The 7 fundamentals of blended learning PD
(Originally published at www.eschoolnews.com Mar 1 2015) Click on this link to view the original article.
Experience has shown that blended learning is not intuitive for many teachers. Yet blended learning programs are the natural consequence of technology enhanced education.
Thus, educational organizations must provide professional development across a range of key areas over a significant period of time to increase the chances of success with blended learning initiatives.
The areas of knowledge that must be developed by teachers in the drive to blended learning are not necessarily sequential. However, some stages build upon the foundations provided by a previous level.
Just as a musician must already know how to read music, play chords and understand the instrument before joining an orchestra, a teacher must be knowledgeable about and comfortable with the fundamentals before the symphony that is effective blended learning can be successful.
Some fundamentals are:
1. Effectively using the computer/laptop/Operating System/network/internet
This stage is really about computer, network and Internet fundamentals. It requires the ability to comfortably operate one of the main tools required to facilitate blended learning.
2. Effectively using the core software
No matter how many apps or web 2.0 resources are used, the fundamental software of word processors, presentation software and the like are still essential parts of most learning environments.
3. Understanding the Learning Management System (LMS)/ Online Learning Environment (OLE)
This requires a knowledge and understanding of the concepts, features and benefits of the OLE.
It requires an understanding that effective blended learning goes beyond simply delivering learning resources. If this were all that was required a file repository or basic web site would suffice. An effective OLE goes well beyond content delivery to include quizzes, forums, assignment submission, grading of assessment and much more, and allows students (and optionally, parents) to view feedback and grades instantly and easily. A good OLE will also go beyond this to provide analytics to support teacher intuition and facilitate early intervention if necessary.
4. Understanding the attributes of learning resources as compared to teaching resources
An understanding of the differences is essential. Blended learning focuses on learning rather than teaching, and learning resources can be different to teaching resources. Teachers need to be aware of the differences. This is explained in the article It’s called blended learning (not blended teaching) for a reason
Experience has shown that blended learning is not intuitive for many teachers. Yet blended learning programs are the natural consequence of technology enhanced education.
Thus, educational organizations must provide professional development across a range of key areas over a significant period of time to increase the chances of success with blended learning initiatives.
The areas of knowledge that must be developed by teachers in the drive to blended learning are not necessarily sequential. However, some stages build upon the foundations provided by a previous level.
Just as a musician must already know how to read music, play chords and understand the instrument before joining an orchestra, a teacher must be knowledgeable about and comfortable with the fundamentals before the symphony that is effective blended learning can be successful.
Some fundamentals are:
1. Effectively using the computer/laptop/Operating System/network/internet
This stage is really about computer, network and Internet fundamentals. It requires the ability to comfortably operate one of the main tools required to facilitate blended learning.
2. Effectively using the core software
No matter how many apps or web 2.0 resources are used, the fundamental software of word processors, presentation software and the like are still essential parts of most learning environments.
3. Understanding the Learning Management System (LMS)/ Online Learning Environment (OLE)
This requires a knowledge and understanding of the concepts, features and benefits of the OLE.
It requires an understanding that effective blended learning goes beyond simply delivering learning resources. If this were all that was required a file repository or basic web site would suffice. An effective OLE goes well beyond content delivery to include quizzes, forums, assignment submission, grading of assessment and much more, and allows students (and optionally, parents) to view feedback and grades instantly and easily. A good OLE will also go beyond this to provide analytics to support teacher intuition and facilitate early intervention if necessary.
4. Understanding the attributes of learning resources as compared to teaching resources
An understanding of the differences is essential. Blended learning focuses on learning rather than teaching, and learning resources can be different to teaching resources. Teachers need to be aware of the differences. This is explained in the article It’s called blended learning (not blended teaching) for a reason
This graph can be used to determine the readiness of an individual for the technical development of effective blended learning.
Each area discussed can be rated from 1 to 5, with 1 indicating limited knowledge and understanding of the topic and 5 being excellent knowledge and understanding of the topic.
The more a teacher rates a '5', the 'bigger' the graph and the more effective he/she will be in this area.
Three teachers are graphed in this example. Teacher 2 is the ideal. He/she is well prepared for the development of a blended learning environment. Teachers 1 and 3 have some areas that would benefit from professional development.
Of course, this is a ‘blunt instrument’, and estimating levels of understanding is problematic. Self-assessment can be fraught with problems, as an individual usually ‘doesn’t know what he/she doesn’t know’. However, at this stage effective assessment instruments are not available for all areas and thus intuition is the fallback position.
This analysis also targets only technical knowledge. It does not address the key areas of attitudes and beliefs, which can also dramatically impact the move to blended learning.
5. Knowing how to build content effectively
Building effective blended learning courses is much more than simply placing a range of worksheets, presentations, videos, etc. into an OLE. It requires an understanding of basic principles of effective online learning and how it differs from traditional teacher centered direct instruction. It requires knowledge of how to integrate learning within an OLE, and how to build effective resources when necessary using learner centric tools.
6. Understanding a range of blended learning models
This is essential so that informed decisions can be made about effective pedagogy.
7. Adjusting/fine-tuning the blended learning models and material to suit the discipline/ faculty
While disciplines such as Science, Mathematics, Music and Physical Education share many pedagogical principles, they also have differences. Appropriate blended learning models need to be selected to suit the particular academic discipline. These models then need to be fine tuned, which impacts the courses developed to support the models. This is a complex process that requires knowledge of and familiarity and confidence with a wide range of skills.
I have seen teachers at all stages of this continuum of understanding; teachers comfortable with all of the skills cope very well and create effective blended learning courses relatively quickly and easily. However, experience has shown that teachers who have less understanding of the areas outlined typically feel more stressed, more fatigued by change and develop blended learning courses less efficiently and effectively.
While it is difficult in some organizations to determine where individuals are on this continuum, leaders of learning organizations need to be aware of the seven areas of understanding required for successful blended learning to occur, and then need to facilitate effective and targeted professional development for teachers.
Building effective blended learning courses is much more than simply placing a range of worksheets, presentations, videos, etc. into an OLE. It requires an understanding of basic principles of effective online learning and how it differs from traditional teacher centered direct instruction. It requires knowledge of how to integrate learning within an OLE, and how to build effective resources when necessary using learner centric tools.
6. Understanding a range of blended learning models
This is essential so that informed decisions can be made about effective pedagogy.
7. Adjusting/fine-tuning the blended learning models and material to suit the discipline/ faculty
While disciplines such as Science, Mathematics, Music and Physical Education share many pedagogical principles, they also have differences. Appropriate blended learning models need to be selected to suit the particular academic discipline. These models then need to be fine tuned, which impacts the courses developed to support the models. This is a complex process that requires knowledge of and familiarity and confidence with a wide range of skills.
I have seen teachers at all stages of this continuum of understanding; teachers comfortable with all of the skills cope very well and create effective blended learning courses relatively quickly and easily. However, experience has shown that teachers who have less understanding of the areas outlined typically feel more stressed, more fatigued by change and develop blended learning courses less efficiently and effectively.
While it is difficult in some organizations to determine where individuals are on this continuum, leaders of learning organizations need to be aware of the seven areas of understanding required for successful blended learning to occur, and then need to facilitate effective and targeted professional development for teachers.
