The document outlines a professional development schedule from 1:00-4:00 PM that includes four sessions: 1) simplifying your life with digital tools, 2) an introduction to the new Google Forms interface, 3) using Google Forms for flipped assessments, and 4) building an online classroom. The final session, from 3:00-4:00 PM, focuses on choosing web tools, learning management systems, managing online content, and designing online course workflow. Contact information is provided for the presenters.

1. 1
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!

2. BUILDING YOUR ONLINE
CLASSROOM

3. GET THE GOODS!
bit.ly/dld-byoc

4. WHO WE ARE

5. 5
No…Not That Type of

6. 6

7. WHAT WE DO

8. WHAT WE DO

9. 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

10. 10

11. 11

12. 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!

13. THE JOURNEYBuilding blended learning environments for various types of Professional development

14. THE JOURNEYBuilding blended learning environments for various types of Professional development

15. THE JOURNEYBuilding blended learning environments for various types of Professional development

16. THE AUDIENCE

18. 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 Learning
Blended 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.

19. INACOL SURVEY
Conducted in Spring, 2015
K-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 PD
PD Models Used
Audience for PD
Assess Needs/Effectiveness REALITY OF PD
Follow-Up/Support
Critical Components of PD
Relevant,
Research-Based/ Field Tested Pedagogy, DESIRES OF PD
Modeled 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.

20. REALITY VS. DESIRES

21. 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.

22. HOW?
THE UNIVERSAL FOUNDATIONS ARE SET…

23. FRAMEWORKS AND STANDARDS

24. GETTING TO
COMMON CORE
AND YOUR
INSTRUCTIONAL
GOALS
goo.gl/wF6njH

25. WHAT IS THE END GAME?

26. 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

27. THE PROCESS
Educators need
multiple pathways
& entry points

28. 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

29. EXAMPLES OF
APPROACHES

30. INSTRUCTIONAL
METHOD
Should I write an online module
on this topic? Should the group
discussion take place in class?

31. ORGANIZATION
OF THE COURSE
CONTENT AND
SUPPORTING
MATERIALS

32. DEFINING A
COURSE
INTERACTION
AND
ASSESSMENT
STRATEGY
goo.gl/IW10Ta

33. COMMUNICATION
Communication and feedback are
crucial in building a quality and
satisfactory blended learning
experience

34. LOGISTICAL
CONSIDERATIONS
Awareness of the technologies,
services, and support available to
you and your students can be very
valuable

35. THE TOOLS

36. HOW TO CHOOSE THE RIGHT CLASSROOM TECH & APPS
goo.gl/ir8PbG
Graphite
Larry Ferlazzo
EdSurge
Edutopia
EdTechReview
#EdTech

37. 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

39. THE LMS
goo.gl/69K4Ye

40. LOVE US
SOME
CANVAS

41. IT’S
SHOWTIME!

42. GET THE GOODS!
bit.ly/dld-byoc

43. 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

44. 44
M A R T I N
R I C A R D O
C I S N E R O S
A C A D E M I C T EC H N O LO GY S P EC I A L I S T
E: mcisneros@sccoe.org
Web: sccoe.org/edtech
G+: google.com/+MarHnCisneros@TheTechProfe
@sccoetech
Does it blend? Setting Up PD for Common Core

45. 45
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!

46. 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