Blended Learning and the Curriculum Entitlement Framework

A Way Forward

Coleraine Area Learning Partnership

CALP Schools

Ballycastle High SchoolCross and Passion CollegeDunluce School

Dominican College

Garvagh High School

Coleraine Academical InstitutionColeraine CollegeColeraine High SchoolLoreto CollegeNorth Coast Integrated College Sandelford Special SchoolSt Joseph’s College

CALP – Who are we there for?

• 5764 of pupils in our schools combined

• Special School

• Sunlea Guidance Unit

• Catholic Maintained, Integrated, Controlled and Voluntary Grammar

• NRC

CALP Mission Statement

The Coleraine Area Learning Partnership is a group of schools who wish to collaborate for the purpose of broadening access to wider curriculum opportunities for the young people in the area. By sharing expertise and resources schools will be in a better position to meet the requirements of the Entitlement Framework at Key Stages 4 and 5.

Challenges for Principals

• A cultural shift from ‘our school’ to ‘our schools’

• The ‘geography’

• Transport

• ‘Minority’ Subjects

• Timetabling

Why Blended Learning?

•Broaden subject choice (EF

24/27)

•Preserve under-subscribed

subjects

•Reduce transport costs

•Minimise timetable disruption

CALP Working Groups

•“A” Level Irish

•“A” Level French

•“A” Level Spanish

•“A” Level Media Studies

•OCR National Level 3 Travel and

Tourism

•BTEC Level 2 Travel and Tourism

“Classic” Blended Learning

Component Parts of the Blend in a Collaborative Context

•Induction (All Schools - Joint Sessions)

•Face-to-Face Learning oIndividual schools –lessons / tutorials

oAll schools - joint workshops

oAll schools - joint video-conferenced

sessions

•Online Guided Self-Study•Student Support / Pastoral Care

Post-Primary “Classic” Blended Learning Environment

ONLINESELF

STUDY

FACETO

FACE

SUPPORT

SUPPORTIn a post-primary setting, the success of Blended Learning is likely to

hinge on the nature and quality of support available to students

Blended Learning Interdependent Work Cycle

Step 3 Preparatory work for face-to-face session

ONLINESELF

STUDY

FACETO

FACE

1

2

3

Step 2 Follow-up work from face-to-face session

Step 1 Face-to-face session

4

Step 4 Guided Self-Study

At post-primary level the establishment of an interdependent work cycle is essential in order to ensure student focus during online self-study

Progress to Date (1)

• March 2009: Research paper commissioned

• May 2009: Paper submittedo Review of current local practiceo Analysis & costing of VLEso Potential of video-conferencingo Proposed theoretical model for blended learningo Recommendations

• Autumn 2009: Decisions made on subjects

• November 2009: Work commenced on units

Progress to Date (2)

• January 2010: Moodle chosen as VLEo Site purchasedo Existing resources uploaded

• Sub-group meetings every 4 to 6 weeks

• June 2010: First unit completed

• Autumn 2010: Noticeable acceleration in work

Progress to Date (3)

• Shared Learning Experiences in MFLo Activity dayso Discussion forumso Joint workshopso Planned joint school trips

• January 2011: KS4 Travel &Tourism group

• Autumn 2011: OCR Level 3 Travel & Tourism ready for

market

• Autumn 2011: Pilot scheme in French & Irish

CALP Moodle

Variety of Learning Resources

•Text-based resources•PowerPoint presentations•Images•Videos and animations•Podcasts•Web links•Self-marking puzzles, quizzes and games•Coursework assignments•Other assessment tasks (homeworks

etc.)•Revision exercises and tests

Learning resources for each topic or unit of work may include:

Planning Blended Courses

• Emphasis on Quality of Learning Experience

• Schools to agree what a ‘quality’ online learning experience looks like

• Language teams to plan delivery of AS with all three components combined – Face to Face, Collaborative activities (Video Conferencing included) and Online

• Role of ‘Online Tutor’ crucial OLTE

• Various models being explored at the moment

Advantages to having experience with both:

• Having a ‘trial run’• Getting to know the VLE• Having time to prepare worthwhile courses• Gaining first hand experience of what it

means to be an online tutor & time commitment involved

• Understanding the importance of a variety of resources/ activities

OLTE & CALP

• Design an online programme• Design assessments and rubrics for the

online programme• Implement online programme• Demonstrate effective online tutor skills• Review and evaluate the online programme• Demonstrate the characteristics of a good

online learner by being an active and constructive member of a collaborative online learning community

What I have learned from OLTE

• Addressing CALP Blended Learning Groups within the partnership

• Working with colleagues with the intention of improving the use of the school VLE

• Piloting AS Irish from September 2011 which will involve reduced timetabling & a programme of activities for the year

• Completing an OLTE graduate course where additional sub cover is provided for teachers who wish to move online learning forward in their school

What happens next?

Issues Arising

• Teachers’ Perceptions including the needs of the ‘Online Learner’

• Impact on Pupils – planning phase

• Parents’ support

Strategic Issues for Partnership

• Ongoing capacity building

• Keeping up with ‘new technologies’

• Bringing on board other ‘minority subjects’

Blended Learning and the Curriculum Entitlement Framework

A Way Forward

Coleraine Area Learning Partnership