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5/18/2011 e-learning/blended learning integration strategy for rccdsb thomas carroll rccdsb e-learning/blended learning

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rccdsb e-learning/blended learning e-learning/blended learning integration strategy for rccdsb thomas carroll table of contents introduction definition of blended learning blended-learning models report foundations achievement closing the gap communication innovative integration models at rccdsb assessment and evaluation infrastructure steps for success reference material 1

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rccdsb e-learning/blended learning introduction for many of us it is very difficult to imagine a world without our smartphone they connect us to our e-mails guide us with the gps and answer questions for us by giving us direct access to a globe of information on the internet in an instant and all in the palm of our hand it is hard to believe that 5 years ago all of this did not exist it makes us ask the question where will we be in 5 years from today this is the world that our children are growing up in a world that changes daily and a world where technology has become integrated into almost every aspect of our lives the ontario ministry of education reporting on their roundtable discussions of june 10 2010 in a discussion paper called teaching and learning in a digital world-what we heard in june 2010 outlines under their vision guidelines and expectations in the view of roundtable participants on june 10th now is the time for ontario educators and leaders to invest effort in working toward a common vision for our system as a whole where ultimately educators administrators and learners alike make wise use of instructional technology including emerging digital technology as a natural part of learning and teaching as educators we have a responsibility to our students to prepare them for the world that they will inherit economic success in a knowledge based society demands skills that were not available a few simple years ago e-learning and blended learning can play a vital role in helping to prepare our youth for a future that will be much different than we can even now imagine generally 21st century learning signals an integrated approach to skills technology and learning that recognizes that computer based devices are a central and critical part of contemporary life and that knowledge of them is key to both education and employment critical review and analysis of the issue of skills technology and learning final report dr jennifer jenson associate professor dr nicholas taylor post-doctoral researcher stephanie fisher research assistant 2

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rccdsb e-learning/blended learning definition of e-learning and blended learning what is e-learning e-learning is online learning conducted through the provincial learning management system lms where students communicate and collaborate with a teacher that is not in the same physical space as the student students have access to provincially-developed content i.e secondary courses multimedia activities communication tools such as the blog pager discussions news schedule and e-mail tools assessment tools such as dropboxes quizzes and surveys what is blended learning blended learning is a combination ­ or blend ­ of face-to-face and online learning students use an online learning tool while having direct instruction and supervision in a physical space by a teacher in ontario blended learning may be conducted through the provincial learning management system lms where students and teachers have access to provincially-developed content i.e secondary courses elementary course packages multimedia activities communication tools such as the blog pager discussions news schedule and e-mail tools assessment tools such as dropboxes quizzes and surveys 3

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rccdsb e-learning/blended learning blended learning models classroom technology computer lab integrated program classroom technology in this model the classroom itself is equipped with computer technology for students to access this could mean that each of the students has their own class computer or it may vary to have several computers available as a workstation located in the classroom computer lab in this model the classroom teacher would provide instruction to the students and then they would physically move to a computer lab where students would access the lms and begin working on the assignments or tasks they are presented with this can range from daily access to a computer lab to more intermittent computer lab access this would also include portable laptop cart availability integrated in this model students work in a technology rich environment where most of the curriculum is delivered via the lms system teachers provide on-site support on a flexible and adaptive as-needed basis through in-person tutoring sessions and small group sessions many credit-recovery blended programs fit into this model 4

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rccdsb e-learning/blended learning report foundations closing the gap achievement communication with stakeholders rccdsb three key components have to be examined in relation to the integration of more elearning and blended learning into rccdsb those key elements of focus are 1 achievement will these new tools work towards making our students successful 2 closing the gap can these tools help to reduce or eliminate challenging areas in our school board 3 communication can these tools help us to communicate effectively with our stakeholders likewise can these main focus points integrate with the skills that are referred to as the 4 cs · creativity and innovation · communication · critical thinking and problem solving · collaboration iste 2007 oecd 2009 partnership for 21st century skills 2009 5

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rccdsb e-learning/blended learning at present our lack of integration and usage over an extended period of time of technology in the school board has had a limiting effect upon our ability to gather information regarding achievement with our students our board has had two years as part of a successful trial in the blended learning project and only a handful of e-learning courses delivered at the high school level evidence of student success therefore is more anecdotal and observational a more intense long term assessment of our achievement rates with e-learning and blended learning are one area that should become a focal point of study in the next few years there have been some promising points that will serve as a basis for more long term study blended learning/e-learning achievement several blended learning teachers have noted that students in particular boys have been producing more content in their written responses versus a traditional pen and paper format that increased content has allowed students to develop and communicate more of their thinking and knowledge on the tasks at hand students reluctant to share ideas and answers in the physical classroom have demonstrated less hesitation to share in an online discussion forum thus allowing their thoughts and ideas to be shared with the class students answering questions in the lms have demonstrated that they will move out of the online classroom and onto other websites to gather more information charts pictures diagrams to add to their notes test cases using the lms with casi questions have indicated that students are developing answers similar to or enhanced from previous traditional pen to paper responses when given the choice to create projects or text based answers students most often will choose to use technology rather than traditional presentation methods students are now creating websites movies and power points to present their work motivated high school students have shown success with working independently at the more senior levels with e-learning courses electronic anchor charts are easy to create and serve as excellent tools for student learning these can serve as discussion points to allow us a starting point to begin examining more in depth analysis of student achievement 6

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rccdsb e-learning/blended learning fundamental to the success of rccdsb is to ensure the success of our students all of our students we recognize that there are several groups of individuals that face many challenges on their way to success technology itself cannot guarantee success with our students rather a well organized approach including the use of technology with the lms and classroom teachers can help to make all of our students successful there are several areas that can be explored some of them are blended learning/e-learning closing the gap boys literacy boys have shown to be more interested in using technology when it comes to focusing on literacy access to a wide range of text allows for boys interests to be met visual cues available through technology also serve as assistants to understanding tools such as dragon naturally speaking allow boys to create content easily and tools such as kuzweil brings language to life special education students this is a wide ranging topic blended learning allows the iep student to work alongside the rest of the class at an academic appropriate level differentiated instruction in the blended learning classroom becomes standard as teachers have students from all academic ranges working collaboratively but at the right pace to meet that students needs sert s have the ability to create unique individualized classrooms including students from across the school and deliver the right material to the right student at the right pace literacy/numeracy online tools available to blended learning classrooms can help to enhance understanding of literacy and numeracy problems tools such as gizmo s can be integrated directly into a blended learning classroom and accessed whenever needed by a student to help reinforce understanding online dictionaries and thesauruses provide students with a range of tools unavailable to previous generations all at the click of a button reluctant speakers those students that seem to have no voice in the classroom can become active contributing members to the class discussion through the use of online discussion tools built directly into the lms system 7

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rccdsb e-learning/blended learning communication with parents students administration and our community is vital in today s school district parents demand more access to their students progress so they can act as educated partners with teachers in their child s development we know that feedback to students is also a key element to success regular feedback allows students to stay motivated construct and reconstruct and make decisions that will help them derive success the blended learning/e-learning tools force communication there are several examples of how the lms tools have been very successful with communication here at rccdsb blended learning/e-learning communication military unique to our school board is our large population of active military families teachers using the lms have had military parents come to them and tell them that they like this tool because even if stationed overseas they can access the online classroom and see their child s progress on a daily basis as well as feedback from teachers distance is not a problem for these parents to take an active role in their child s education teacher feedback teachers have the ability to leave text and audio even video feedback for their students students and parents can access this feedback from the home computer or any computer more and more teachers find that by using audio feedback they can better explain and instruct students towards developing their answers using the lms teachers can provide 3-5 minute video screen captures that can be archived in the lms for students to use as electronic anchor charts blended families with more and more blended families parents can access their child s progress from different locations and both stay involved in their child s education process administration monitoring and accessing student communication is no longer an issue as all electronic conversations are archived within the online classroom 8

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rccdsb e-learning/blended learning innovative integration models at rccdsb credit recovery alternative school homeschool network catholic course delivery special education besides the benefits of straight e-learning and blended learning classroom environments there are several unique areas that blended learning/e-learning can play a role in our school board as more integration of the lms into the school system occurs it is quite understandable that several more areas for potential delivery will become available as more integration of the lms into the school system occurs it is quite understandable that several more areas for potential delivery will become available 9

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rccdsb e-learning/blended learning credit recovery credit recovery through blended learning is beneficial to both student and teachers involved · · · · · · use of technology/e-learning delivery helps to engage student attention text can be complimented with video audio and interactive learning tools to help students to develop a strong understanding of the material presented ministry written course content can be easily added into the online classroom content to specific required expectations allows the student to focus on this is a great reduction on the student success teachers and classroom teachers as they do not have to create specific tasks and assignments for each student general learning strategies course can be integrated alongside the credit recovery material this allows a student to receive two credits when the course is completed all ministry course content is designed to integrate with the growing success document there is no additional cost to using the blended learning platform instead it can be considered a cost saving tool as it reduces time needed to research and develop course material and can also help to provide additional courses to students moving them from part time status to full time status reduces teacher work load dramatically allowing teachers to focus on administering and course delivery by adding the learning strategies course to compliment the credit recovery we not only offer the student the ability to receive two credits but we also can move a student with only 2 credits to full time status 10

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rccdsb e-learning/blended learning alternative school · renfrew county catholic school board has an alternative school available to those students that cannot find success in the regular high school setting · · · · · · · · blended learning allows for the alternative school teacher to administer and monitor several different programs at the same time ministry created course material can be placed into specific student s online classroom students can access this material 24 hours a day blended learning replaces correspondent type course delivery quickly and efficiently integrating the works to engage students through alternative school with a the use of technology something that similar education they are all very used to in everyday life program such as adult provides an environment of learning learning can offer that often appeals to the alternative opportunities for shared school learner it is unlike the cost savings both traditional physical classroom pen to paper program that many learners do programs can function not relate well too well together yet can there is no cost to use the blended share the costs of learning platform lms or the computer technology ministry created course material reduces workload on the alternative school teacher by having readymade solutions to each students needs integration with other programs such as adult education may provide opportunities for shared technology thus reducing costs of computers all internal communications are monitored alternative school teachers can monitor student progress and access to the online course with one simple click of a button 11

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rccdsb e-learning/blended learning special education blended learning and use of the lms system creates a seamless integration of differentiated instruction through classrooms and schools across the school board classroom delivery of differentiated instruction is easy and seamless teachers can create grade appropriate tasks and assignment or take some from already existing ministry created material and deliver it directly to students in the classroom that need it digital anchor charts teacher and student created are available to students 24 hours a day for enhanced understanding no longer do students need to be in the physical classroom to access the anchor chart for assistance supplementary learning tools can be added and adjusted for all level of learners videos audio and online interactive tools can be added into the online classroom to reinforce student understanding the online classroom is compatible with kurzweil as well as dragon naturally speaking most of our iep students already have ministry provided technology to assist them thus the cost for additional computers is minimal spec ed teachers can create a classroom online that includes students from several physical classrooms all across the school thus allowing them to manage and develop content in one single source split grade classroom course delivery is made much easier as the teacher can engage one grade in learning material while working with the other grade in the physical classroom reduces teacher workload by allowing teachers opportunities to build share and use ministry created material the workload of the classroom teacher is reduced teachers can use the online dropbox to have students submit work and they can leave various types of feedback such as video or audio feedback to students it does not single anyone in the classroom out all students can be working on grade appropriate material at the same time privately teachers can monitor and provide feedback in a private setting · · · · · · · · · · 12

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rccdsb e-learning/blended learning catholic course delivery one of the challenges facing us right now in many areas of our school board is the migration of students away from the catholic school system as stewards of catholic education we can utilize the lms tool to help us to reach out to those students and deliver a catholic religious program · · · · · students in the barry s bay region tend to move to madawaska high school with the public system due in part to travel and distance right now we are offering at a rather significant cost available instruction to those students that would like to take a religious program using the lms we can deliver a central religious program to those students at virtually no cost a religious education teacher located at our high schools could work with students at public high schools that would be interested in taking a full credit religious program a religious education community support in the madawaska family of teacher located at one schools would most likely be high due to a of our catholic high strong catholic faith community schools could offer this would allow us to continue to serve our catholic school students as per our strategic religious education plan 2009-2012 courses to students in the offering these courses could provide a renewed public high schools of our revenue stream from these areas of our school madawaska renfrew and board by having students register and participate in religious education courses deep river family of schools 13

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rccdsb e-learning/blended learning home school network several areas of our county have a large network of parents that prefer to home school their children there has been a renewed media focus on home school networks as of recent and the socioeconomic status of these families seems to indicate a wide range · · · · · · · although not a top priority the home school network would provide a significant growth factor for our school board ministry created courses all created in compliance with the growing success document could be delivered to home school students through the lms families would have to register their child with the local school thus providing increased enrollment for our schools content could be administered in large part through the family unit however assessment and grading could be done in collaboration with local school teachers a teacher might have a child registered in the classroom but that child would spend a significant amount of time out of the physical classroom and more in the online classroom this might also provide a seamless transition for integration of these students in the future the benefits to parents include ministry created material formal assessment based around the growing success document and an opportunity for collaborative interaction with other students through projects and assignments 14

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