The PD Blender Blending Virtual and Face-to-Face

For Effective PD

Rachel Porter Sr. Instructional Specialist

rporter@qtlcenters.org 919-368-7029

The Centers for Quality Teaching and Learning 4009 Barrett Dr., Suite 102 Raleigh, NC 27609

www.qtlcenters.org 919-878-0540

©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 2

Icebreaker Collect signatures of participants who have done the following. The catch – you may only collect one signature from each person in the room.

Subscribes to a blog

Has a blog

Has their own page on a work website (school,

district, organization)

Has a personal website

Has a Facebook page

Has a Twitter account

Has hosted a webinar

Has “attended” a webinar

Has created a Moodle course

Has facilitated a Moodle course

Has their own YouTube channel

Has posted a video on YouTube

Has posted a podcast online

Has downloaded a podcast or vodcast

Has “hung out” on Google+

Has participated in a distance learning experience

Has conducted a distance learning course

Has tried the “flipped classroom” approach

Has contributed to a wiki

Has created and shared a wiki

Has a LinkedIn page

Has participated in an online chat

Has an Edmodo page

Has an avatar

Has used web 2.0 to “crowd source” information

©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 3

Needs Assessment - Determining Capacity for Blended Learning

Directions: Answer the following questions related to the adult learning you plan to design by placing a check in the box marked yes or no. When complete, tally the number of questions to which you responded “yes” and review with the scale provided below. YES NO Do you anticipate training more than 150 persons over the next one to three years? Are the adult learners working at different locations? Are the adult learners computer literate? Do the adult learners have access to computers with speakers and printers at their work sites? Do the adult learners have access to the internet or intranet in your organization? Do the adult learners prefer to be self-directed in learning new knowledge and skills? Do the adult learners feel comfortable in using e –mail? Do the work responsibilities of the adult learners make it difficult for them to attend training on work time?

Will the content of the learning be consistent for all or most learners? Is it important to track the learner’s performance and results in this adult learning opportunity? Can your school, department or district provide staff to support the learners as they use technology-based approaches to learning?

Are resources available now to cover the upfront costs of development?

Total Scoring:

12-10 Using a technology-based approach to your design seems very appropriate and conditions are favorable for its success.

9-7 Using a technology-based approach to your design may be appropriate; however, conditions may need to be improved to assure its success.

6-3 Using a technology-based approach is probably inappropriate unless conditions can be changed to improve the chances of success.

2-0 Using a technology-based approach to your design is inappropriate and few to no conditions exist that would be required for success.

Adapted from: http://etc.usf.edu/broward/pdf/techbasedtrain.pdf

©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 4

Strengths?

Strengths?

Weaknesses? Weaknesses?

Blended Learning

Traditional Face-to-Face

Online/ Virtual

©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 5

MAPPING BLENDED LEARNING

Media

Instruction

Environment

Blended Learning

©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 6

What’s In the Blend?

Live face-to-face (formal)

Instructor-led classroom

Workshops

Coaching, mentoring

On-the-job training

Work-based problems

Live face-to-face (informal)

Collegial relationships

Work teams (PLCs)

Apprenticeships

Virtual collaborative/synchronous

Live e-learning classes

E-coaching, e-mentoring

Instant message, SMS, chats

Virtual collaborative/asynchronous

E-mail

Online communities and discussion boards

Listservs

Blogs, wikis, podcasts Self-paced learning (print, CD/DVD, electronic, wireless)

Online modules

Online resources links

Simulations and scenarios

Assessments and self-assessments

Workbooks, readings

Performance Support

Online help systems

Print job aids

Online knowledge databases

Documentation

Performance support tools

Adapted from Rossett, Douglis & Frazee, 2003 As accessed in Rossett & Frazee, Blended Learning Opportunities,

American Management Assoc. Special Report, 2006

©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 7

What?

So What?

Now what?

At the conclusion of our session, address the following questions and prepare to share with the group.

What?

What did I learn?

So what?

Why is it important? Now what?

What are my next steps?

©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 8

Blended Learning Glossary Asynchronous – different time and usually different place Blended approach –mix of synchronous & asynchronous learning that combines F2F and virtual Blog - web log, online journal, and/or set of informal articles posted online Chat – synchronous online discussion usually held in a closed space or “chat room” Collaborative Tools – learning tools such as discussion forums, wikis, blogs and others that provide collaborative spaces as opposed to instructional media Constructivism – learning theory that emphasizes the active role of the learner in making connections and creating meaning Didactic – instructor-led, information flows from teacher to students Dialectic – discussion-based, information flows between teacher and students via conversation Discussion Forum – web 2.0 tool that allows users to create “threads” of topics, questions and dialogue, where members respond to one another and access the entire conversation in one space. Distance Learning – learning that takes place without the physical presence of an instructor Dynamic Content – content that can be easily updated, expanded and edited Elasticity – Flexibility of components in blended learning matched to context and learner needs F2F – face-to-face Flipped Classroom – instruction that moves lecture to asynchronous digital media (recordings viewed as homework) and focuses F2F time on student-driven activity Listserv – e-mail-based communication tool where members receive news, Media – vehicles for delivering content (print, web, video, etc.) Moodle – open-source online learning platform, Modular Object-Oriented Digital Learning Environment

Podcast – distribution of recorded audio “shows” on the web Portability – how portable a specific media or learning tool may be via mobile devices, laptops, etc. Synchronous – same time, may be in the same place (F2F) or different Synchronous Learning Systems – online platforms that allow for synchronous audio, text, chat, document sharing, whiteboard functions, etc. (ex. Elluminate) Traditional Classroom – F2F learning environment, typically teacher-led, may be didactic or dialectic Virtual – completely online, accessed through a computer or mobile device Vodcast – distribution of recorded video “shows” on the web Web 2.0 – websites that incorporate user-generated content and interaction Web 3.0 – though no official definition yet exists, the term is generally used in reference to web experiences that use location and time to connect users and share content and are heavily dependent on mobile devices such as smart phones with gps. Web Conference – Synchronous meetings held in a virtual space that may include a blend of audio, video and file sharing (ex. WebEx, GoToMeeting, etc.) Webinar – seminars delivered online that may include live or recorded lecture, presentation, discussion and media components Wiki – web 2.0 tool that allows users to collaborate, edit and create content that is housed online.

Sources: http://www.slideshare.net/jtholden/developing-a-blended-learning-strategy-instructional-media-pedagogical-considerations http://theelearningcoach.com/resources/online-learning-glossary-of-terms/ http://mindshift.kqed.org/2011/09/the-flipped-classroom-defined/

©QTL 2012 www.qtlcenters.org The Centers for Quality Teaching and Learning 9

Additional Blended Learning Resources http://etc.usf.edu/broward/mod4/module4.html http://www.slideshare.net/jtholden/developing-a-blended-learning-strategy-instructional-media-pedagogical-considerations http://www.aasa.org/SchoolAdministratorArticle.aspx?id=12924 http://blended.online.ucf.edu/ http://www.edutopia.org/stw-online-learning-teacher-development http://sloanconsortium.org/conferences/2011/aln/teaching-blended-learning-pedagogy-through-blended-learning-faculty-development http://usir.salford.ac.uk/1658/ https://docs.google.com/viewer?url=http%3A%2F%2Fwww.usdla.org%2Fassets/pdf_files/USDLA_Ins_Media.pdf