Problem and Solution
Campus administration observed that teachers struggled to effectively implement blended learning in their classrooms. Teachers faced challenges in integrating technology, designing engaging online content, and balancing the mix of face-to-face and online instruction. Consequently, this hinders the overall goal of enhancing student learning outcomes and adapting to the diverse needs of learners.
​
To address this issue, the campus admin team proposed that I develop a comprehensive blended learning professional development for campus staff and administration. My goal was to provide targeted training and support to empower teachers with the necessary skills and knowledge to implement blended learning in their classrooms effectively. Key components of the learning experience I wanted to include:
1. Hands-on workshop demonstrating best practices for blended learning implementation.
2. Technology integration support, helping teachers to select and effectively use the appropriate digital tools and platforms for their specific classroom needs.
3. Access to a curated library of resources, including lesson plans, templates, and instructional materials, to facilitate the creation of engaging blended learning experiences. I provided through the district's LMS Schoology.
4. Ongoing mentorship and collaboration opportunities for teachers to share their experiences, challenges, and successes in implementing blended learning, fostering a supportive community of practice.
5. Periodic evaluation and feedback, allowing teachers to continuously improve their blended learning practices and adapt to the evolving educational landscape.
To create the learning experience, I identified the learning objectives and goals. Then I collaborated with the SMEs to understand the target audience's learning needs, preferences, and prior knowledge. I conducted thorough research and leveraged my expertise to analyze the skills and knowledge required to integrate blended learning in the classroom effectively.
​
When designing this learning experience, I made sure to have a detailed plan that includes learning objectives, assessment strategies, and content organization. I carefully selected different delivery methods and technologies, such as videos, knowledge checks, and group discussions. I created an action map or prototype outlining the sequence of learning activities and interactions to guide the development process. Throughout the design process, I sought feedback from stakeholders and subject matter experts to ensure its effectiveness and incorporated it into the design plan and prototype.
​
The Process
Implementation
I utilized SCORM to embed the training in our learning management system, ensuring that learners have easy access to it. As they were learning, I collected and analyzed data on the learners' performance and feedback by gathering the data from the questions they answered throughout the experience.
Facilitation
I utilized Gagne's Nine Events adult theory to enhance the instructor-led learning experience and promote effective learning. I closely monitored and facilitated the learners' progress and participation in various learning activities. The staff found the assigned task enjoyable, where they were required to group themselves based on their self-assessment to meet their individual learning needs. The staff grouped themselves into four categories: Developing, Progressing, Proficient, and Advanced, using a standards-based grading rubric model. I provided support and guidance to the learners as needed, focusing on those who identified themselves as developing or progressing.
Exemplars were provided within the learning experiences I've created for my students and their parents, which included job aids, assessments, and project-based learning activities.
Modeling to the adult learners how I collect data from small groups.
Choice Board Integration
The choice board I created and embedded into the LMS. It made it easy for the participating educators to self identify their level of expertise in blended learning. It challenged the fixed mindset teachers to give themselves a goal by wanting to grow to be advanced.
Using Kirkpatrick to Evaluate the training
I carefully designed a survey using the Kirkpatrick adult learning theory model to measure the effectiveness and impact of my learning experience. The evaluation was conducted through Microsoft Forms, which allows for easy distribution, completion, and analysis of the results received from the staff.
Based on my experience facilitating the blended learning training, here are some key takeaways that highlight my pride in the positive feedback from the staff:
1. I am thrilled to receive such positive feedback from the staff, as it is a testament to the effectiveness of the blended learning approach and my facilitation skills.
2. The success of the training has reinforced my belief in the importance of investing in meaningful professional development opportunities that is impactful and get teachers excited to teach!
3. I am excited about the potential impact that the positive outcomes of the training can have on employee engagement, job satisfaction, and the overall growth and happiness of the students.
4. Celebrating successes is important, and I am using this experience to inspire future initiatives. I am eager to continue delivering impactful learning experiences that benefit the staff.