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