Best Practices for Implementing a Comprehensive Online/Blended Learning

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1 Center for Educational Leadership and Technology Leadership, Learning, and Technology for the 21 st Century Best Practices for Implementing a Comprehensive Online/Blended Learning By Antonio Pagán and Patti Sullivan-Hall March 7, 2014 Center for Educational Leadership and Technology 2014 Slide 0

2 Welcome and Introductions Center for Educational Leadership and Technology 2014 Slide 1

3 Purpose of today s session Share research and best practices Assist audience as they advance with online/blended learning program implementation Center for Educational Leadership and Technology 2014 Slide 2

4 What is online/blended learning and why choose it for K-12? Center for Educational Leadership and Technology 2014 Slide 3

5 Individualized, Differentiated, Personalized, and Blended Learning How are they different? What do they mean to the learner? How do they impact the classroom teacher? What changes need to be made by the learning organization? What do they mean for parents? Center for Educational Leadership and Technology 2014 Slide 4

6 Individualized, Differentiated, Personalized, and Blended Learning 1 (cont.) Individualization relies on evaluations to determine strengths and weaknesses of a learner in order for the teacher to adapt materials and instruction. Differentiated learning identifies weaknesses in mastery of specific content or skill sets. The data is then used to group learners for adapted curriculum and instruction. Personalized learning is all about the learner. The learner helps determine how he/she will learn and is actively involved with outlining learning goals. Instruction is designed around interests and aspirations as well as strengths and weaknesses. Center for Educational Leadership and Technology 2014 Slide 5

7 Blended Learning Definition 2 Center for Educational Leadership and Technology 2014 Slide 6

8 Types of Innovation 3 Sustaining help organizations make better products or services that can often be sold for better profits to their best customers. They serve existing customers according to the original definition of performance. Disruptive do not try to bring better products to existing customers in established markets. Instead, they offer a new definition of what s good typically it improves a product or service in ways that the market does not expect. Center for Educational Leadership and Technology 2014 Slide 7

9 Blended-Learning Taxonomy 2 Center for Educational Leadership and Technology 2014 Slide 8

10 Blended-Learning Taxonomy 2 (cont.) Rotation Model (e.g., flipped classroom) fixed schedule between face-to-face teacher-guided projects on campus during the standard school day and online delivery of content and instruction of the same subject after school. Flex Model - curriculum and instruction delivered online with face-to-face support using a data dashboard to offer targeted interventions and coaching on meta-cognitive skills. À La Carte (Self-Blend) Model - a program in which students take one or more courses entirely online with an online teacher of record and at the same time continue to have brick-andmortar educational experiences. Students may take the online courses either on the brick-and-mortar campus or off-site. Enriched-Virtual Model - students divide time between attending a brick-and-mortar campus and using online delivery of content and instruction. Teacher-of-record is on-site. Center for Educational Leadership and Technology 2014 Slide 9

11 Why online/blended learning in K-12? 4 Center for Educational Leadership and Technology 2014 Slide 10

12 Why online/blended learning in K-12? (cont.) Blended learning should not be just another district initiative. It is a fundamental redesign of instructional models with the goal of accelerating learning toward college and career readiness. It is an opportunity to develop schools that are more productive for students and teachers by personalizing education, ensuring that the right resources and interventions reach the right students at the right time. Center for Educational Leadership and Technology 2014 Slide 11

13 What is Online and Blended Learning in Support of? Remediation Credit Recovery (unit, course) Out-of-School Placements (Homebound, home-schooled, hospitalized, and incarcerated youth) Advanced Placement Credit Acceleration Personal Enrichment Other? Center for Educational Leadership and Technology 2014 Slide 12

14 The Defining Dimensions of Online Programs 5 Center for Educational Leadership and Technology 2014 Slide 13

15 Before Moving Forward Key Aspects of Preparation Agreement on academic goals Supporting critical mass Funding streams Center for Educational Leadership and Technology 2014 Slide 14

16 Where to begin with online/blended learning? Center for Educational Leadership and Technology 2014 Slide 15

17 Step 1: Plan Strategic Planning Designate program implementation manager Develop logic model (goals, key activities, outcomes) and timelines Instructional Model Considerations Platform Design Considerations Content Delivery Considerations Technology Infrastructure Staff Development Program Performance Assessment Center for Educational Leadership and Technology 2014 Slide 16

18 Instructional Model Considerations Rotation (flipped classroom) Model Flex Model À La Carte Model Enriched-Virtual Model Center for Educational Leadership and Technology 2014 Slide 17

19 Platform Design Considerations Curriculum aligned to standards Real-time data analytics Closed communications tools Virtual classrooms/labs Interactive digital content and tutorial Assessments aligned to standards Integration with SIS and other data tools Cloud-based User-friendly interface Center for Educational Leadership and Technology 2014 Slide 18

20 Content Delivery Considerations Online Content Strategy Provided by multiple vendors Device agnostic Full-time students Credit recovery, retention, acceleration Supplemental Advanced placement Center for Educational Leadership and Technology 2014 Slide 19

21 Technology Infrastructure 6 Internet bandwidth 1 Gbps per 1,000 students Internal LAN/WAN connectivity 10 Gbps per 1,000 students One-to-one devices Instructional Technology staff Technology support staff Data support staff Center for Educational Leadership and Technology 2014 Slide 20

22 Staff Development Topics to be integrated Basic online/blended learning operations Facilitating online learning Developing online content Developing effective online assessment Developing and assessing meta-cognitive skills Supporting blended learning environments Center for Educational Leadership and Technology 2014 Slide 21

23 Program Performance Assessment Effective implementation measurements Design and plan points of measurement What gets measured gets done Include key stakeholders on design Measure effectiveness of staffing strategies Measure impact of infrastructure have and have nots Measure leadership team engagement Center for Educational Leadership and Technology 2014 Slide 22

24 Program Performance Assessment (cont.) Center for Educational Leadership and Technology 2014 Slide 23

25 Step 2: Implement Deploying infrastructure Engineering and implementing integration Blending staff development with existing plans Coordinating, measuring, and adjusting implementation Embedding program implementation in school life and culture Communication, communication, communication Center for Educational Leadership and Technology 2014 Slide 24

26 Deploying Infrastructure Prioritize key areas of needs Broadband Networking Facilities Support staff Monitor critical paths Work from baseline developed at planning stage Get focused Center for Educational Leadership and Technology 2014 Slide 25

27 Engineering and Implementing Integration Pursue alignment with existing programs Maximize use of single sign-on (SSO) opportunities (SIS, Data tools, Gradebook, etc.) Manage data synchronization and/or uploads Monitor data accuracy Center for Educational Leadership and Technology 2014 Slide 26

28 Staff Development Participants Teachers, paraprofessionals, and aids Instructional coaches, technology staff Leadership teams Business office, support staff Content Online/blended learning competencies Impact of blended learning on school culture Change management Role-based specialized training Center for Educational Leadership and Technology 2014 Slide 27

29 Staff Development 7 (cont.) Modality Professional learning communities Blended-learning sessions Observation and coaching Center for Educational Leadership and Technology 2014 Slide 28

30 Coordinating, Measuring and Adjusting Implementation Guiding Principles Plan what you want ; implement what you can Engage key stakeholders for continuous support Focus on short term performance assessment Adjust plan as needed Center for Educational Leadership and Technology 2014 Slide 29

31 School Culture Capitalize on existing values Equity, innovation, failure tolerance, outcomesoriented, continuous improvement, etc. Educate on areas of opportunity Resistance to change, intolerance, skepticism, etc. Communicate Inform about progress (positive or negative) Ask for feedback Show that you have acted on feedback Center for Educational Leadership and Technology 2014 Slide 30

32 Communications Plan Plan and execute communications strategy Initial consideration of blended learning program Kick-off event Multi-media continuous updates Sharing short term and long term goals Sharing plan adjustments Sharing progress measurements Provide for spontaneous and regular feedback Center for Educational Leadership and Technology 2014 Slide 31

33 Step 3: Improve Measure impact Adjust multi-year plans Center for Educational Leadership and Technology 2014 Slide 32

34 Measuring Impact Implementation Experience What worked better than expected? What has been more challenging than expected? What promising practices have we identified? Have we achieved expected costs? What can we do differently and better? How and at what intervals will the lessons be documented? Who should lessons be shared with? Center for Educational Leadership and Technology 2014 Slide 33

35 Measuring Impact (cont.) Activities How many classes and schools are using blended? How many students are in blended classes and how many teachers are changing their practice? How many online resources are being used by teachers and students? How many staff development opportunities have been completed? Center for Educational Leadership and Technology 2014 Slide 34

36 Measuring Impact (cont.) Processes Are we able to consistently and repeatedly implement blended learning for specific subjects and grades? Do we have sufficient clarity about our work that we can execute it smoothly and effectively every year? Are we able to effectively scale the work to increasing numbers of classrooms and schools? Center for Educational Leadership and Technology 2014 Slide 35

37 Measuring Impact (cont.) Outcomes How are students responding to blended learning? Engagement? Performance? How are teachers responding? Engagement? Performance? Do educators feel like they are having more impact with students? Is staff feeling supported? Center for Educational Leadership and Technology 2014 Slide 36

38 Adjusting Future Plans Opportunities for Improvement What problems need to be solved immediately? What unexpected advantages have raised for future developments? How areas for improvement can be identified on a larger scale implementation? Center for Educational Leadership and Technology 2014 Slide 37

39 Adjusting Future Plans (cont.) Dissemination Who will do the work of developing innovative practices, testing them, and documenting lessons? What resources will be applied to this work? How will innovations be incorporated into ongoing processes over time? Center for Educational Leadership and Technology 2014 Slide 38

40 Where are You in the Continuum? Improve Plan Implement Center for Educational Leadership and Technology 2014 Slide 39

41 What support do you need with planning, implementing, and improving? Center for Educational Leadership and Technology 2014 Slide 40

42 Closing Comments and Next Steps Center for Educational Leadership and Technology 2014 Slide 41

43 Contact Information Center for Educational Leadership and Technology 65 Boston Post Road West Marlborough, Massachusetts Phone: (508) Fax: (508) Web: Antonio Pagán Office: (508) x1216 Patti Sullivan-Hall Office: (508) x1231 Center for Educational Leadership and Technology 2014 Slide 42

44 About CELT Center for Educational Leadership and Technology 2014 Slide 43

45 About CELT For nearly two decades, CELT has helped education leaders align their use of information technology with improved student learning. CELT works collaboratively with educational organizations to support and transform 21st century teaching, learning, and administrative processes. In order to ensure widespread and productive use of technology, our strategies include staffing plans and professional development programs, as well as maintenance and support activities. CELT is one of the largest and most comprehensive providers of research and planning services for schools, education service agencies, and departments of education. CELT's mission is to help learning organizations attain their vision, mission, and goals by integrating high-quality, mission critical technology programs and services with the organization's people and processes in the most timely, efficient, and cost-effective way possible. Center for Educational Leadership and Technology 2014 Slide 44

46 Credits 1. Barbara Bray and Kathleen McClaskey (2012). The Stages of Personalized Learning Environments Heather Staker and Michael B. Horn (2012). Classifying K-12 Blended Learning. Innosight Institute Clayton Christensen (2013). Is K 12 Blended Learning Disruptive? Blended-Learning-Disruptive.pdf 4. DLN Smart Series (2013). Blended Learning Implementation Guide Version Watson, J., et. al. (2011). Keeping Pace with K-12 Online Learning: An Annual Review of Policy and Practice. Evergreen Education Group MA DESE Office of Digital Learning. Beyond PARCC: The Next Generation Classroom 7. The Learning Accelerator. Blended Learning Educator Competencies Framework Educator%20Competencies%20v2.2.pdf Center for Educational Leadership and Technology 2014 Slide 46

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