Blended Learning
How Online Content Can
Open Huge Doors for CTE
Mike Fischer
Director of C&I, 49er ROP
Placer County Office of Education
September 27, 2012
Overview of Topics:
1.
2.
3.
4.
5.
6.
7.
8.
Welcome
Overview of Blended Learning
Tour of a Sample Course Online
Agencies and Resources
Courses at 49er ROP / PCOE
Content Management Systems
Pros & Cons, Successes & Challenges
Next Steps, things for ROC/Ps to consider
What is “blended learning?”
 Mix
of traditional instruction and
web-based instruction
“On ground” + “Online”
“Face to face” + “Cyberspace”
 Online materials delivered through
a learning management system
(LMS)
–Blackboard, Moodle, Schoology,
Desire to Learn
“Blended” model differs from
fully online classes
Blended Model:
– Students attend class
AND go online
– Online materials
enhance face-to-face
instruction
– Tends to be more
“synchronous”
“100% Online” Model:
– No class meetings
– All online, no face-toface instruction
– Course may be
“synchronous” or
“asynchronous”
How learning happens
 Students
access materials
online through LMS
–Presentations, links to web
articles, graphics/media,
videos, discussion boards
–Assessments: quizzes and
tests given online
–Both formative and
summative
Exams Online? Really?
 Options:
–Can fix time window
–Can limit duration of test
–Can scramble answers
–Can prevent backtracking
–Can use lockdown browser*
*Disallows other websites
Tech allows new options to address “collaboration”
Instructor’s Role
ROP instructors post materials and
monitor activity online
–Create assessments
–Respond to student inquiries
–Moderate student discussion boards
–Post class announcements
Student’s Role
To learn!
–Attend class one day per week in
community classroom courses
–Complete online reading
–Submit assignments online, take quizzes
–Participate in discussion boards
In blended model, online materials don’t replace onground teaching, they enhance it.
Who creates and uploads
the course materials?
Often created by instructor
– Most texts come with some electronic
materials
– Many instructors have wealth of e-materials
they created
Can purchase “course cartridge”
– Check with textbook publishers
for compatibility AND tech
support provided
Critical Role: The System Administrator
Certain outcomes:
– There will be technical issues
– There will be a learning curve for all
– Teachers, students, tech experts
– Sys Admin will have to solve tech problems so
teachers can teach
– Will likely train teachers
– Will troubleshoot problems with uploading materials
– Helpdesk for students and teachers is essential
Video Tour of a Blended Course
Agencies and Resources:
CCSESA e-Learning Framework
 iNacol
 Leading Edge Certification

CCSESA e-Learning
Framework:
 4 Focus Areas:
–Content: What course outcomes
are desired?
–Teaching: What are best practices for
blended instruction?
–Technology: Which LMS, at what cost?
What about equitable user access?
–Operations: How will students be
supported?
Fast Facts About
Online Learning:
–40 states have virtual schools or initiatives
–1.8M enrollments in K-12 districts
nationwide (2009-10), 74% of which were HS
–Highest enrollments are credit recovery and
dual-credit
–92% of students accessing courses from
school, 78% accessing from home
Top Policy Issues:
–Enable accountability through competencybased learning
–Develop new assessments
– Both formative and summative
–Research and document best online practices
–Professional development is critical
–Ensure accessibility for all students
“Technology doesn’t teach students,
effective instruction does.”
–6 week certificate program for online
educators
–Builds active online participation skills
–Develops connection tips with online students
–Encourages ethical, safe, and legal online
behavior in both educators and students
–Supported by iNACOL and CTAP
–Cost: $450 per participant
Blended Courses at 49er ROP
Recently developed ROP courses:
 Web 2.0 / Open Source Communications
 Advanced Placement Computer Science*
 Product Marketing*
 Game Development (Microsoft X-Box programming)
Traditional ROP courses that are now “blended:”
 Clinical Medical Assisting 12% of sections are blended
Another 40% have digital
 Dental Careers
content online
 Veterinary Science*
*UC approved courses
Learning Management Systems (LMS)
LMS
Pros:
Cons:
Blackboard
• Robust LMS
• Industry
Standard*
• Decent tech
support
• Expensive
• Not especially
intuitive
Moodle
• Free!
• Growing in
popularity
• Some tech help
available online
• Need tech
expertise in
open source
Schoology • Very affordable
• Looks like
Facebook
• Unproven, but
promising
Successes!
Able to serve students in new delivery model
 Learning is more student-centered rather than
teacher-centered
 Allows flexibility for students and teachers

– Critical for a large regional program
– Overcomes barriers of space and time
Develops 21st Century Skills in students
 New collaboration among veteran teachers
 Rich dialogues about new instructional practices

Challenges…
Not all students stay in touch online
 Connection with student harder to establish
 100% online class requires low commitment from
students (and limited success)
 Intervention is more difficult online
 Technical issues with LMS
 Technical issues with content from publishers
 Different pedagogy (Leading Edge Certification)

Opportunity Knocks:
Flex funding has created a unique opportunity for
ROC/Ps
– Without affecting schools’ ADA funding, ROPs can offer
online courses schools may not be able to
– Regional programs draw students from multiple schools
and provide adequate numbers for full sections
– ROPs can attract students who may otherwise go to
100% online schools (save ADA for schools)
Next Steps for ROC/Ps and Blended Learning
Next Steps:
1. Continue to pilot new courses and new approaches
2. Explore and refine LMS solutions for blended model
3. Develop best practices for blended instructors
4. Continue to provide professional development for
all teachers (some of it online!)
Questions?
mfischer@placercoe.k12.ca.us
Thank you!