Blended Learning: A Disruptive Innovation

Created with information from The Rise of K-12 Blended Learning: Profiles of Emerging Models by Innosight Institute and Charter School Growth Fund (read full report at: http://www.innosightinstitute.org/innosight/wp- content/uploads/2011/05/The-Rise-of-K-12-Blended-Learning.pdf) BLENDED LEARNING Disruptive innovations fundamentally transform a sector by replacing expensive, complicated, and inaccessible products A Disruptive Innovation or services with much less expensive, simpler, and more convenient alternatives. Blended learning is a disruptive innovation in education that can take many forms. Here, we look at what blended learning is, why it's spreading, and how it works in real and virtual classrooms. Disrupting Class SE By 2019, 50 percent of all high school courses will be delivered online. - Clayton Christensen in Disrupting Class A tiw nnae Claylan M. Christansan Defining Blended Learning The Blended Learning Matrix A matrix of learning models can help understand what constitutes blended learning and what doesn't. Blended learning refers to any time a student learns, at least in part, at a brick-and-mortar facility and through online delivery with student control over time, place, path, or pace. Point Blended? Example of Program Traditional brick-and-mortar school Home school without online delivery No Online A D No Maybe Purely virtual school (also called cyber school and e-school). It only figures into blended learning if a student uses it to self-blend with a traditional campus Theoretical pure-play for blended learning (100% online and 100% supervised brick- and-morter) Brick-and-Mortar Facility Online Delivery Yes Offline Geographic Location For example, a student experiencing blended learning takes classes in a traditional school building with a designated instructor and also takes some courses online remotely. Yes Student learns through a mix of online/offline and super- vised brick-and- mortar/remote Remote Supervised brick-and-morter Blended Learning on the Rise Bleak budgets, looming teacher shortages, and a greater demand for results are accelerating the growth of blended learning. U.S. Secretary of Education Arne Duncan recently described education's "new normal," in which schools would be required to do more with less. Blended learning will play a vital role as school operators begin to rethink the structure and delivery of learning while dealing with the reali- ties of public funding. K-12 online learning is growing in popularity worldwide. Higher education online growth has taken off. 45,000 K-12 students Roughly 10% of students in higher education took an online course. 2000 2003 took an online course. 3+ million K-12 students Roughly 30% of students in higher education took at least one online course. 2009 2009 took an online course. 50% of high school courses will be delivered online (projected) 50% of all post-secondary students 2019 2014 will take at least one class online (projected) Century-Old, Industrial-Age Factory Model to Personalized Education for All 1/2 3% Online learning is a disruptive force that can transform the Out of the transformation, a new model will emerge that is highly personalized, student-centric, and more productive, providing better results at the same or lower cost. factory-like structure of American schools. The factory model of education is the wrong model for the 21st century. Today, our schools must prepare all students for college and careers-and do far more to personalize instruction and employ the smart use of technology.- U.S. Secretary of Education Arne Duncan Blending Learning Models Blended learning can be grouped into six distinct models that vary by teacher roles, physical space, delivery methods, and scheduling. However, as new versions of blended learning are developed, the relationships between these models will evolve. Presented below is a preliminary classification of the blended learning models currently in use. Face-to-Face Driver Online Lab Face-to-face teachers deliver most of the An online platform delivers the entire curriculum. A physical teacher employs online learning in a technology lab or the back of the classroom to supplement. course, but in a brick-and-mortar location. Often, students who participate in an online lab program also take traditional courses. Self-Blend Rotation Within a given course, students rotate on a fixed schedule between self-paced online learning and sitting in a classroom with a Students choose to take remote online courses to supplement their school's tradi- tional curriculum. This model of blended learning is extremely popular among high school students. face-to-face teacher. Flex Online Driver An online platform and teacher deliver all the curriculum. Students work remotely, An online platform delivers most of the curriculum. Teachers provide on-site, and face-to-face check-ins are either avail- as-needed support through in-person tutoring or small group sessions. able or mandatory. Blended Learning In Practice A look at six programs that represent each of the blended learning models. High Tech High School Rocketship Education San Diego, CA Blended Gradei K-12 4,128 Enrolled on ALEKS, 250 on Roselta Stane San Jose, CA Blended Grades K-5 1.328 Enrolled Blended Model Face-to-Face Driver Blended Model Rotation Student Information System (SIS) PowerSchool Student Information System (SIS) PowerSchool Independent LMS None Independent LMS Self-developed Independent Gradebook PowerSchool Independent Gradebook PowerSchool Independent Assessment Tool Accelerated Reader Independent Assessment Tool NWEA MAP, Synaptic Mash Link between LMS and SIS None Link between LMS and SIS Self-developed Other Tools Elluminate Other Tools None Most students in grades 6 to 12 use the ALEKS program, an artificially intelligent assessment and learning system, to supplement math instruction. Teachers divide the class into two groups; half get face-to- The school's blended learning model uses 75% of classroom and 25% of online instruction. In addition to daily blocks of traditional instruction, students have a Learning Lab biock each day to use computers to focus on individual learning needs and skill practice. Students use a variety of online programs in reading and math, including HeadSprout, Accelerated Reader, Rosetta Stone, DreamBox, Reasoning Mind, and ALEKS. face instruction and half use ALEKS. The school also uses Rosetta Stone to teach foreign languages. Result: As of 2010, 100% of graduates were accepted to college and more than 99% intended to begin college in the fall after graduation. More than 93% of High Tech High students pass the California High School Exit Exam on the first attempt compared to 80% of students in the state. Result: Across its two schools, Rocketship has achieved 93% proficiency in math and 75% proficiency in language arts, beating state averages by 29 and 17 points, respectively. AdvancePath Academics Florida Virtual School's Virtual Learning Labs WIlHamsburg. VA Blended Grades 9-12 4,000-4.500 Enrolled in 23 Academies Orlando, FL Blended Grades 6-12 7,000 Enrolled Blended Model Flex Blended Model Online Lab Student Information System (SIS) District's SIs Student Information System (SIS) Varies Independent LMS EDmin Independent LMS None Independent Gradebook EDmin Independent Gradebook None Independent Assessment Tool NWEA MAP Independent Assessment Tool None Link between LMS and SIS Export and upload Link between LMS and SIS FLVS reports student results to districts or schools Other Tools None Other Tools Elluminate The AdvancePath Academies focus on dropout prevention and recovery. Each student is tested upon enrollment and an individualized learning plan is created to help each student graduate. The ILPS offer students a map of what they need to do to graduate, as well as the flexibility to choose what they accomplish each day. Created in response to a Florida law that forced smaller class sizes, Virtual Learning Labs help students complete required coursework with limited facilities or faculty. Students meet on campus and each has access to a computer to complete coursework online with supervision but minimal face-to-face interaction. Result: As of spring 2010, the program had graduated 1,350 students and was on track to graduated another 1,250 in the 2010-2011 school year. About 50% of graduates have gone on to post- secondary schooling. Result: Early results demonstrate that students taking courses in these online lab environments have completion rates similar to students who complete courses at home. However, online lab students enjoy the benefits of fully trained lab facilitators to provide technical assistance and motivate students. Michigan Virtual School Albuquerque Public Schools' ECADEMY Lansing, MI Blended Grades 6-12 15000 Enrolled Albuquerque, NM Blended Grades 8-12 1500 Enrolled Blended Model Self-Blend Blended Model Online Driver Student Information System (SIS) Self-made catalog enrollment management systems (CEMS) Student Information System (SIS) SchoolMAX Independent LMS Blackboard Independent LMS Blackboard Independent Gradebook Blackboard Independent Gradebook Blackboard/CEMS Independent Assessment Tool Blackboard Independent Assessment Tool None Link between LMS and SIS Direct upload from Blackboard to SchoolMAX Link between LMS and SIS Export final grades Other Tools None Other Tools None The program lets students increase their course load and adjust scheduling options by taking one or more classes online. Students take MVS courses remotely while attending a traditional middle or high school for other courses. For students in the eCADEMY program, the first course meeting is face- to-face. After that, students complete the remainder of coursework online and off-campus as long as they maintain a C grade or better. Teachers are available during office hours if students want additional face-to-face interaction. Result: The average completion rate for MVs courses was 84% in 2009-2010, up from 81% in 2008-2009. Result: ECADEMY is less than 25% the size of a typical school in the area, but is able to accommodate the same number of students. During the school's pilot testing period, it had a 70% retention rate. This compares to the 50% retention rate it had before the school moved to a blended model. Blended Learning Spotlights: Carpe Diem and Arizona State University ARPE Carpe Diem Collegiate High School DIEM Yuma, AZ | Blended Grades 6-12 | 273 Enrolled Students rotate throughout the day between online activities in a learning center and face-to-face classroom instruction, where a teacher reteaches, enhances, or applies material introduced online. Each rotation lasts 55 minutes, and students complete the online/face-to-face cycle two to three times a day. Blended Model Rotation Student Information System (SIS) PowerSchool Independent LMS e2020 In the learning center, if a student struggles for more than three minutes with a concept, the e2020 system (the online-learning content provider) alerts an assistant coach, who immediately responds with help. Independent Gradebook PowerSchool Independent Assessment Tool Acuity Link between LMS and SIS Manual Result: In 2010, CDCHS ranked first in its county in student math and reading performance. That same year, U.S. News & World Report recognized the school as one of the top high schools in America. Other Tools None "Rather than nursing students to passing grades, teachers here act as doctors creating surgical interventions or as personal trainers extending PowerSchool In Action: CDCHS uses PowerSchool as an attendance and grade admin system. It lets parents, teachers, and administrators access students grades, assignments, and more in real time. and deepening learning." Rick Ogston. Founder and Director of Carpe Diem Arizona State University Tempe, AZ | Blended Math Courses 117 (College Algebra) & 142 (College Mathematics) | 3,000 Enrolled ASU's Knewton-powered, blended courses create a guided, self-paced environment in which live instruction is optimized around targeted group sessions. Students get as much (or as little) material as they need for a given topic before moving on to the next topic. The course is designed to present students with personal learning paths as it continually assesses their mathematical proficiency and adapts accordingly. Blended Model Flex Independent LMS Pearson/eCollege Learning Studio, Pearson myMathLabs Adaptive Learning Technology Knewton Adaptive Learning PlatformTM Knewton's Adaptive Learning PlatformTM guides students through the most efficient, personalized learning path by adaptively recommending learning items. Lessons consist of video tutorials, online textbook selec- tions, and lesson quizzes. Students progress through the course by earn- ing badges when they achieve mastery of all lessons in a unit. Independent Gradebook Learning Studio, myMathLabs, Knewton Gradebook Independent Assessment Tools Knewton Adaptive Learning PlatformTM Student Engagement Tools Knewton Student Center, Knewton Study Groups The Knewton Gradebook report allows instructors to viewa class section's progress, and performance. Instructors can quickly determine if students are on-track to complete the course, as well as drill down into individual student reports. The Knewton Study Groups application automatically generates peer-to- peer groups for students at the same level of proficiency in a concept so instructors can target those students with appropriate lessons. "The more we become familiar with adaptive learning, the more we begin conceptualizing its use in different disciplines, and the more we are interested in exploiting its potential to Result: While it is too soon to report conclusive results from these Knewton-powered blended learning courses, ASU has also partnered with Knewton to power a Math College Readiness course, as well two additional math related courses. construct a comprehensive profile that can assist us in improving any individual student's educational experience." - Phil Regier, Executive Vice Provost and Dean of ASU Online The Need for More Education Technology Solutions While much progress in education technology has been made, there's much more to be done. The adoption of blended learning models can be enhanced with more development of the following: @ Integrated systems that support the seamless assimilation of online content from different sources into the student experience, while allowing student achievement data to flow easily across the school in real time. @ @ High-quality dynamic content aligned to national standards such that students can stay powerfully engaged through continuous adaptive learning technology that offers a uniquely personalized learning experience. Analytics that allow operators to provide more personalized learning experiences for networks of students. ulıl 4 Automation to simplify educators' lives by eliminating low-value manual tasks like attendance and student assessment data entry. Applications that enhance student motivation, using features like social networks, games, personalized playlists , badges, and micro rewards to engage and incentivize students in their own learning. KNEWTON Sources: Innosight Institute| Charter School Growth Fund | Blackboard.com | Department of Education Content Delivery