Computer Using Educator of BC, CUEBC

1. BLENDED LEARNING:
Convergence of
Online & Face-to-Face Education
Michael Cochrane
Open School BC
Dal Little
Sooke School District

2. INTRODUCTION
• Learning with Technology, at its extreme
• It is blending the best of an online delivery with the best of
a face-to-face classroom.

3. INTRODUCTION
• a Learning Management System (LMS)
• pre-developed course with assignments and assessment
• students in a classroom/school with great internet access

4. WHAT WE ARE GOING
TO LEARN TODAY
Blended Learning:
• is an optimal model for implementing
21st Century skills into K-12
Summary
• Define
• What is Blended Learning iNACOL
• Why Blended Learning
Click to download a copy as PDF
• Describe - Blended Learning Pilot
Project
• Share the Project findings

5. CHANGE

6. CENTURIES OF
BLENDED LEARNING

7. BLENDED LEARNING
Blended Learning
4 Key Conditions for Implementation
1. LMS –
e.g. Blackboard Learn, Moodle, D2L
(Content Delivery and Assessment Tracking,
Reporting, Parent Access)
2. Pre-developed customizable, online courses
3. Class time for one-to-one instruction, &
relationship building, group interaction, ….
4. Requires computer technology and Internet access
5. Paradigm Shift – Administers, Teachers, Students

8. 21ST CENTURY
BLENDED LEARNING
SD 62

9. WHY BLEND? WHY NOW?
Meeting the needs of Diverse Learners
• Advances in Technology
Better, Faster, Mobile, Multiple type of interaction
• Internet Access
Ubiquitous access, fast, reliable
• LMS (Blackboard Learn, Moodle, D2L)
Features designed for K-12 learners
• Fully developed grade 8-12 courses by Open School BC
• Students expect to be online often

10. DIVERSE LEARNER
PROFILE

11. BLENDED LEARNING
THREE DOMAINS FOR CHANGE
Change in Educational Program Delivery
Time - When
• When students access information.
• They can choose. Busy athletes who travel.
Proximity – Physical Distance from teacher
• Schedule for attending class based on personal need
• Relationship with teacher
Pace – How learning proceeds (Teacher Negotiated)
• Lessons, assignments and assessments online
• Negotiate when learning will occurs for each student
• Class time - Hands-on, Questions, Teacher Interactions

12. THE BLENDED LEARNING PROJECT
Project - in Summary:
• 10 high school teachers an opportunity to teach differently.
• Provide students orientation and a chance to learn differently.
• Provided teachers with training & ongoing Open School BC technical support
in Blackboard.
• Provided teachers with pre-develop courses, supported to customize
• Provided ongoing Pro-D to change, edit, customize, improve courses
• Goal was to have No Evaluation, but Learn! There is no explicit “criteria” for
success. See how teachers and students respond
• Project was extended for September 2013-June 2014

13. PROJECT PARTNER ROLES
Three partners to support Project
1. E-Learning and Graduation
(BC Ministry of Education)
• Provide partial funding for project
• Funding provide Inservice for TOCs for participating teachers
2. Open School BC
• Manage project funding and deliverables
• Provide access to course content, Blackboard Learn for up to 1000
users
• Provide support to participating teachers & project coordinator

14. PROJECT PARTNER ROLES
3. Sooke School District (SD 62)
• Provide 0.4 release time for project coordinator/teacher
• Mentor teachers in use of Blackboard and
• Monitor student/parent/teacher activities
• Create discussion group and work with Open School BC to
create survey questions for participant groups
• Report findings back to Open School BC, Ministry of Education
and British Columbia DL Conference

15. PROJECT BUDGET
$61,000
MINISTRY OF EDUCATION:
• Teacher Release Time (20 days @ 350/day)
• Development of tools for action research
7000
1000
OPEN SCHOOL:
• Bb Hosting (1000 users)
• Bb support/admin
• Pre-developed Courses - Licensing
11500
1000
7500
SOOKE SCHOOL DISTRICT (WESTSHORE)
• Travel & presentation
1000
• Support teacher salary (SD 62)
(0.4 Salary/benefits /0.5 year)
32,000

16. PROJECT QUESTIONS
Questions to be addressed:
• If teachers have access to a high quality learning management
system, access to pre-developed courses, - How will they
use it?
• How will Blended Learning change the learning experience for
students?
• Did it “Personalize Learning” for students? Was the choice and
Flexibility apparent?

17. TEACHER/STUDENT
DEMOGRAPHICS
School District (9000)
• 3 High Schools (2500)
• 4 Middle Schools (2000)
• 18 Elementary Schools (4500)
Project open to all Middle - High Schools
• Started with 10 teachers, 800 students
• Ended with 4 active teachers, 250 students
• Teachers with high innovator mind set

18. TEACHER COMFORT LEVEL
WITH BLENDED LEARNING
SD 62
Project

19. TEACHER COMFORT LEVEL
WITH BLENDED LEARNING
Innovators 2.5%
Early Adopters 13.5%
Laggards 16%
Early/Late Majority 34%
SD 62
Project

20. SCAFFOLDING FOR TEACHERS
WHAT WORKED IN THIS PROJECT?
Continual support with adding new tools
• Work together to demonstrate a new learning tool.
• Learning Curve to overcome! Comfortable after using
Provide extensive professional development
• Pro-D, Pro-D, Pro-D, Inservice if $$
Provide the right support for staff
• Instructional / Curriculum support (Education Technology role)
• Teachers need 1-0n-1 specific support for their instructional needs.
Utilize Pre-developed courses in LMS
• Pre-developed courses, that already exist, provide an easier place to start
than the overwhelming task of having to create their own from scratch …

21. WHAT DID THE
TEACHERS SAY?
PROS
•
•
•
•
•
Online quizzes and tests worked well. (Formative and Summative Assessment)
Preferred student grouping for projects as assessment. (Assessment)
Online keys/texts and lessons were an asset. (Virtual access)
Students can work ahead or catch-up, which created a higher pass rate in the
science course. (Flexibility)
Provides options for student learning and communication through one-to-one
relationships is still more powerful in class. (This is blended!)
CONS
•
•
•
Learning curve to get started, but love it once underway
The computer labs had limited times, so only really committed teachers (or
teachers who booked in advance) could get lab time. (Access to technology)
Access to computer time and technology use within the facilities and the slow
and insufficient Internet caused problems. (Access to technology infrastructure)

22. 21ST CENTURY TEACHER
Andrew Churches

23. PROFILE OF STUDENT USE
Number of hits during days of the week during first semester
by students in two different classes – Self Directed vs Structured

24. PROFILE OF STUDENT USE
Biology 12
Science 10
Number of hits during hours of the day during first semester
by students in two different classes – Self Directed vs Structured

25. STRATEGIC AND
INTENTIONAL
Blended Learning Perspective:
Online LMS
Face-to-Face
Implement 21th Century
One-to-one connection
Organize content
Group for re-teaching
Manage the process
Group according to interest
Information-age model
Choice to attend class
Collaboration
Collaboration
Personalizes learning 24X7
Personalizes learning
Student choose time-Flexibility
Focus on hands-on activity
Proximity to teacher
Extend instruction to interest
Developed courses-Manage files
Edit and adjust courses
Collaboration
Observe behaviour-Social
Reading and writing
Speaking

26. PROJECT CHALLENGES
Blended Learning: Lessons Learned
Online LMS
Face-to-Face
LMS Training
One-to-one connection
Cost $$$
Letting groups self-manage
Wrestling Quality (process/content)
Group according to interest
Information-age skill-set
When to give choice?
Paradigm Shift (Students/Teacher)
Collaboration, when
Personalizes learning
Personalizes learning
Negotiating with Students
Paradigm shift for students
How much online?
Online access an interactive resource
Developing course continually
Mixing textbook and online
Access, Access, Access
Reading and writing

27. WHAT DID STUDENTS SAY?
PRO
• I liked how assignments, notes, and quizzes were available online for
me to access and complete from home. (access)
• We did lots of tests online which was good because you could work on
them at home if you needed to. (access)
• It helps me study out of class/on break well and with understanding.
Diagrams and online YouTube videos helped as well. (access and
variety)
• I believe blended learning is something that will be in our future, so
therefor we must adapt to the different way to learn and absorb
information.
• Was able to work away from home and school! Good to use when
checking in during vacation. (access)
• I was able to work on or study anything that was needed at my own
pace, it was nice. (Flexibility)

28. WHAT DID STUDENTS SAY?
CON
• Sometimes if I needed to do work from home I couldn„t, due to no text
book or no computer available. It sucks. (access)
• I didn't like the online textbook but the power points were helpful.
(Flexibility)
• Wasted time, way behind due to blended learning. Computers don't
teach me, teachers do. (not blended then)
• iPads seemed too distracting having games and such on them, but page
layout was very easy to follow. (individual styles)
• I DONT LIKE BLACK BOARD I HAVE NEVER USED IT IN THIS
COURSE AND I NEVER WILL. I LIKE LEARNING FROM A TEXT BOOK
AS IT IS HOW I GREW UP. I DO NOT LIKE THE FORMAT OR
ANYTHING ABOUT BLACKBOARD. I DONT LIKE IT. (training required)

29. EDUCATIONAL CHANGE
Belmont Secondary School
• Blended Learning Biology 12 Video
https://www.youtube.com/watch?v=E9J4-6NX4e0

30. LESSONS LEARNED
• FLEXIBILITY of the timelines of blended courses popular.
• Proximity to instructor can vary but students from pilot
indicated their need to see the teacher regularly.
• Redesigning a course from Face-2-Face to
Blended Learning TAKES TIME.
• Provide models for future instructional design.
• On-line resources change the dynamic of needing
to use a standard text book. Eliminate textbook loss.
• We must ensure that when we introduce this to our classes it
is NOT an “add-on” and viewed as “more work” as it impacts
how it is viewed by students.

31. POSITION STATEMENT
When students perceive technology as a luxury
or extra, they play with it.
When students perceive technology as a
learning tool, they own their learning with
it.
Conference Presenter 2010

32. THANK YOU!
Questions and Comments?
Michael Cochrane
Open School BC
michael.cochrane@gov.bc.ca
Dal Little
Distributed and Blended Learning Support
Sooke School District, Victoria, BC, Canada
dlittle@sd62.bc.ca