Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Leadership in Creating a Blended Learning School Environment
1. Leadership in Creating a
Blended Learning
School Environment
Dr. Eliezer Jones
Yeshiva University School Partnership
Dr. Rob Darrow
Director, Member Services
February 2013
Rob’s Wiki: robdarrow.wikispaces.com
www.inacol.org
2. Introductions
• Eliezer: Educational Technology Specialist
and founder of Open Day School.
• Rob : Director of Member Services,
- We are all on this online and blended
learning journey
• You: teachers? Administrators? K-6? 7-
12? Librarians? District?
3. 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
4. Who is iNACOL? www.inacol.org
• Educators, policy makers, researchers,
non-profits, for-profits, support staff,
teachers, and administrators
• K-12 schools, universities, think tanks,
regional service agencies, county offices,
organizations, etc.
5. 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
6. About YUSP/ODS
Open Day School
Building the Capacity of Jewish Schools
in Online/Blended Learning
www.OpenDaySchool.org
13. A few facts
• 27 States have state virtual schools 2 million K-
12 online course enrollments in 2009-10
• 4 states require some type of online course as
part of high school graduation requirements
(Alabama, Florida, Michigan and Virginia)
• An estimated 50% of public school districts
nationally are offering some time of online or
blended learning
15. What’s happening in our world?
• Costs to compete, improve continue to rise
• Endowments, contributions fallen in many cases
• Tuition continues to rise as well
• New entrant independent schools using online
learning emerging
• Some at lower price point
• Some fueled by global companies/visions:
K12, Avenues: The World School
• Charters, other public schools improving with
online learning
• New modular offerings that aren’t school
16. Counting Online Course
Enrollments
• One student in one course = 1
• Full Time = full time online (e.g. California
Virtual Academy or Connections Academy)
• Part Time/Supplemental = one or more
courses taken online or blended
• Blended learning…that’s what we’re going
to talk about!
17. What was school like
for you?
Teaching ?
Learning ?
Curriculum ?
19. 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/).
20. 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
21. Most widely used K-12 definition
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 place
away from home
Horn & Staker, 2011) - http://www.innosightinstitute.org/
22. There are blended learning
Models
• Rotation
• Flex
• Self-Blend
• Enriched Virtual
27. 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.
28. 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
30. 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?
31. Online
Teaching
Technology
Textbook
Enhanced
Enhanced
Teaching
Teaching
Web / Online
Enhanced
Teaching
From Textbook to Online Teaching
32. 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
33. 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
34. 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
35. 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
37. Where do you fit?
• Teacher-centric ------------ Student-centric
• Teacher control of learning ---- Student
control of learning
• Set time structure -------------- Flexible
38. What does “it” look like?
• Textbook enhanced teaching and
learning
• Technology enhanced (not online)
• Web/online enhanced
• Blended
• Online
40. Textbook Enhanced
What is the student doing? What is the teacher doing?
• Sitting in a desk in a • Standing in front of the
classroom classroom
• Writing on paper • Directing Learning
• Listening to teacher • Group discussions
• Talking with peers
What is the content? Where is the content?
• Textbooks • On paper
• Supplemental materials • In the classroom
• Teacher created materials • In a school library
42. Technology Enhanced
What is the student doing? What is the teacher doing?
• Sitting in a desk in a classroom • Standing in front of the classroom
• Writing on paper • Directing Learning
• Listening to teacher • Group discussions
• Talking with peers
• Using a shared or personal
computer
What is the content? Where is the content?
• Textbooks • On paper
• Supplemental materials • In the classroom
• Teacher created materials • In a school library
• Computer (Word, Ppt, etc.) • On a computer/digital white board
• Computer Program (loaded or CD- / doc camera, etc.
Rom)
44. Web/Online Enhanced
What is the student doing? What is the teacher doing?
•Sitting in a desk in a classroom •Standing in front of the classroom
•Writing on paper •Directing Learning
•Listening to teacher •Group discussions
•Talking with peers •Some assignments/activities online
•Using a shared or personal computer
What is the content? Where is the content?
•Textbooks •On paper
•Supplemental materials •In the classroom
•Teacher created materials •In a school library
•Computer (Word, Ppt, etc.) •On a computer/digital white board /
•Computer Program (loaded or CD- doc camera, etc.
Rom) •Some Online
•Web
•Computer led (e.g. programmed math
or English. Plato, Ed 2020)
46. Blended
What is the student doing? What is the teacher doing?
(30% work online) (30% interacting with students online)
•Sitting in a desk in a classroom or •Standing in front of the classroom and
computer lab interacting online
•Using personal computer online at home •Directing Learning
or other location •Meeting students in small groups (f2f and
•Interacting with peers in person and online)
online •Developing/assigning online lessons
•Grading online
What is the content? Where is the content?
•Textbooks •On paper
•Supplemental materials •In the classroom
•Teacher created materials •In a school library
•Computer (Word, Ppt, etc.) •On a computer/digital white board / doc
•Computer Program (loaded or CD-Rom) camera, etc.
•Web •Online (computer led or teacher led
•Computer led (e.g. E2020, Aventa, K-12, content)
Inc, Compass, etc ) or Teacher Developed
48. Online
What is the student doing? What is the teacher doing?
(70% or more work online) (70% or more interacting with students
• Sitting in a desk in a classroom or online)Standing in front of the classroom
computer lab • Facilitating Learning
• Using personal computer online at • Meeting students in small groups (f2f
home or school or other location and online)
• Interacting with teacher in person • Developing/assigning online lessons
and/or online • Discussion Board
• Interacting with teacher in person • Online meetings/teaching (e.g.
and/or online Elluminate)
• Grading online
What is the content? Where is the content?
• Textbooks • On paper
• Supplemental materials • On a computer/digital white board / doc
• Teacher created materials camera, etc.
• Computer (Word, Ppt, etc.) • Online (computer led or teacher led
• Computer Program (loaded or CD-Rom) content)
• Web
• Computer led (e.g. programmed math
or English)
• Teacher led
49. iNacol –Quality Online Teaching Standards –
Blended Learning Continuum
**Students**
Less Online More Online Mostly Online
Instruction Instruction Instruction
51. iNacol – Quality Online Teaching Standards –
Blended Learning Continuum
**Instructional Support**
Less Online More Online Mostly Online
Instruction Instruction Instruction
iNacol Standards for Quality Online Courses (2011).
http://www.inacol.org/research/nationalstandards/
52. Blended teaching is a
combination of many factors
Student Teacher
• Flexibility of time • Personalized learning
• Ongoing review of student data to
• Turns work in mostly online change instruction
• Participates in online • Meeting with students whole class,
in groups, individually
discussion boards • Online and face-to-face strategies to
• Utilizes Web 2.0 tools to deliver instruction
• Adept with a variety of Web 2.0 tools
complete assignments and technologies
• Actively engaged in content • Curriculum both face-to-face and
online in different modalities
• Curriculum and assignments mostly
online and graded online
• Embraces redundancy and change
53. Quick Quiz – Blended Teaching or Not?
Strategy Yes No Maybe
Teacher posts an article online for students
to read.
Students turn work in online and teacher
grades all work online
Teacher utilizes online discussion boards
with students in an ongoing way
Students create a PowerPoint presentation
and present it in class
54. Online
Teaching
Technology
Textbook
Enhanced
Enhanced
Teaching
Teaching
Web / Online
Enhanced
Teaching
From Textbook to Online Teaching
56. Current: Fixed time, variable
learning
Deliver content to Testing & assessment Progress to next grade, subject,
students or body of material
Receive results
57. Another Option:
Competency-based learning
Offer learning Testing & assessment Receive real-time
experiences for students interactive
feedback
Progress to next body of material
58. What are our options?
1) Frame online learning as a sustaining innovation & disrupt
class
• What can our school uniquely do that can’t be done
online?
• Overcome obstacles that formerly were tradeoffs
• Expand options, broaden horizons
• Seat time Mastery/Performance-based
2) Drive the disruptive innovation
• Autonomous business model
• Example: Several already formed consortia
• New metrics to judge success
• Seat time Mastery/Performance-based
• New financial metrics
• Access
59. What is a business model?
RESOURCES:
THE VALUE PROPOSITION:
People, technology, products,
A product that helps
facilities, equipment, brands,
customers do more effectively,
and cash that are required to
conveniently & affordably a
deliver this value proposition
job they’ve been trying to do
to the targeted customers
PROCESSES:
PROFIT/REVENUE
FORMULA: Ways of working together to
address recurrent tasks in a
Assets & fixed cost structure,
consistent way: training,
and the margins & velocity
development, manufacturing,
required to cover them
budgeting, planning, etc.
60. RESOURCES:
THE VALUE PROPOSITION:
People, technology, products, f
A product that helps
acilities, equipment, brands, a
customers do more effectively,
nd cash that are required to
conveniently & affordably a
deliver this value proposition
job they’ve been trying to do units
Business don’tto the targeted customers
evolve.
Corporations / Schools Do
(or Should)
PROCESSES:
PROFIT FORMULA:
Ways of working together to
Assets & fixed cost structure, address recurrent tasks in a
and the margins & velocity consistent way: training,
required to cover them development, manufacturing,
budgeting, planning, etc.
64. Stages of Adoption
• Awareness - the individual is exposed to the
innovation
• Interest - the individual becomes interested in the
new idea and seeks additional information about it
• Evaluation - individual mentally applies the
innovation to his present and anticipated future
situation, and then decides whether or not to try it
• Trial - the individual makes full use of the
innovation
• Adoption - the individual decides to continue the
full use of the innovation
65. Stages of the Diffusion Process
Stage 1: Innovation Development
Stage 2: Dissemination
Stage 3: Adoption
Stage 4: Implementation
Stage 5: Maintenance
Stage 6: Sustainability
Stage 7: Institutionalization
66.
67. Disrupting Class
• “By 2019, about 50 percent of all
high school courses will be
delivered online”
• Christensen, Horn, Johnson (2010)
• Student-centric, modular learning
• Affordability, non-consumption
(online and blended learning)
68. Leadership
• Knowing the basics
• Sharing the right information
• Nudging the right people (start with the
innovators and early adopters)
69. Leadership – Key Innovators
• Take a minute now and identify the key
innovators in your school or institution
• What do you say or do to encourage their
innovation?
• Share with someone else near you
71. “Never doubt that a
small group of
thoughtful, committed
“educators” can change
the world.
Indeed, it is the only
thing that ever has.”
- Margaret Mead
72. Join us! International Association for
K-12 Online Learning (iNACOL)
• iNACOL is the premier K-12 nonprofit association for
online and blended learning
• 4400+ members in K-12 virtual schools and online
learning representing over 50 countries
• Provides leadership, advocacy, research, training, and
networking with experts in K-12 online learning.
• “Ensure every student has access to the best
education available regardless of
geography, income or background.”
• Virtual School Symposium: Orlando, FL, October 27-
30, 2013
73. 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.
74. Contact Info
• Eliezer Jones – ejones1@yu.edu @ods
www.OpenDaySchool.org
• Rob Darrow – rdarrow@inacol.org
www.inacol.org
Hinweis der Redaktion
Talk briefly about the field of Jewish online/blended learning. Add Avi Chai stats.
Add Avi Chai stats.
What is it that makes disruptive technologies or the situation go off the tipping point?Example: Increasing vulnerability of the business model. What leads to them taking off... RAND Institute chart on charter schools taking more students from private schools.Also, demand for financial aid has SKYROCKETED in last several years. Astonishing. Huge strain on business models.
From agrarian, paper based to multifaceted, digital world.
Do this as an introduction to adoption of new ideas and leadership
This will be an introduction to the Yes, and.. concept of being open to new ideas. I will run a short improv session with the group showing how a scene moves forward when “Yes, and…is used and how it comes to a halt when “no” is used.