Evidence and Reflection Learning #1:
Assessing Blended Programs
OLTD Learning Outcomes Addressed:
Assessing Blended Programs
OLTD Learning Outcomes Addressed:
- Demonstrate understanding of common terms, definitions and models related to blended learning.
- Develop a theoretical understanding of Blended Learning and the models associated with it.
- Examine specific case studies of Blended Learning and assess their ability to engage a variety of learners.
- Critically assess and evaluate resources for best practice in blended learning
- Engage in reflection of your readings, practice and learnings throughout the course.
Reflection to support evidence:
My first evidence of learning is a critical assessment of 15 different blended learning programs. For this assignment we were required to choose ten of the fifteen videos that we found most interesting and assess each using the California State University Rubric for Online instruction. Once a summary for each program was created, we ranked the schools from #1 - #10 providing a brief rational for our decision.
This activity allowed me to see multiple blended learning models in action in both elementary and secondary. Although each video was produced as a type of advertisement for the program, it was interesting to see how each blended learning model could work successfully. I found myself immediately drawn to the more independent flexible models promoting increased self-directed and child-centred learning. Watching the videos also highlighted how important environment is to support the type of blended leaning model that I is chosen.
As a hopeful future blended learning teacher, this course was invaluable to help form an understanding of the components necessary to build a successful blended learning model. My preferred models are Individual Rotation, Flex and Enriched virtual because they support personalized learning. I discovered that the type of change I need to bring to a traditional public school is considered a disruptive innovation. This means would I would need an Autonomous team with authority to redesign budget, staffing plans, curriculum, and facilities.
My first evidence of learning is a critical assessment of 15 different blended learning programs. For this assignment we were required to choose ten of the fifteen videos that we found most interesting and assess each using the California State University Rubric for Online instruction. Once a summary for each program was created, we ranked the schools from #1 - #10 providing a brief rational for our decision.
This activity allowed me to see multiple blended learning models in action in both elementary and secondary. Although each video was produced as a type of advertisement for the program, it was interesting to see how each blended learning model could work successfully. I found myself immediately drawn to the more independent flexible models promoting increased self-directed and child-centred learning. Watching the videos also highlighted how important environment is to support the type of blended leaning model that I is chosen.
As a hopeful future blended learning teacher, this course was invaluable to help form an understanding of the components necessary to build a successful blended learning model. My preferred models are Individual Rotation, Flex and Enriched virtual because they support personalized learning. I discovered that the type of change I need to bring to a traditional public school is considered a disruptive innovation. This means would I would need an Autonomous team with authority to redesign budget, staffing plans, curriculum, and facilities.
Evidence and Reflection Learning #2:
Creating A Blended Learning Program
Course Learning Outcomes:
Creating A Blended Learning Program
Course Learning Outcomes:
- Create blended structures that fit in your potential or existing teaching environment.
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
- Engage in building learning communities and communities of practice
- Develop blended environments/programs that maximize the positives of both online and face to face environments.
Reflection to support evidence:
My second evidence of learning is the blended learning program I developed with my cohort teammate Brad Breitkreutz. We were asked to create and put forth a blended learning proposal for our school district. The criteria for this assignment required us to address a number of key questions and present our information in either a live or prerecorded 15 minute presentation. Brad and I chose to use the platform Zoom to deliver a live presentation as we both prefer a more "social" experience with all participants on live video.
As Brad and I worked through the questions, I realized what a massive undertaking this would be for one person. While I have a strong understanding of blended learning models; how I would like the design to look and feel; the role of the teacher and building school culture; I found my weakness in creating a budget and having a solid knowledge base with technology and software. This helped me appreciate the need for a team when working on a project of this magnitude.
Although in the end, our design did not incorporate some of the components I think are most important in a blended model, I do believe any blended learning environment is superior to a traditional public school. I feel passionately about the benefits that blended learning can support. The elements I would most like to see in a school are true student flexibility in time, place, path and pace of leaning. I would like to see learning become student-centred for every learner. In order for this to happen the school needs district and union support.
My second evidence of learning is the blended learning program I developed with my cohort teammate Brad Breitkreutz. We were asked to create and put forth a blended learning proposal for our school district. The criteria for this assignment required us to address a number of key questions and present our information in either a live or prerecorded 15 minute presentation. Brad and I chose to use the platform Zoom to deliver a live presentation as we both prefer a more "social" experience with all participants on live video.
As Brad and I worked through the questions, I realized what a massive undertaking this would be for one person. While I have a strong understanding of blended learning models; how I would like the design to look and feel; the role of the teacher and building school culture; I found my weakness in creating a budget and having a solid knowledge base with technology and software. This helped me appreciate the need for a team when working on a project of this magnitude.
Although in the end, our design did not incorporate some of the components I think are most important in a blended model, I do believe any blended learning environment is superior to a traditional public school. I feel passionately about the benefits that blended learning can support. The elements I would most like to see in a school are true student flexibility in time, place, path and pace of leaning. I would like to see learning become student-centred for every learner. In order for this to happen the school needs district and union support.