Yefta Eko Nugroho

2201413155

Blended Learning

Blended learning is a formal education program in which a student learns:

(1) at least in part through online learning, with some element of student control over time, place, path, and/or pace;

(2) at least in part in a supervised brick-and-mortar location away from home;

(3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

1. Rotation model — a course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities.

a. Station Rotation a course or subject in which students experience students rotate through all of the stations, not only those on their custom schedules.

b. Lab Rotation – a course or subject in which students rotate to a computer lab for the online-learning station.

c. Flipped Classroom – a course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects.

d. Individual Rotation – a course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality.

2. Flex model. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities. Others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model.

4. Enriched Virtual model — a course or subject in which students have required face-to-face learning sessions with their teacher of record and then are free to complete their remaining coursework remote from the face-to-face teacher.

General consensus among education innovators that blended learning has three primary components:

·         In-person classroom activities facilitated by a trained educator

·         Online learning materials, often including pre-recorded lectures given by that same instructor.

·         Structured independent study time guided by the material in the lectures and skills developed during the classroom experience

An individual semester of blended learning may emphasize classroom time at the beginning, then gradually increase the amount of work that students do online or during independent study.

The “flipped” classroom is when the students are expected to watch lectures online at home, and do homework while they are in class. The facilitator places an emphasis on empowering students with the skills and knowledge required to make the most of the online material and independent study time, guiding students. Facilitators focus on four key areas:

·         Development of online and offline course content.

·         Facilitation of communication with and among students, including the pedagogy of communicating content online without the contextual clues students would get in person.

·         Guiding the learning experience of individual students, and customizing material wherever possible to strengthen the learning experience.

·         Assessment and grading, not unlike the expectations for teachers within the traditional framework.

Yefta Eko Nugroho

2201413155

Rapid technological improvements, heightened interest and increased affordability have created a bridge to for information access and worldwide transparent communication among the people of the world. Knowledge is becoming increasingly available to every person. However, observers acknowledge that there are barriers associated with technology acquisition and use, no matter what the intended purpose. A lack of knowledge of the possibilities associated with technology often prevents acquisition. There are some points of consideration.

•           First, what is it that technology will do for students and educators that is compelling enough to make all the effort worthwhile? (The Incentives)

•           Second, what is it that communities need in order to make informed decisions and wise use of technology and telecommunications for improvements in learning? (Capacity building)

•           Third, what is getting in the way of educators and students effectively using technology and how can we fix the system to get rid of these barriers? (System Changing)

•           Fourth, what is it that we need in order to ensure that all students have the opportunity to learn in a technology-enriched learning environment? (Mandates)

•           Fifth, how will we know it when we see it? What does success look like in terms of student performance? What indicators will we be using? How will the data be collected? What evidence will be analyzed and evaluated against which benchmarks? (Benchmarking)

Individual consumers need to ask these questions of themselves to determine their own personal "best use" approach to technology in their own lives. The existence of instant communication is now a practical reality rather than just a theoretical possibility. Practicing administrators all over the globe possess the means to improve educational delivery systems. The implications represent a new found power, particularly potent in developing countries. There is nothing to prevent significant extension of the concept to developing countries, their schools, their students, their teachers and their administrators.There are unquestionably endless possibilities associated with technology. Many initiatives exist and will provide educational opportunities to tens of millions of people. The resulting information, knowledge and economic development are positive benefits.

Individual students and local populations desire an education, but when governmental or educational institutions are unable or unwilling to provide that service, individual success nonetheless remains possible. There is little that prevents an individual from online access to the resources.

Global is important that children will need new skill sets in order to communicate and collaborate and to work and play together. By creating global learning experiences, early childhood teachers have the ability to expose children to concepts of diversity, multiculturalism, and multilingualism at an early age. This type of early exposure can make issues of equity and equality, as well as global understanding, accessible and relevant to children and hopefully less of a struggle to understand and practice as they grow into adults. Technology can be instrumental in creating global learning experiences because technology has the power to breakdown geographical, economical, language, and time-zone barriers.New technologies provide ways to overcome the traditional barriers to global education and language learning.Today’s challenges can be stated successfully only if teachers can develop cooperative and trusting relationships across the world. A significant benefit to instant global communications is that students can improve their language skills through student-to-student conversations regardless of where they live.Using online access tools provides many advantages to students including:

• Choice
• Flexible and convenient scheduling
• User experience
• Social attraction
• Safety
• Privacy
• Rating