Blended Learning

One of the most intriguing aspects of using technology in the classroom is the concept of blended learning.  Blended learning, loosely stated, is a model where students are involved in a mix of distance/remote instruction combined with face-to-face (f2f) instruction.  I think in many ways blended learning epitomizes some of the ideas behind 21st Century Learning.  Obviously the infusion of technology is one area, but I consider the technology angle to be more of an enablement of the other concepts in 21st Century Learning.  Personalized Learning is probably one of the biggest aspects of blended learning, along with using freedom and flexibility as drivers for student motivation.  Blended learning also offers new ways for collaboration locally and more importantly on a global scale.

As the Physics AP-C course I am teaching winds down, I’ve had the opportunity to institute a type of blended learning environment in the classroom.  Since the students have essentially finished the curriculum, I had pretty much an open slate for the last dozen classes for the year.  Roughly half of the class showed some interest in writing the Grade 12 Physics Provincial Exam, while the other 1/2 either weren’t interested or had written it last year.  This is where blended learning really became useful.  The students that wish to write the provincial exam need to learn about electrostatics, electromagnetism and circuits since this was not covered in the AP-C Mechanics curriculum.  This is a fairly large chunk of material which requires each student to move through it as fast as possible.  To address this, I managed to use the appropriate units from BCLN’s Physics 12 Moodle course and set up my own Moodle site.  The students work through the units in class on the computers, at home, or any other computer site.  Differentiated Learning takes place automatically as each student works at a different pace.  As well, there are tons of f2f collaboration and peer instruction, which are two more hallmarks of 21st Century Learning.  I’m of course available during the class to help answer questions, monitor progress and offer guidance.

As for the 2nd group of students not doing the electrical units, I’ve also effectively used some blended learning.  I’ve added optional projects to my Moodle site so that the students can choose a couple that interest them the most.  Some of the students are doing more work at home on the computer (and more socializing in class!), while others are attacking the projects in class.  The projects themselves are also quite grounded in inquiry and hit many aspects of 21st Century Skills: ethical and critical thinking, synthesis of ideas, and some authentic learning.  These are accomplished through critical opinion essays (topic of passion, state your position), cognitive change and misconception peer instruction videos, and myth busting videos using motion analysis software, respectively.

One huge caveat to this learning environment is that I’m dealing with very talented students, which allows me to give them more freedom than perhaps I would otherwise be able to.  Perhaps I shouldn’t say “freedom,”: it’s probably more accurate to say that they are very adept at self-guidance and regulation.

While I think I have set up a moderately successful blended learning environment, I believe that this is a rare opportunity for me.  For me, the concept of blended learning is at great odds to what I foresee happening in my school district.  I simply do not see classrooms being appropriately equipped to handle such an environment.  I can get away with it this year because my classroom has a computer for every student given that I have only 20 students in the AP-C class.  However, the room is plagued with problems.  All the computers are ganged together onto one or two circuits and we’ve been known to flip breakers.  The computers themselves are deathly slow and I’m not kidding when I say that it takes them 10 minutes to boot.  The computers also have “deep freeze” which means nothing gets saved locally.  When you combine these issues, it is very easy for 30 minutes to pass with nothing to show for it, in the case that a breaker goes.  Most other classrooms perhaps have only one or two computers available, which would make my current model impossible.  Given the mandated attendance requirements for students, blended learning is impossible if we expect them to show up for class.  Well, that assumes that we don’t wish to pile on tons of homework for the students so they can work with the technology side of the blend outside of school hours.  In order for blended learning to take place on a larger scale, a massive shift in education would have to take place.  This may be unlikely in a district which seems to have zero budget and a very limited plan on how students will be able to access technology during classtime.