face, face-to-face interaction)
mostly verbal, some • Interaction online video
visual conferencing, email –
• Fixed schedule of classes more visual, less verbal
to attend • Flexible schedule for work
• Prescribed curriculum completion
based on standards / use • Prescribed curriculum
of textbooks based on standards / text

24. But what does
Blended Learning
really look like
for a teacher?
Or an administrator?

25. www.inacol.org
Source: Susan Patrick, iNACOL

26. Teaching and Learning
• What is the student
doing and where is the
student?
 What is the teacher
doing and where is the
teacher?
 What and where is the
content?

27. Online
Teaching
Technology
Textbook
Enhanced
Enhanced
Teaching
Teaching
Web / Online
Enhanced
Teaching
From Textbook to Online Teaching

28. What does “it” look like?
Where do you fit?
* See handout
• Textbook enhanced teaching and
learning
• Technology enhanced (not online)
• Web/online enhanced
• Blended
• Online

29. What does “it” look like?
*Teacher-centric vs. Student-centric
More teacher • Textbook enhanced
centric
teaching and learning
• Technology enhanced
(not online)
Combination
• Web/online enhanced
• Blended
More student • Online
centric

30. What does “it” look like?
*Teacher vs. student control of
teaching and learning
More teacher
control • Textbook enhanced
teaching and learning
• Technology enhanced
Shared (not online)
control
• Web/online enhanced
• Blended
More student
control • Online

31. What does “it” look like?
*Control of time and pace
Set time
structure
• Textbook enhanced
teaching and learning
• Technology enhanced
Some
(not online)
Flexibility
• Web/online enhanced
• Blended
Flexible • Online

32. What does “it” look like?
*Blended Learning Models continuum
Rotation • Textbook enhanced
teaching and learning
Flex
• Technology enhanced
Self Blend (not online)
Enriched • Web/online enhanced
Virtual
• Blended
• Online

33. People/Pedagogy/PD
• People – Administrators, Teachers, and Students
– Must support each other
• Pedagogy
– Role of Teacher changes in this environment
• Professional Development
– What skills does an online/blended teacher need
– What skills do an administrator need to support his/her teachers
– Current Trends in PD

34. Role of Online/Blended Teacher
• Facilitate and build an online and F2F community of learners
• Engage learners in a variety of online and F2F environments
through reflective and hands-on activities
• Analyze data to assist in individualizing instruction
• Personalize the learning through online discussion and group
projects
• Differentiate instruction (i.e. learning styles, adaptive/assistive
technologies, pacing, supplemental activities and
remediation.)
• Develop and deliver asynchronous and synchronous lessons
that use appropriate and effective multimedia design elements
• Student academic integrity issues (plagiarism and the safe
and legal use of online resources)

35. Administrator Role
• Need to know what to look for in evaluating
teachers
• Need to understand how technology works to get
into the courses
• How to support online/blended teachers
• Requires administrators and policy makers that
can make wise decisions about resources
• Allocation and to gather and analyze data that
cross traditional categories and sectors.
• Lack of PD for administrators

36. What should an administrator
look for while observing a
blended learning environment?
(see handout)

37. Student and Parent Role
• Student is responsible for their learning
• Requires Motivation and Flexibility
• Personalized and Individualized
Instruction
– Any time, any place, any path, any pace!!! (FLVS)
• Parent is a partner with student and
teacher
– Provide support and resources at home

38. What does blended learning
look like?

39. Rocketship
• http://vimeo.com/30557533

40. iNACOL National Standards for
Quality

43. School of One
• http://schoolofone.org/concept_introvideos
.html?playVideo
• (more in depth video) -
http://vimeo.com/7964251

45. Carpe Diem Collegiate High
School
• http://www.youtube.com/watch?v=-
s_O65rWV10

47. New Line Learning Models
• http://www.youtube.com/watch?v=nnPLrK1USMA

48. How Students Learn

49. Questions
• Dr. Allison Powell, VP State and District
Services, apowell@inacol.org
• Dr. Rob Darrow, Director of Member Services –
rdarrow@inacol.org
• (Presentation: http://robdarrow.wikispaces.com
http://www.inacol.org
http://onlineprogramhowto.org

50. Why join iNACOL? www.inacol.org
• Passion for online and blended learning
• Receive daily news and research updates
about online and blended learning
• Contribute to the online and blended
learning voice and conversation
• Participate in regional and standing
committees

51. Why join iNACOL? www.inacol.org
• Participate in webinars and related
activities (access to Archives)
• Reduced cost for attending yearly iNACOL
Symposium (Oct. 27-30, 2013, Orlando,
FL)
• Membership: $60 for educators
– Other memberships: School, institution,
companies, etc.