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Blended learning is not only the use of technology in education, but rather learning through technology in education. These might seem to be one and the same, but there is a distinct difference in that one puts technology first and the other education first.
Blended learning according to Horn & Staker (2015) is
...a formal education program in which a student learns: at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and the modalities along each student’s learning path
within a course or subject are connected to provide an integrated learning experience.
Blended learning falls somewhere between face-to-face learning and online (distance) learning. It can be closer to one end of the spectrum or the other depending on what model is used for the blend. A station rotation model, for example, happens almost entirely inside the existing classroom, whereas the a la carte model happens mostly outside of a brick and mortar facility. Below is a diagram from the Christensen Institute that shows the different models.
Blended learning has many advantages not limited to, but including more personalized instruction, the ability for students to control the pace, place, path, and time of part of their learning, and the ability for the teacher to track student progress in real-time if the software being used allows for this.
Up until recently, blended and online learning opportunities were typically limited to students who needed a way to keep up with their studies due to athletics, disabilities, or behavioural challenges, and could not attend a traditional school.
We are seeing more flipped classrooms and blended environments appearing every year.
Fortunately, in BC, the new education plan focuses a lot on the inclusion of technology, and personalized education. Blended learning falls into these categories perfectly.
There is, however, one caveat to jumping right into blended learning. It should not be treated as a fad that makes use of the newest and coolest technologies. It should be centred around the educational pedagogy first, and technology second. In other words, find out what the problem is that you are trying to solve, then find a technology that does a great job at solving this problem.
Blended learning is not easy for everyone to get used to, so there will need to be a conscious effort to inform all students, staff, and parents about how it works and how to make the best use of it for everyone.
Horn & Staker (2015) suggest the SMART model for planning the implementation of an idea.
• Specific—Does it target a specific area for improvement?
• Measurable—Does it quantify or at least suggest an indicator of progress?
• Assignable—Who will be responsible?
• Realistic—Can results be achieved realistically, given available resources?
• Time-related—When can the results be achieved? (p.102)
There are many other models for the successful implementation of a blended learning environment, but the key is that the choices made are well informed and based on educational merit.
One of themost challenging, but rewarding parts of this course for me was to create a blended environment for a music classroom. At first it seemed nearly impossible, but with some research and brainstorming, I found that it was more possible than I thought. You can see my sample blended learning environment here: Blenderized Music Class
This course has opened my eyes to new ways of reaching students in the middle of a digital world. It will enable me to harness the technologies that the students know so well by using them to successfully solve problems while engaging the students in their learning.
References
Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, California: Jossey-Bass.