Blended Learning for School teams

What is Blended learning?

Within the project “B-Learning: Curriculum Design for Blended Learning” we used following definition of
Blended learning:
Blended learning (BL) is a hybrid form of learning that involves a combination of face-to-face and online
instruction. BL is constantly being changed and advanced with influences that derive from various technological
developments.
BL combines practices that involve both face-to-face and online modes of instruction. Depending on the
learning objectives, educators can choose to replace particular parts of the face-to-face learning practices
with online activities.

Why Blended learning?

In the 21st century school students grow up and develop in a world which is very different from the one
where we - teachers and parents grew up. Researchers state that nowadays children and young people find
it normal to be both in the digital (online) reality, and in the actual (offline) reality, and they require education
that would embrace both these environments without ignoring any of the important parts of their experience.
Europe faces significant challenges including global climate change, population decline and economic
challenges prompted by the rise of intelligent machines. Against such challenge there is a need more than
ever to better equip our children for a world that will look so different from our own. Yet despite this the
current education systems across Europe look much the same as existed a hundred years ago, despite the
huge advances in technology and knowledge that have taken place.
There is a need for a new learning culture that would reduce the gap between the knowledge gained at
school and the actual needs of the students. We need to adapt our current educational practices to ensure
better progression and understanding for more of our students and to use the technologies of today to assist
that process. We should also keep in mind the diverse experiences; family, knowledge and skills’ background
kids are equipped with coming to the school. The big question we need to care about is – how can we better
address each and every student and help them develop their talents.

This project has been funded with support from the European Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
How to implement Blended learning?

There are many books on BL and there are many teachers practicing one or another tool or method how to
take learning beyond the classroom walls and engage students thou there is very few sources that would
provide practical step-by-step guidelines for the school leadership teams to implement BL school-wide.
Experts from UK, Austria, Cyprus and Latvia came together to create a Professional Development Programme
(PDP) within the project “B-Learning: Curriculum Design for Blended Learning” funded by the European
Commission.

Who is the PDP for?

PDP is designed for school teams that would mandatory involve the representative from the leadership
and teachers/staff interested in using technology and digital tools; and/or already involved in change
implementation activities.

What is the role of students in BL environment?

Student engagement will result in motivation and active learning. Student feedback during the designing the
curriculum as well as during the setting up phase is one the most valuable assets school has.

How can I obtain the Blended learning PDP?

Every school can access full set of PDP materials without any charge. Thou we advise you to get the
professional trainer who would guide you through the process of changing the school teaching and learning
environment.

The Professional Development Programme consists of Toolkit (course materials and instructions), Self-
evaluation tool for school teams and Guidelines for PDP trainers.
The PDP comprises of seven sequential modules (units) that are mutually complimentary:

1. Introduction
2. Models of BL
3. Designing for BL
4. Management Strategies for BL
5. Setting up BL
6. Delivering BL
7. Monitoring BL

Whilst the toolkit or provided in a linear format, beyond the Introduction module, it is the discretion of the
trainer and/or school team to decide which modules should be spent more time on and in which order they
should be delivered. Each module contains an Overview document and a folder containing the suggested
Course Materials for the module.

This project has been funded with support from the European Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 1 - Introduces school to concept/benefits of BL. School makes an initial self-diagnostic and formulates
a first draft of a vision for blended learning in their context.
School teams will be able to meet following objectives:
• Be aware of the wider socio-economic context behind why this change is necessary; and feel inspired;
• Define and describe/explain blended learning and terminology/key concepts;
• Assess the readiness of school to deliver blended learning using the self-evaluation/diagnostic (sys-
tems, processes, people);
• Articulate a school’s vision for change management related to blended learning.

Unit 2 - Models of blended learning are shared and discussed allowing the school to make an assessment on
what types of blended learning models are possible in school.
School teams will be able to meet following objectives:
• Identify the main blended learning models; and explain the similarities and differences between the
blended learning models;
• Describe the value/affordances (opportunities for learning) /characteristics of each blended learning
model in relation to school;
• Reach a decision on the appropriate blended learning model(s) for their schools.

Unit 3 The unit provides a guide to planning a unit of work using blended learning.
School teams will be able to meet following objectives:
• Describe how the instructional strategies can be applied for blended learning in the school’s curricu-
lum;
• Decide which type of technological tools will be used for blended learning in the school’s curriculum;
• Design a curriculum/lesson using blended learning methods (use an instructional design method).

Unit 4 - Schools revisit the vision based on deeper understanding of blended learning, and plan the change
management strategy.
School teams will be able to meet following objectives:
• Revise the school’s vision for for blended learning based on the deepened knowledge of blended
learning from the earlier topics/units;
• Outline the theory of change process in their context;
• Choose the most appropriate management strategies according to resources available and the vision
of the school and identify the key indicators.

This project has been funded with support from the European Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Unit 5 - School chooses and sets up technological infrastructure and develops the curriculum with blended
learning.
School teams will be able to meet following objectives:
• Decide where to use LCMSs and/or (LMS) and choose which one suits the school team best (and
Identify key indicators related to the system/infrastructure – ref to Unit 7)
• Develop their LCMS and/of LMS space
• Develop curriculum material and decide which online tools best support the delivery

Unit 6 - The unit focuses on supporting school teams support the implementation of the toolkit
School teams will be able to meet following objectives:
• Apply the chosen strategies in the curriculum/context
• Implement the systems needed to deliver blended learning
• Support the teachers to implement blended learning in the classroom

Unit 7 - In this unit schools use the Plan-Deliver-Monitor-Revisit cycle to define monitoring goals and processes
and design tailored monitoring tools.
School teams will be able to meet following objectives:
• Understand the importance of monitoring and its key-aspects.
• Design/develop tailored self-monitoring tools
• Use the Plan-do-monitor-review cycle from the beginning of the project design through to its end, to
help decision-making and define improvement actions
• Plan target-events to share practices for reflection on blended learning experiences

In the Toolkit overview document, you will find summary of the Professional Development Programme,
guidelines how to use the Toolkit and recommended time spent on each module, thou it is up to trainer/
school team to decide as we mentioned above. Suggested length of the PDP is 25 hours.

This project has been funded with support from the European Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.