2. By the end of this workshop, you will have increased abilities to…  Explain the flexibility & value that can result by blending classroom and online training  Apply examples of NCASA lessons learned  Engage in dialogue around barriers/solutions to integrating technology in your work

3. Raise your hand if you…  Train exclusively in-person  Train using in-person and online activities  Train primarily through web-based activities

4.  What kind(s) of technology are you using?

5.  What does “blended learning” mean to you?

6. Rules:  Break up into groups of 4 or 5 people  Read one card at a time  If everyone in your group thinks the statement is a fact, put it in a “FACT” pile  If everyone in your group thinks the statement is fiction, put it in a “FICTION” pile  If there is disagreement on the statement, place it in a “NO CONSENSUS” pile

7.  Free Technologies: › Audacity (Audio Editing) › Skype (Conference Call/Video Conferencing) › Unyte (Web Conferencing) › Vyew (Web Conferencing) › SHARE (Web Conferencing)  Fee-based Technologies: › WebEx, Live Meeting, GoToMeeting

8. A systematic search of the research literature from 1996 through July 2008 identified over 1,000 empirical studies of online learning. Of these, 46 met the high bar for quality that was required for the studies to be included in the analysis. The meta analysis showed that “blended” instruction – combining elements of online and face-to-face instruction – had a larger advantage relative to purely face to face instruction or instruction conducted wholly online. The analysis also showed that the instruction conducted wholly on line was more effective in improving student achievement than the purely face to face instruction. Source: U.S. Department of Education 6/26/09

9. Valued Results Strategic Planning & Support Effective Instruction Lack of Results Minimal Funding & Support Boring Instruction Success CycleFailure Cycle Source: Michael Allen’s Guide to E-learning

10.  Instructions: › This activity is done without talking › Using a flipchart and markers, jot down your thoughts about realistic, feasible ways that you could integrate technology into your training activities to enhance the learning you’re currently providing. › Once you’re finished, leave your flipchart at your seat. › Visit other people’s flipcharts and add your thoughts (Great idea because…) or questions (How do you think you’d do that? What if you tried…) › Check back on your flipchart from time to time, if someone writes a comment or question you’d like to answer, please do so on your flipchart.

11.  Prior to 2006: all training was in-person  Challenges: › Geography › Ratio of NCASA training staff: Network of programs › Little experience with technology  Gradual experiments with: › Webinars › Podcasts › Adobe Captive › wiki sites  Today: learning is synchronous and asynchronous, in-person and/or online

12.  The Blend: › Video (24 minutes) › Online (2-6 hours) › In-person 2 day workshop  Results: › 20% increase in African American volunteers › Increase in staff/Board diversity  Challenges: › Resource intensive › Geography  Potential Solution…

13.  The Blend › 0% in-person › Hard copy manual › Synchronous webinars › Asynchronous discussion forum online  Results › 80% found webinars useful › 90% found discussion forum useful › 100% found manual useful  Newfound potential! › Program management › Program staff/board › 68,000 volunteers whose decisions impact youth each day

14.  Original challenges: › Budget › Time commitments (3 days + travel) › Practice facilitation rushed/poor › Event vs. process  The Blend: › Webinars › Adobe Captivate (asynchronous) › Video › In-person

15.  Goals: › Improve quality › Reinforce learning › Reduce delivery/travel costs › Increase retention › Shift mindset from event to process

18.  What questions do you have for us?