This document discusses how Collier County Public Schools implemented a blended learning program using the ANGEL Learning Management System. It began with a 1:1 laptop initiative in 3 new schools in 2007. ANGEL was adopted to maximize technology access and give students more control over their learning. The district provided training and support for teachers. Usage has grown over time as more teachers and schools have adopted blended learning models. Community groups, online professional development, and single sign-on resources have expanded opportunities for teaching and learning. Data shows increasing user logins and engagement with the system.

1. Why Blended Learning Matters: A
National and International
Perspective
Susan Patrick
President & CEO
www.inacol.org

2. International Association for K-
12 Online Learning (iNACOL)
• iNACOL is the premier K-12 nonprofit in online 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.”
• Conference – Virtual School Symposium (VSS): New
Orleans, LA on October 21-24, 2012

3. www.inacol.org
Source: Susan Patrick, iNACOL

4. Providing Opportunities to All Students
Traditional
Public/Private
Accelerated Credit Recovery
Students
Medically Fragile
Need to work and/or
support family
Rural Students
Special Education and Aspiring athletes and
Home Schoolers
ELL performers

5. National Standards for Quality Online Programs,
Online Teaching & Online Courses

10. Role of Online/Blended Teacher
• Facilitate and build an online and F2F community of learners
• Engage learners in a variety of online and F2F environments
through reflective and hands-on activities
• Analyze data to assist in individualizing instruction
• Personalize the learning through online discussion and group
projects
• Differentiate instruction (i.e. learning styles, adaptive/assistive
technologies, pacing, supplemental activities and
remediation.)
• Develop and deliver asynchronous and synchronous lessons
that use appropriate and effective multimedia design elements
• Student academic integrity issues (plagiarism and the safe
and legal use of online resources)

11. Administrator Roles
• Change management and continuous improvement
• How to train, support and evaluate online/blended
teachers
• Student supports and services
• Requires administrators to make wise decisions about
resources and technology based on effectiveness –
student learning outcomes
• Allocation restructuring; innovation zones
• Gather and analyze data that cross traditional
categories
• Lack of PD for administrators

12. Big Trends to Watch:
• Blended learning & Continuity of Learning
• District programs – new learning models using online
and blended learning within single districts
• Instructional materials and open access - with common
core (46 states), districts and states developing materials
for PD, content and learning materials are moving
toward open public policies for content created with
taxpayer dollars so it can be publicly shared across
schools

13. www.inacol.org

14. International Perspective
www.inacol.org

15. Survey Findings
• Almost 60 percent of the surveyed countries reported
government funding for blended or online programs at the
primary and secondary levels.
• China’s first online school was created in 1996; today it has
expanded to more than 200 online schools with enrollments
exceeding 600,000 students.
• Seventy-two percent of the surveyed countries reported that
their online and blended classroom teachers participated in
professional development for online teaching.
• Universities and colleges were reported as the primary source
of training for educators, followed by regional centers and
local schools.

16. Mexico
• K-12 Digital Content, Laptop for Every Teacher, Pre-
service methods using engaging digital content, new
strategies

17. iNACOL Canada Study
All 13 Provinces and Territories offer K-12 online learning

18. Australia
• Pioneer in distance education, mainly servicing isolated
rural schools and families
• Curriculum breadth and opportunities for students in
rural and small schools still limited
• Online provision available in each state served via
Blackboard, Moodle etc.
• Nationally, much is first generation online content – flat
text, limited interactivity and use of Web 2.0 capacity
• Federal funded national rollout of 1:1 computing across
years 9-12 by end of 2011

19. New Zealand
• Professional Development – ICT PD
• Teacher Laptop Program
• National Broadband Initiative
• Virtual Learning Network

20. European Union
• EU:
– EU E-Learning Action Plan
– IB Diploma Programme
Online (125 countries)
– New Line Learning Schools
• UK: E-Learning Exports - 29 billion pounds
annually; deal with China
– Education as an export

21. Turkey, the Middle East
& Arab Spring
• Turkey: online courses
• Arab Bureau of Education for the Gulf States

22. • Size
India
– 1 billion+, 70% rural population
– Need 200,000 more schools
• Internet Accessibility
– 2007-08 - 42 million users (3.7%)
• Online Learning
– Universal access for K-12 in 10 yrs
– Shortage of good teachers
– “Leverage teachers using technology to
bring to scale”
– Educomp digitizing learning resources
for K-12 Education

23. Hong Kong
– Blended learning for Continuity of Learning

24. South Korea
• South Korea
– National Virtual School
– Switch to digital content from textbooks

25. China
• China: 1.3 billion people
• Digitized K-12 curriculum
• Training Master Teachers to teach online
• With online learning: increase
educational opportunities to 100 million
new students

26. The Futurist: Education 2011
China may be the first country to
succeed in educating most of its
population through the Internet.
– From 2003-2007, China spent about $1
billion to implement online learning
projects in the rural country-side.

27. Singapore
• Singapore: 100% of Secondary schools use
online learning
• All teachers trained to teach online
• Blended Learning Environments
• E-Learning Weeks

28. Trends in Education: Next
Generation Models of
Online and Blended
Learning
www.inacol.org

30. Blended learning
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 location away from home.

31. Tech-rich = blended

32. Emerging models of blended learning
Rotation Flex Self-Blend Enriched Virtual
• Station rotation Online platform with Students attend Students learn
• Lab rotation F2F support and physical school & sometimes at a
• Flipped Classroom fluid schedules take 1 or more physical school, other
• Individual rotation courses online times remotely

33. Competency-based learning
(definition)
1. Students advance upon mastery.
2. Competencies include explicit, measurable,
transferable learning objectives that empower students.
3. Assessment is meaningful and a positive learning
experience for students.
4. Students receive timely, differentiated support based on
their individual learning needs.
5. Learning outcomes emphasize competencies that
include application and creation of knowledge, along
with the development of important skills and
dispositions.

34. How Students Learn

35. Videos
• Not So Super of a Market - http://youtu.be/_LyuLJSByvI
• Rocketship - http://vimeo.com/30557533#at=20
• School of One – http://vimeo.com/7964251
• Carpe Diem Collegiate High School -
http://www.youtube.com/watch?v=-s_O65rWV10
• New Line Learning Models -
http://www.youtube.com/watch?v=nnPLrK1USMA

36. Questions
Dr. Susan Patrick
spatrick@inacol.org
http://www.inacol.org
http://onlineprogramhowto.org

37. E-Learning Management
System:
A Blended Learning program
Powered by
ANGEL Learning
Presenter:
Amy Hance, Instructional Technology

38.  Collier County is located in Southwest Florida. It includes
Naples, Immokalee and Everglades City.
 48 schools, 44,000 students, 140,000+ user accounts
 In 2005, we began a 3 year retrofit program and put a
mounted video projector, document camera, sound
enhancement system, and interactive whiteboard in every
classroom.

39. In 2007
 3 new schools opened as a 1:1 laptop schools.
 1:1 laptop schools created a paradigm shift for teachers.
Students had more access to computers during the school
day.
 Needed a tool for teachers and students that would
maximize this access to technology to its fullest potential.
 Wanted a way to have students take more control of their
own learning.
What is the next step?

40. We wanted to find a tool that provided
 A process that could deliver content and resources to students
with face-to-face instruction from highly qualified instructors.
 An opportunity to use the technology in their classrooms.
 Differentiated instruction for students.
 Engaging interaction for students.
 Promotion and instruction of 21st century skills.

41. The tool is ANGEL.
The instructional method is Blended Learning.

42. Blended Learning provides an opportunity…
 For teachers to communicate with students.
 For students to be more in control of their own learning.
 To deliver more professional development.
 To communicate between home and school.
 To differentiate instruction for students.

43. Collier fits in Model 5

44. How did we get to where we are today?

45.  Purchased licenses
 for all students and teachers in our 3 new schools.
 Laid the groundwork
 Imported courses and users, but not auto updated.
 Provided Training
 1 day of summer in-service, hands-on training.
 40 minutes sessions throughout the school year.

46.  New Teachers were hired
 new schools hired beginning teachers, many whom have used a
learning management system in college as part of their education.
 Florida Gulf Coast University (FGCU)
 Teachers have taken continuing education at Florida Gulf Coast
University in Estero and they use learning management systems!
 Monthly train/learn work sessions
 One new school had many teacher interns which allowed us access to
teachers during the day.
 New teachers will try anything!

48.  Equity
 CCPS philosophy is to provide equity for all students and teachers, in
terms of equipment, facilities and software.
 Readiness of learners
 We want the program to be available when the principals and teachers
decide they are ready.
 Professional Development
 Create on-line first professional development course available in
Collier.

49.  Principals requested demos for entire faculties
 principals were intrigued by the new tool presented in the summer.
 Instructional Technology (ITS) asked to give a demonstration of the
learning management system to faculty.
 Provided 30-40 minutes demos.
 Explained what an LMS is and how it works.
 Presented during faculty meetings, before or after school.
 Principals requested specific faculty groups.
 Wanted to share documents with faculty.
 Principals modeled using the management system by placing
important information for teachers only in the groups.

50.  Individual meetings with Principals
 ITS staff met one-on-one with every principal.
 Discussed all technology training available.
 Hands-on training during school day
 40 minutes sessions.
 Planning periods.
▪ Added a syllabus to each course (secondary)
▪ Added events to the course calendar

51. Teachers wanted more!
 Additional training requested
 Hands-on training, 2+ hours after contract time.
▪ Must have 5 people minimum per session.
 Saturday and evening sessions scheduled.
 Community Groups created – 600+ groups currently
 School faculty groups
 Media Center Book Reviews – all students at a school
 Teachers of Gifted
 AP summer students
 Scholar bowl
 Girl's Basketball

52.  Teachers/Students/Employees Announcement groups
 Auto-imported all teachers, students, employees into specific groups
(based on rights level of staff and faculty).
 Put announcements on the group page which shows on user’s home
page.
 Email
 Used to notify all teachers of new professional development courses.
▪ sent copy of email to external internet email address.
 Keeps reminding teachers there is a learning management system.

53.  Purchased a district license – all teachers and students.
 includes all users from SIS - principals, adult learners,
administrators, data entry, etc.
 Created an upload of all courses nightly
 Course are exactly like they appear in our grade book.
 Created an upload all users nightly
 Used as a tool for administrators
 to present content in summer Administrator’s Academy for
principals and subject area coordinators.
 Required courses for new teachers and all Kindergarten teachers
 Full implementation in Fall of 2009

54.  Created more Staff Development courses
 There are currently 49 Staff Development courses available.
 Used email to communicate from teachers to students
 with copy to internet mail (for teachers)
 Send information to all teachers
 Created more Community Groups
• Over 600 groups have been created

55.  Use of Community Groups grows -
 Reading coaches formed a group to discuss classroom observations.
 Building Technology Coordinators (BTC) posted information needed for
each building.
 Media Specialists store meeting information and needed resources.
 Teachers requested groups for AP students who are not yet enrolled in
next year’s AP courses.
▪ review and do summer assignments.
▪ keep in contact with students over the summer.
 Teachers post class notes and assignments for students.
 Use of assessments has increased, both formative and
summative assessments.

56.  Send group emails–touches every user.
 Created a district student and teacher textbook
repository .
 Created a District Curriculum and Resources repository
for subject area coordinators. All teachers have access.
 Created ELL courses which must be taken by all teachers.

57.  Secondary Language Arts/Reading teachers completed
the textbook adoption evaluation with shared
assessments.
 Science textbook adoption used surveys to gather
information on textbooks.
 Increased the number of Single Sign On (SSO) resources
that are available to students and teachers. Currently we
have Discovery Education, Pearson Successnet, FCAT
Explorer and many other resources.
 Purchased Blackboard Mobile Learn, summer 2012.

61. 2010-2011 2011-2012
LOGINS BY ANGEL TOTAL LOGINS BY ANGEL
TOTAL
TOTAL LOGINS = 2373967
TOTAL LOGINS = 3758810
TOTAL USERS = 55970
TOTAL USERS = 53691
USERS LOGED IN > 0 43384
USERS LOGED IN > 0 45941
USERS LOGED IN > 1 41791 USERS LOGED IN > 1 45057
USERS LOGED IN > 5 37674 USERS LOGED IN > 5 43193
USERS LOGED IN > 10 33987 USERS LOGED IN > 10 41171
USERS LOGED IN > 15 30854 USERS LOGED IN > 15 39025
USERS LOGED IN > 50 16084 USERS LOGED IN > 50 25039

62. Amy Hance
Instructional Technology Specialist
Collier County Public School
hanceam@collier.k12.fl.us
239-377-0433