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Blended Curriculum: Doing it Right (the First Time!)ANASTASIA M. TREKLES, PH.D.CLINICAL ASSOCIATE PROFESSORPURDUE UNIVERSITY NORTHWEST
Objectives
This session will help you: Discuss current trends and issues in blended
learning for K-12 schools Adapt and use a research-based, future-ready
framework for online and blended curriculum development.
Discuss and network with other educators at varying stages of blended curriculum adoption
Blended Learning is Here
Some people call it hybrid, digital learning, or some other name
The NMC Horizon Report tell us that distance and blended learning is on the rise in schools nationwide, and more and more Indiana schools are embracing this trend
Is your school doing online snow days? Blended lessons? Flipped classrooms? Using an LMS?
Here’s the real question:
What makes blended learning work well?
It’s all about the bottom line…
Technology is powerful in the hands of our students, but only if they know how to use it
Many students are not quite “there” yet when it comes to learning independently and taking best advantage of their tools
It’s not for everyone – teachers and students alike
Go slowly!
Student Readiness for Online Learning
Students (and teachers!) should be independent and intrinsically motivated
Technology support should be readily available and skills adequate for the tasks required – “digital natives” aren’t always as tech-savvy as you may think!
Time management skills are key – students unable to budget their time will have difficulty
Question Time!
What does your blended or online program look like now? (if you have one)What’s good about it?How could it be better?
Don’t have a program yet but want one? What needs do you have to consider?
Study to Get Some Insight
Qualitative case study with 2 schools, one high school and one college in the Midwest
Survey of students and teachers, with qualitative and quantitative responses
Demographics, online/hybrid experience ranged broadly
Research Questions
1. What factors influence distance learning and engagement and retention for college students?
2. What barriers are perceived by high school and college students and instructors with regard to distance learning?
3. What kinds of support do students entering college need to prepare and participate in online learning successfully?
Key Takeaways – Q1
Prompt, one-on-one communication with a teacher is as essential online as it is face-to-face
K-12 appreciate and need flexibility as much as college students
Online/blended coursework must be clear, meaningful, and relevant with consistent feedback and goals - no busywork
Blended courses offer the best of both worlds for both students and teachers
Key Takeaways - Q2
Students should be prepared for both the technical and pedagogical demands
Orientations, support tutorials can be of big benefit
Students may misjudge their readiness Design flexible curriculum while allowing
for responsive, personal, and enthusiastic instructor presence
Key Takeaways – Q3
Consider this “flowchart” as you plan
Provide support throughout the journey for teachers AND students
All areas should be considered - don’t leave anything out!
Complete paper available on the ICE Website
More Resources
Quality Matters K-12 List of quizzes for online student readiness K-12 Blended and Online Learning MOOC
(Kennesaw State University)
