1. Stephen Marsh, M.S. Sr. Account Manager Oregon GED 2017
Blended Learning: What’s the Right Mix?
Stephen Marsh, M.S. Sr. Account Manager Oregon GED 2017
PUBLISHED PRESENTATION DESCRIPTION
Blended Learning: What’s the Right Mix
Lead Presenter: Steve Marsh
Blended Learning models can help support the seamless integration of technology into any adult education class. The key is to properly identify what is meant by “Blended Learning” and what it is that Adult Educators should know about the ins and outs of creating lessons that “blend” technology and paper pencil content to cook up a satisfying course as part of a Blended Learning Menu of services. This session helps gather all the ingredients for producing a ‘heaping’ of learning for all students to enjoy and that any teacher can create!
-----

2. WHAT IS BLENDED LEARNING
(Poll audience and then state goals of the presentation)
POLL AUDIENCE:
Who knows what blended learning is?
Who already uses some sort of blended learning?
Goals of today’s presentation:
-What is Blended Learning?
-Some benefits of Blended Learning
-Some challenges of Blended Learning
-4 Common Types of Blended Learning Models
-Considerations implementing Blended Learning in your program
------

3. Blended Learning = some form of online learning +
face-to-face instructional activities
independent study
This is the super basic definition…
-generally there is online learning, f2f activities, independent study
What it should do:
-combine the best of the face-to-face approaches with the best of online learning to create a new learning experience for students
-it should combine the tasks that are done best in person (e.g., group presetations, debates, projects, small group instruction) with the tasks that are best done online (e.g., instructional videos, drills, asyncronous online reflective conversation, document management)

4. Some drivers of Blended Learning
To reach more students with the same (or less) resources
To personalize student learning
Increase and maintain student engagement and motivation
Increase individual student progress
Prepare students for online high school equivalency tests
Teach students digital literacy skills they need for life and career training (i.e., narrow the digital divide)
Drivers of Blended Learning
(i.e., what we hope blended learning will allow us and our students…)
List some common issues that blended learning solves for some classes…
Some benefits of blended learning:
-can increase the numbers of students reached
-increased accessibility to course content
-increased student engagement (can provide more than general 2-10 hours a week instruction Adult literacy generally able to provide students
-variety of learning modes in which students can participate
-Less time in spent in lecture mode during the class session
Promotes independency and study skills
Promotes mastery of digital literacy and online learning skills
Increases the social context of learning
Students create and present more instead of copying notes etc…
Gives teachers more time to work in small groups or individually to target weak areas
Easier monitoring of individual student progress (especially with Learner Management Systems)

5. Research on Blended Learning
US Department of Education meta analysis of K-12 and higher ed students:
On average, students in blended learning classrooms performed better than those in F2F instruction.
Researchers noted that students in Blended Learning environments received additional learning time and instructional opportunities compared to the students in F2F traditional learning environments
(Means, Toyama, Murphy, Bakia, & Jones, May 2009)
Research shows…
US Dept of Education meta analysis of studies between that included K-12 students through higher ed. that a) contrasted online and f2f instruction, b) measured students outcomes, c)used rigorous research design, and d) provided adequate information to calculate an effect size....

6. Research cont. Texas state database study 2009-2012 (Posted on LINCS)
Adult learners attending classes that combined f2f with up to 50% distance learning outperformed students in f2f only classes or DL classes (51% or more of distance learning)
Research shows…
From DR’s Blended Learing in the Adult Education Classroom paper...
(from a LINCS posts...
-Texas state database study (TEAMS: Texas Educating Adults Management System)
-- adult learners attending classes that combined f2f with up to 50% distance learning outperformed students in f2f only classes or DL classes (51% or more of distance learning)
% BL students completed at least 1 level versus 53% in f2f only or DL
% BL had level completions versus 60% f2f or DL
% BL level completion versus 60% f2f and 66% DL
(even better for ELLs)

7. What makes blended learning…blended learning?
approximately 30%-79% of the coursework is done online (e.g., content delivery and online discussions with some face-to-face meetings)
Technology Infused Face-to-Face
1%-29% of content delivered online is really a face-to-face course that uses technology for support (e.g., web page with syllabus and/or assignments, some online discussion)
DISTANCE LEARNING
80% or more content delivered online is really distance learning. There may not be any face-to-face meetings.
Percentages to be blended learning…
(From David Rosen’s paper...)
It is not intended to have the teacher replaced by technology alone
Integration is key!
-can range from free lessons sored online to a more complex learning platform like…
-The online learning can be offered in real time or asynchronously

8. What makes blended learning…blended learning?
INTEGRATION IS KEY
Online and face-to-face instructional activities must work together to help student master a particular concept.
It is not intended to have the teacher replaced by technology alone
Integration is key!
Ingredients in a recipe analogy
different ingredients work together to create ONE dish

9. 4 (of many) BLENDED LEARNING MODELS
Flipped Classroom Station Rotation Lab Rotation Flex Model
4 (of many) models of Blended Learning

10. Flipped Classroom Model
Technology replaces much of the lecture portion of the traditional instructional model
Class time is spent doing individual and/or small group f2f with other in-house resources and people
Main purpose is to make the main content accessible outside of the traditional classroom, so that class time can be spent doing more in-depth learning projects
Flipped Classroom Model

11. Flipped versus Traditional Classroom
In class:
Teacher instructs
Students take notes
Students follow guided instruction
Teacher gives assessment
At home:
Students do homework
FLIPPED CLASSROOM
At home:
Content instruction delivered via online videos, podacasts, webinars, etc.
In Class:
Students receive individualized instruction
Students delve deeper with applied learning activities (projects, debates, presentations, etc.)
Flipped Classroom Model

12. Flipped Classroom Model
(image from

13. Station Rotation Model
Students rotate between different learning stations within the classroom
F2F, online, small group, large group, independent pencil- paper, etc.
Students move in fixed intervals during the class session
All students move through each of the learning stations
Station Rotation Model

14. Station Rotation Model
(image from
Station Rotation Model

15. Lab Rotation Model Students rotate between different learning labs.
F2F, online, small group, large group, independent pencil-paper, etc.
All students get the same content, activities, exposure, etc.
Differs from the Station Rotation Model in that students move between different classrooms and learning labs instead of staying in one classroom.
Lab Rotation Model

16. Lab Rotation Model
(image from reading Horizons

17. Flex Model Online learning is the backbone of instruction
Contains some F2F instructional activities
Students move flexibly through the different learning modalities….
...at their own pace and level.....
….within their own schedule
Flex Model

18. Flex Model
(image from
------
Flex Model

19. COMMON CHALLENGES Limited access to online learning devices
Program technology can’t support it
Little funding for programs to purchase material for in-class resources (devices and/or curriculum)
Resistance to change
Limited technology skills for many students and some teachers
WHY SOME TEACHERS/SCHOOLS DON’T USE A BLENDED LEARNING APPROACH
Ask: What challenges might you have with implementing blended learning in your classes?

20. DISCUSSION
Do you have a blended learning program that uses one of these models?
How’s is going?
What are the challenges you have faced implementing it?
Who does blended learning here?

21. COMMON CHALLENGES
Learning curve for teachers, administrators, and students
Students lack of time-management and/or independent learning skills
Decreased face-to-face time can be a challenge for some teachers and students
Planning and implementing an integrated blended learning model can be overwhelming to teachers and administrators

22. So, what is the right mix? It depends…..
Some aspects to consider first:
Students needs and abilities
Teachers abilities, available classroom resrouces, and time
Program resources…
What is happening with the teacher?
What is happening on the computers?
Remember that blending is a means to a specific end(s)
Explain what to consider for each of these topics…
-The cool thing is that you can make the mix that best suits you and your your needs and resourses
-you can combine teaching strategies, instruction delivery methods, and/or combine online and f2f instruction..
-!!!What ever you do, to work well, it must be very organized with clear expectations for students and teachers alike...
--will help determine things like when and how content is delivered (in class, out of class, in real-time or asynchronously…if you will purchase a commercial online learning platform that has everything you and your students need for content delivery, progress monitoring, and reporting versus building your own with applications like Dropbox, LiveBInders, Schoolgy, Google Classroom, etc.... Or a combination...

23. An example of how to decide which model makes most sense for your class.
Are there other decision-making charts people use?

24. Where do I start?
Begin with the Why! What is a programmatic challenge you are hoping BL will solve??
What is the challenge you are trying to overcome with the Blended Learning design?
-curriculum revisions? (increasing skills taught- like digital lit skills, …..
-increased number of students served?
-increased student engagement?
-more options for students to access their learning?
-increased student gains?... In general….. Or with a specific content area
-better ways of tracking individual student progress?
-a combination??
-Others???

25. From Simon Sinek’s book, Start with Why.

27. An example I did for a PD with teachers …
Explain quickly…
-Have participants draw one quickly using the WHY they came up with
-Share with people around
-Ind. Share what they’ve learned form others and/or ask additional questions

28. Draw one quickly and discuss findings and next steps with small group of 3-4.

29. Awesome resources on Blended Learning specifically for the adult education classroom that has a lot of information and resources in the appendix.

30. comments about implementing Blended Learning?
Questions or
comments about implementing Blended Learning?

31. FREE RESOURCES AVAILABLE AT THE END OF THE PRESENTATION!
> Fundamentals
WIOA Initiatives
FREE RESOURCES AVAILABLE AT THE END OF THE PRESENTATION!

32. ANYTIME, ANYWHERE, ANY DEVICE SOLUTIONS
Where can you access Aztec Software solutions?
ANYTIME, ANYWHERE, ANY DEVICE SOLUTIONS

33. Complete Continuum of Learning
Workforce/WIOA
Adult Basic Education
Pre-HSE Prep
HSE Prep
College Prep
ALL
Grade Levels 6 - 8
Grade Levels 2 - 5
College Entrance
Grade Levels
Single Management System

34. Standards/Assessment Alignment

35. 2. Direct, Blended, or Self-Guided Instruction
Instructional Andragogy
Diagnose students readiness by subject
Pre Assessment – creates individual student learning plan
Direct, Blended or Self-Guided Instruction – lessons to build competency
Skills Practice – Practice questions in specific areas to reinforce learned concepts
Post Assessment – Confirmation of acquired knowledge of skills
Subject Practice Test shows readiness level for official test
1. Pre- Assessment
2. Direct, Blended, or Self-Guided Instruction
4. Post- Assessment
3. Skills Practice
Learning Process

36. Thank you!!!