Blended Learning – Definition

1. An Effective Blended Learning Solution Overcoming Pedagogical and Technological Challenges in a Remote Area – A Case Study Danny GlickEdusoft Ltd.

2. Blended Learning – Definition COMPUTER MEDIATED INSTRUCTION FACE-TO-FACE INSTRUCTION • FACE-TO-FACE INSTRUCTION

3. Blended Learning – a Growing Phenomenon • A national survey in North America reveals that 55% of all institutions offer at least one blended course (Allen, Seaman & Garrett, 2007). • In a higher education survey, more than 7 in 10 respondents anticipated that by 2013, they will offer over 40% of their courses in a blended format (Bonk, Kim & Zeng, 2006). • The trend towards blended learning systems will increase. It may even become so ubiquitous that we will eventually drop the word blended and call it learning (Graham, 2006).

4. Blended Learning – Challenges • a need to provide professional development for instructors who will be teaching online and face-to-face • a need for customizing the materials to the local audience to make them culturally relevant • providing learners with technological skills to succeed in both face-to-face and computer-mediated environments • The gap between the information and communication technologies available to individuals and societies at different ends of the socioeconomic spectrum can be great.(Graham, 2006)

5. Kiryat Malachi Case Study – Background a need to raise the level of English proficiency among school kids city was looking for a computer program to help school kids improve their English A Blended Model using English Discoveries Online (EDO) and school textbooks was chosen EDO Pedagogical Manager and school teachers designed a model addressing four challenges

6. Kirayat Malachi Case Study – Challenges and Solutions • Challenge I – Professional Development (teachers) • Solution • In-depth analysis of teacher needs prior to project launch • Intensive face-to-face training sessions based on needs analysis • Hands-on practice • Q&A sessions • Follow-up pedagogical visits

7. Kirayat Malachi Case Study – Challenges and Solutions • Challenge II – Customization • Solution • School textbooks objectives were carefully analyzed and matched with EDO course objectives. • For units where there was no match, a bank of online custom components was created. • A new course syllabus was created integrating the two courses (EDO & school textbooks).

8. Sample Integration Page

9. Kirayat Malachi Case Study – Challenges and Solutions • Challenge III – Limited Technological Skills (students) • Solution • Orientation session introducing the program and its special features • Hands-on practice • User Guide • FAQ Guide • Troubleshooting Guide

10. Kirayat Malachi Case Study – Challenges and Solutions • Challenge IV – No Access to Technology (students) • Solution • Program was installed in school computer lab. • Students could stay in the lab after school hours to work on weekly task. • A lab assistant was available to answer questions.

11. Kiryat Malachi Pilot – Methodology • The pilot began in the middle of the academic year, January 2006. • Two classes (N=97) from two junior high schools in Kiryal Malachi participated in the pilot: 48 7th Graders and 49 8th Graders. • Each group was divided into two smaller groups, all of which participated in a weekly 2-hour lab session. • The lab sessions were offered after school hours under thesupervision of a lab assistant. • To follow a more meaningful, integrated program and to optimize the communication between teaching assistants and classroom teachers, teaching assistants were given a copy of the Integration Booklet and were instructed to assign lab which matched weekly classroom objectives.

12. Sample Weekly Timetable

13. Kiryat Malachi Pilot – Guidelines for Creating an Effective Blended Solution • To create an effective blended solution, classroom teachers and • lab assistants were encouraged to - • refer to Integration Booklet to ensure weekly lab component matched classroom objectives. • prepare students for lab session in pre-lab session by introducing computer component (topic, etc). • 3. assign up to three focus questions for students to answer while working on the component (relationship between characters, etc). • 4. expand on computer component in post-lab session by asking follow-up questions on computer component. • 5. monitor student progress using EDO Management System. • 6. modify the course in accordance with student progress and level of English.

14. A BLENDED LEARNING SOLUTION • 1 • Pre-lab Session • (Instructor-led) • PREPARATION 2 Lab Session (self-access or school lab) PRACTICE 3 Post-lab Session (instructor-led) CONSOLIDATION 1 Pre-lab Session (Instructor-led) PREPARATION Refer to Integration Booklet, Monitor Student Progress & Modify the Course

15. Tools • The measure the outcome of the course, the following tools • were used: • Student Feedback Forms: Half way through the pilot and at the end of it, students were asked to complete a feedback form with questions on the online course and its effectiveness. • Interviews: Students were interviewed three times along the course. Students were asked detailed questions about the online course and the integration between the two courses. • Observations: Lab sessions were observed three times along the course. Attention was given to student-program interaction and student-lab assistant interaction.

16. Kiryat Malachi Pilot – Results I

17. Kiryat Malachi Pilot – Results II

18. Conclusions • The Kiryat Malachi study suggests that in order for blended • learning solutions to be well executed, four key elements need • to be considered: • Teachers should go through teacher training and become fully familiar with the computer program. • 2. Role of the teacher in the blended course should be clearly defined. • School local materials and computer components should be analyzed, customized and matched where possible. • lab sessions should be followed by post-lab follow-up activities