Anthony Burik: OK. So Hi, everyone. My name is Anthony Burik with OTAN, as Karen said. Again, welcome to this CAEP session on Getting Started with Blended Learning. So in the chat, I've posted a link to my Canvas course.

So I actually don't have slides today. We're actually going to do our work today, and we are going to work. So hopefully, you've had enough coffee or sustenance or whatever it is you need in the morning to get going.

But we actually are going to do some work today in a Canvas course. So this is a first for me. Maybe, it's a first for you all. So we will learn together. We will grow together as a community, but that's my goal is to be working in the Canvas course.

So the first things first is can you get to the Canvas course? That's the most important question at the moment. If you're having any trouble, let Karen and me know, and then we'll get you there. We'll get you the Canvas course. OK?

When you click on the link to open up the Canvas course, you should see what I have up here on the screen at the moment. So here's our title, Getting Started with Blended Learning. And then for those of you who aren't familiar with Canvas or other learning management systems, basically, these are the activities, the pages and activities that we're going to work through today.

So there are all in a row. We're going to go linearly through it, but we're going to go into a lot of activities and such. So this is our plan. So hopefully, if you're still having trouble getting to the Canvas course, or if you need the link to the Canvas course, please, pop that in request in the chat, and we'll take care of you as well.

By the way, back on my page description for this session, so Getting Started with Blended Learning, so I have also added the link to the course, down at the very bottom of the page. So after today, if you need to come back to the Canvas course, grab your notes, or if you want to share the information with your colleagues, the link for that Canvas course is right there. OK? And for those of you who are familiar with Canvas or know a little bit about Canvas, so actually, in Canvas, you have the option of creating what's known as a public course.

So this is a "Public course," in air quotes, and basically that allows anybody to come into the course. You don't need to enroll like as a student. You don't need a license, a Canvas license or a Canvas seat. This is a public course. Anybody can come into the public course.

So the one thing about the public course to know is that it's the freemium version of Canvas. So you can't-- it's not the full, robust version of Canvas that some of us may be using, back at our agencies, but it's pretty good. Like it allows you to do a lot of things.

So hopefully, as we work through the Canvas course today, you'll get a sense of how you might, if you're using Canvas or if you're thinking about using Canvas or if you have the free Canvas account, you probably could set up a public course as well. And then you can do your trainings or your presentations or whatever your classes in this way. So let Karen and me know if you have any trouble with getting into the Canvas course.

So what I would recommend is you can follow along with me, but I'm going to start with the first item here, Description, agenda, and planning doc. So for Getting Started with Blended Learning today, basically, this is the description that I also included on the CAEP Summit site. So basically, what we're talking about is ways that we can combine face to face and online teaching in blended learning environments.

And the amount of face to face that you do, the amount of online that you do totally depends upon like how you want to set it up, the model that you choose. It's really up to you. You have a lot of flexibility in creating blended learning environments, and we're going to talk about different models that you can take a look at and use to set up a blended learning environment. There are a lot of models that are out there. Again, the balance between face to face and online totally depends upon the model that you choose.

So our goal today really is for all of you to get a sense of those different models that you might consider. And hopefully, after today, you'll think about maybe experimenting with one of these models in your classroom or perhaps for your program or maybe even school-wide. So it's really up to you and your colleagues as to how you want to pursue blended learning.

So here's our agenda. I'm just going to mention a little bit about OTAN, in case you're not familiar with OTAN. Then, we'll talk about a definition for blended learning and really what to consider when you're getting started. And then we're going to spend a lot of time in the models or looking at the models today.

We are going to use breakout rooms. I just want to give you a heads up about that, because I know a lot of people, like you come into a session, and then all of a sudden, you're in a breakout room, and you're like, what just happened? Right? So I want to give you a heads up. Like we are going to be in breakout rooms today. And then again, this is that bit.ly link, or if you go back to the CAEP Summit site, you can come back to this Canvas course after today.

Also, I want to give you, if you're interested in using like a planning document, as we work through our activities today or even like when you go back to your agency. So I'm putting a copy of this blended learning planning doc from our colleagues at the EdTech Center, at WorldEd, back in Boston. I'm providing a link to that.

So if you click on that link, here's a copy of the blended learning planning doc, and so I think it's about three pages or so. So the best thing to do is go to File. It's a Google Doc, so go to File and make a copy, and then you can have your own copy for editing and sharing with your colleagues and things like that. But this might be a good resource for you, as you're getting started thinking about blended learning and really thinking about it in a very comprehensive way.

You could look at the different models and like, well, we're going to try this one or that one or the other thing. But I do feel like you're going to be a lot more successful if you do spend some time looking at the different components of this planning doc. And we'll talk about, for example challenges. We'll talk about what or who, and then we'll dive into some different models.

But really like thinking about or going about the process in a really comprehensive way I think is going to-- which we haven't had the luxury of the last couple of years. Like we haven't had the luxury of sitting around and reviewing different models and contemplating and all that. It's been basically trial by fire the last couple of years.

So now that we're coming out of the pandemic, I do think we have a lot more opportunity to really be a lot more thoughtful in our planning and our selection for different blended learning models. So this document is available to you. So let's go to the next page.

So just a word about OTAN. Some of you might be familiar with OTAN. For those of you who are not, so OTAN is one of three state leadership projects for adult education in California.

I think all three of us have been here at the CAEP Summit. The first one is CALPRO, the second one is CASAS, and then the third state leadership project is OTAN. We focus on technology training and how to effectively apply technology in the classroom, in your programs, at your school sites.

As you can see on the screen here, we do a lot of different things, and we have a lot of different resources that are freely available for the adult education field, in California. So first step, if you're not familiar with our website, please, go to our website otan.us. Give us a call. You can email us. More than happy to provide information for you and follow up with you after today's conference.

OK. So the next thing that I'd like you to do is, hopefully, everybody has navigated to this page for the entrance ticket. So if you could just take a minute to go through the entrance ticket and answer the questions. So we have four questions here. What is your role at your agency?

Question two, what comes to mind when you hear the term blended learning, good, bad, or otherwise? Number three, does your agency offer blended learning options for students currently, yes, no, are not sure? And number four, what is one thing that you hope to gain from today's session? And then when you fill out the exit ticket, you can go ahead and submit. And then in a minute, we'll take a look at your responses.

And for those of you, if you've just come into the session, I'm putting a link to this Canvas course in the chat. So go ahead and open up the link, and then you can navigate to entrance ticket page. And let Karen or me know if you have any questions about that or if you're having trouble.

OK. Good. At least one person has figured it out. Fantastic. It was Karen. Karen says, it's me Anthony. It's me. I've got it figured out.

As you're working on this, this is a Microsoft form, which is the Microsoft equivalent of a Google form. So basically, we're just filling out a form here. And again, if you're having any trouble with the form or getting to the course-- it's a small group right now. So if you want to come on mic or pop your questions or comments in the chat, that'd be great. Looks like folks are filling it out. Fantastic.

Yes. I will say one thing too. If you aren't familiar with Microsoft Forms, so you may have noticed, when you were filling out the form here, there's this little icon here. It looks like an open book with a speaker in front of it. So this is a tool in Microsoft products called Immersive Reader, and if you click on the Immersive Reader, it will read the words that you see on the screen. And I think I have my sound enabled. Let me play it.

CAEP Summit, Blended Learning. Please, answer the following questions, as we get started with our session.

OK, and then the way we have this Immersive Reader set up on the form is that the Immersive Reader will actually read the different questions individually, as well as the responses. So for those of you in the ESL, for those of you with beginning AVE students, you might consider using a Microsoft form, just because it gives the student the opportunity to hear the words that they're reading on the screen.

Yeah, and Ivan, yeah, thank you. Actually, you do have some options in terms of the settings for the voice. So you could make it a female voice. You could make it a male voice. You can also adjust the sound-- sorry, adjust the speed of the reading as well. So you have a little bit of flexibility with that Immersive Reader.

And Immersive Reader actually is a tool that shows up in the different Microsoft products. So for example, you can use an Immersive Reader with a Word doc or PowerPoint slides or the form that we just had here. I think it's in Excel as well. So it'll read the Excel cells too. So anyway, check it out.

OK. So let's see where we are at the moment. What's your role at your agency? So we have some teachers. Welcome. We have some administrators. Welcome. We have a few others. I'm always curious to know who the other people are, but welcome to everyone.

OK. So what comes to mind when you hear the term blended learning? So both in-person and online, in person, online, available as different elements of the same class. OK, good. Combination of learning, combination-- lots of confusion. OK. This is what I was looking for is some of these subjective comments. Right?

Lots of confusion, OK. Mix of online and in-person. I've taught 100% online, 100% in person but not blended yet. OK, good. Fantastic. All right. Let's move on to the next question.

Does your agency offer blended learning options for students? So actually, the majority of you are. Fantastic, 75%. No, not sure. So that's great to see.

For me personally, one of my concerns for our field is that, coming out of the pandemic, that we're just going to go back to 100% in-person. We're going to get rid of the online. We're going to get rid of the digital learning, because we're going back to the familiar. We're craving the familiar at the moment, but I think what I'm trying to suggest and encourage you to explore is really thinking about, OK, let's take what we've been learning the past couple of years and figure out how to keep that as a part of what we're offering at our school sites for our students. Right?

Ultimately, we want to benefit our students. We want to give our students options, and in my opinion, blended learning provides options for a wider range of students, than if we were just only in person, or if we were just only online. OK? I will try to stay off the soapbox, but I have a lot of opinions about this.

So what's one thing you hope to gain from today's session? OK. So how to start a blended learning. Good. Tips on incorporating online and in-person instruction. Good. Just reviewing what Canvas looks like. OK, well, welcome.

Stockton-- I think that's Carol. Hi, Carol. How to promote blended learning and other digital learning in my consortium. Good. Right. So there are a lot of different models. Right?

So if nothing else, hopefully, you'll have a sense that you have a lot of different choices. You have a lot of different options. To learn what I don't know about blended learning, some more resources, ideas for incorporating technology for students to work, practice, at home or outside of the class.

Right. Exactly. So yeah. We've learned-- trial by fire the last couple of years, but now, like I say, I think we can kind of step back and be a lot more intentional in terms of how we want to set up blended learning at our school site.

All right. Perfect. All right. So thank you so much for that. So we're going to move on to the next page in the Canvas course.

And if you haven't figured it out by now, so in Canvas, if you go to the very bottom of the page, you have this Next button. You can also go to a previous page as well. So I'm just navigating by using the Next button at the bottom of my Canvas page.

OK. So next, let's move on to just a working definition of blended learning. So this working definition, a teaching approach that has face-to-face class or tutorial integrated with online learning, and students-- and this is the important part-- students have some control-- right? Emphasis on the students, not the teachers, not the school, not the administrators, not the support staff, the students.

So students have some control over the time, the place, the path, and/or the pace of their learning. And each of these is a complex item, so basically, the time over the time. So again, depending on maybe how much time they're in the course, if they're only in the course for a short amount of time, for a long amount of time, what time of day?

So here, there's a focus on asynchronous versus synchronous time. Right? So synchronous, together, working with the teacher in a class, during a class time. Versus asynchronous, which would be outside of that time schedule. The place, so basically, whether you're in a physical space or in a virtual space or maybe in some combination of those.

The path, so basically, the path through the content. Right? So you may have it set up in a certain way, but perhaps, in a blended learning class, the student would have a lot of flexibility in terms of the direction for their learning. Right? Maybe, they need to go backwards to review content that they didn't quite get the first time. Maybe, they've got it all-- maybe, they're up to date, and they want to move forward on their own. Right? So they want to continue learning, but like they want to get through the content quickly, for example.

And then the pace, again, depending on how slow or fast the student wants to work through the content. So blended learning provides options for students over these different components, and these components might be singular. They might be in combination, just kind of depends on the model.

OK. So what I'd like to do next is just have us take a look at a short video about blended learning and some of its benefits. So as we're watching the video, I just want you to think about a couple of questions, as we're watching the video. So first question is what is a benefit of blended learning that's mentioned in the video that you wonder about? And then two-- and we're going to come back to this later-- consider a program or instructional challenge at your agency, something that's current for you right now, what's going on.

So as you watch this video, are you encouraged, or are you skeptical that blended learning could provide a solution to the challenge? Right? I don't want to say that like blended learning is going to solve all our problems. I think that's for all of us to discover and figure out on our own. But initially, how do you feel about blended learning? OK?

So let's watch this video. I'm going to start the video. Hopefully, my sound will be on. Karen, let me know. [inaudible].

[video playback]

- I'm on my computer a lot.

[interposing voices]

- Technology has revolutionized our world. We can connect and learn and create and share. We have immediate, improved, and personalized access to the world. Nothing in our modern lives remains untouched by this powerful transformation, except for education.

[music playing]

- The big idea behind blended learning is combining online learning in brick-and-mortar schools with teachers, where students can learn at their own pace, so that they can optimize their individual learning.

- Combining the best of teacher instruction and computer-based instruction.

- The world that we live in today isn't about paper and pencil. It's about computers. Having our kids become comfortable and familiar with that now is going to better prepare them for the world when they leave this school.

- Blended learning can actually personalize for every student's individual needs, to meet them where they are, when they need it.

- We are doing, students and ourselves, a great disservice to assume they all learn in the same way. So we need something new, and that's blended learning.

- When you walk into a blended learning school, what you will see is small groups of students off with their computers, working away on online learning programs. And another group of students in small groups doing rich, interactive projects with each other and really collaborating as peers.

- I'm able to now focus on smaller groups of kids, giving them more individual attention, and help them with their individual learning styles.

- They're not just stuck with a teacher in front of them, lecturing for hours. They get to move around in different clusters or learning by themselves.

- Before, you're moving at the pace of the average of your 30 kids. Now, you can really move at the pace of each individual student.

- One of my problems is that I'll get bored, because they'll be explaining something over and over again, and this gives me a way to continue to move forward.

- If you use computers right, and if you're doing blended learning right, you're making learning an active experience, rather than a passive experience.

- You can really tailor the instruction to students at their own pace. They're directing their own learning.

- We learn how to learn from your mistakes and depend on yourself.

- When they're able to critically think and feel like they're independent, they use that to propel themselves, because now they're wanting it.

[music playing]

- Once I started using blended learning, it really pushed me to have a more fluid, dynamic classroom. It pushed me to be a better teacher.

- The teacher has the opportunity to look at data in the moment, in the minute, to know where our kids are immediately. Informs instruction in the next period or the next morning.

- In a regular classroom, it might take a week for you to get your test back. I can take a test twice in one class, get my feedback almost instantly, and figure out what I need to improve on.

- You can see your progress, what you need to work on.

- It tells us our grades [snaps] like that.

- Study more, learn more.

- They know if they're getting it or not, and if they're not getting it, they're taking more ownership. I'm spending a lot less of my time grading those quizzes and more of my time analyzing the data. I can see who gets it, who kind of gets it, and who really gets it.

- To get immediate feedback for students and teachers is something that is unbelievably empowering and actually motivating.

- It allows me to reflect more on data analysis. Looking at trends really helps me reflect on how I can be using my time wisely.

- And parents have real-time access to what their kids are doing on a day-by-day basis.

- To get my child's grades electronically, it's very important, because I work every day.

- Blended learning makes you in charge of your pathway, which is both deeply motivating but incredibly important to then knowing how to navigate college, career, and make those decisions for yourself about what you need and when you need it.

- And that's true learning and knowledge. It's when you're able to apply content into real blended.

- Learning is really the democratization of education. It allows a student, regardless of their geographic region, their socioeconomic status, to really get the education that they deserve or that they want. The sky's the limit.

- We need to rethink education.

- The opportunity to harness the power of technology, to personalize for every student, is just an opportunity that we cannot miss.

- We had a low 500 API score. We're currently in the 730s.

- It's transforming the way we teach.

- Independence is really the game changer.

- You can challenge yourself.

- I've never seen my daughter this excited about learning.

- This is 21st century learning.

- All 50 million of America's students deserve the opportunity to have blended learning, so that they can personalize their education and realize success in life.

- 50 million.

- 50 million.

- 50 million students.

- 50 million students.

- 50 million students.

- 50 million students.

[interposing voices]

- 50 million students in America.

- In America.

- 50 million students in America.

[end playback]

Anthony Burik: OK. So welcome back, and so I just want to make just a comment. I'm sure some of us have thought about this. So again, this blended learning video that we just saw focused on blended learning going on in K-12 environments. Right? But I do feel like there is a lot, a lot, a lot of applicability to our adult education classrooms, the concepts that were discussed, the ideas about educating learners that were discussed in the video.

So again, even though the focus was on the K-12 system, again, we always think in an adult ed about. How do we customize it for our learners, for our adult learners. So that's an important consideration, to be thinking about, OK, what is blended learning going to look like for our adult learners?

OK. So does anyone have any initial reactions that they want to share with the group about what they saw in the video? And you can come on mic, or you can put it in the chat.

Audience: I was put off by everybody having a computer, and that's not the reality of my students. So that's just-- we've lived the three years on Zoom, but most of my students still communicate with the telephone, the devices, the telephone, and not the computer.

Anthony Burik: OK. Thank you, Patricia. Appreciate that. Anyone else, initial reactions to the video? If you want to pop it in the chat as well.

Ivan said in the chat, immediate feedback is powerful. Many of us old timers probably remember the days of waiting two weeks for feedback on a test. Right. Exactly. OK. Any other initial reactions? Carol, also, feedback is a powerful learning strategy. Great.

OK. Anyone else? Just maybe one more reaction in the chat or if you want to come on mic. Lexi, thank you. The evolution of differentiated learning. Great. OK.

All right. So I want to ask Patricia a question, but maybe I'll come back to it later. Good points. I teach in the city, where the girls were doing class work in a Taco Bell parking lot for the Wi-Fi side. Access is a problem. Yes. I'm not denying that access to devices and connectivity and data plans and all that are not an issue. They are definitely an issue.

So maybe that's part of-- so maybe back to this idea of the challenge. So it sounds like one of the big challenges is access to devices, maybe, outside of the classroom or access to Wi-Fi outside of the classroom. But what about within the classroom? Right?

So maybe, that's an opportunity for a specific blended learning model that will work well when the students are physically in the space. Right? And then we think about how do we accommodate the online? But that's part of your planning.

Audience: Anthony, I work at a branch.

Anthony Burik: You work at a satellite site, right Patricia?

Audience: I work in a community. I work in a library classroom that was given to us-- that was lent to us by the library. There aren't any-- I feel like I'm really negative, and I'm not. Because I'm still really positive, because I think blended learning is a really important idea and a good idea.

I'm just looking at some of the issues that, when I'm looking at that video, that could be K through 12 but, it's not the reality. It could be the reality, if you're at the adult school, but I'm not at the adult school. I teach at a community site, and they aren't going to have-- I don't think we're going to have computers.

Anthony Burik: Got it. OK. Thank you, Patricia, for that information. I appreciate that. So we have to-- we have to make do with our environments. Right? We may not have all the things available to us. So maybe, those are the first issues to try to solve, before we dive into the blended learning as well.

OK. So let's continue. So on the next Canvas page, called Some Considerations and Benefits. So again, when we're thinking about planning for blended learning, it really helps us to do our homework initially and frame what are the challenges that we're facing back at our agencies? Right? So the question here is what program or instructional challenge motivates you to consider a new or different practice or strategy, and could blended learning, one of the models, be an option to address the challenge?

One thing that you might consider in terms of characterizing the challenge is, is it a what challenge, or is it a who challenge? So when we talk about what, one way to think about this is like about the content. Right? So maybe, there's a lot of content to cover, or maybe like in a GED class, where you have groups of students working on different pieces of content, depending on the test that they're preparing for. So maybe your challenge has to do with the what is it that you're teaching, or what is it that you're working on currently?

The other challenge is a who challenge. Right? So I know that some of us at our schools have long waiting lists or have waiting lists-- it doesn't have to be long. It could be a short waiting list.

So that's kind of a who challenge. Right? You have a group of students who are not being served. They're sitting on a waiting list.

They're waiting for an open seat, wherever that seat might appear, whether it's online or in person. And so maybe, the challenge is a who challenge. Maybe, it's trying to serve-- maybe, we're talking more about the students directly, and that's how we might characterize the challenge.

So what I wanted to do was give you just a minute or two. You can click on these links to learn a little bit more about the who or what challenge, and then I'd like you to take a look at this list of the benefits. And maybe just explore for a minute one of the benefits or two of the benefits that stand out for you in terms of what blended learning might help you with, whether it's a what challenge or who challenge. So I'll give you a second for that.

Let me give you maybe another minute just to click on some of the links and do a quick review of the benefits here, and then we're going to take a poll in about a minute.

OK. So in the interest of time, what I'd like us to do now is, at the very bottom of this Canvas page, which is the Some Considerations and Benefits page-- and I'm so sorry if you hear my dogs barking in the background. The squirrels are very active today. Rudy and Indy, those are our dogs at home here.

So if you can go ahead and click on this link for the poll, we're going to do a quick poll about these considerations and benefits. So I'm going to switch over to-- we're using a tool called Poll Everywhere, and I'm going to ask you two questions here. Let me activate this, turn this on right now and present.

So the first question, once you've had a chance to-- you can put in a nickname or not, or you can just skip that first step. But the first question I have for you is, do you feel like the challenge you're facing at the moment is a what challenge or who challenge? Let's just get a sense of what's going on in the room at the moment.

It's even at the moment. Some people, about 50% of folks, feel like they're facing a what challenge currently, and about 50% of the folks feel like they're facing a who challenge currently. I heard about-- I was attending another conference, about a month ago or so, on blended learning, and I really like this kind of frame for blended. I think it really helps us, because we're doing a lot of-- back at our agencies, we're doing a lot of like self-study and PLC work and communities of practice work.

And I know that you're looking at data. You're looking at different things that are going on at the school, and I think that you probably, if you're doing that work, you probably have a sense of are the challenges that you're facing what challenges or who challenges or some combination of the two? So yeah. I think it's a really-- I find it to be a very helpful frame for thinking about the issue. All right. Let's-- my screen this a little-- go to the next one here.

OK. So next question, second question is we're going to do a ranking of-- so the question is-- or the activity here is to rank these benefits-- so the seven benefits that we just saw on the Canvas page-- by relevancy in addressing your who or what challenge. So the way that this works is you click on one of the features, and then on the left side, you should see an up or down arrow, or up and down arrow. So in that way, you can rank from most important or most relevant to least relevant, 1 through 7.

And then you can go ahead and submit, and we'll see what happens here I'll give you a second to figure that out. If you're having trouble with that, just let us know. It probably takes a minute to move things around. Let's see if anyone has figured it out yet.

So Rhonda, are you in the poll at the moment? Not in the poll, OK. Let me get the link to that. One second, actually, let me switch out of here. Oh, it's right here at the top, polleverywhere.com.

OK. Rhonda, if you click on that link in the chat, that should get you to the poll. Oh. Well, maybe, I didn't activate it. Sorry. Maybe that's the issue. Let's try that now.

And let me know if you're having trouble trying this activity. I don't always use this ranking in Poll Everywhere. So folks might be having [inaudible] trouble, and you found it in Canvas. Great.

There we go. Ah. Something happened now, and the poll is not accessible. I have it activated. Let me just double check.

Audience: Anthony, this is Ryan.

Anthony Burik: Hey, Ryan.

Audience: When you went back to troubleshoot for Rhonda, it shut it off for the rest of us taking the poll.

Anthony Burik: OK. Let's try this again.

Audience: But then it came back on, and we had to redo our answers.

Anthony Burik: OK. Sorry. How about now?

Audience: It's there.

Anthony Burik: Thank you. Thanks, Ryan.

Audience: You're welcome.

Anthony Burik: My mistake, user error, sorry. OK.

Audience: What do I get for submitting my answers three times now, Anthony?

Anthony Burik: Ryan, let me know your address. The check will be in the mail.

Audience: Thank you, sir.

Anthony Burik: OK. Sorry about that, folks, but it looks like I think you're figuring it out. So that's-- OK. So I think we've got to figure it out. OK. Sorry about that, and thanks, Ryan, for pointing that out.

OK. Good. So this is the way that this ranking question works in Poll Everywhere. You can see it's a dynamic activity here. And so at the moment, it looks like, first of all, blended learning enables learners-- blended learning enables learners to review course content. OK.

So to me, that's a what challenge. Right? So the what here is the course content, and so we're figuring out if-- we can't just give students one opportunity to learn the content, like whether it's in-person or online. Like we actually have to give them multiple opportunities. Right?

Those of us who work in ESL, for example, know the value of having students being able to go back and watch videos, slow down the pace, slow down the speed, read the closed captioning, dot-dot-dot. Blended learning is more effective than only face to face or only online. This might be more of a who challenge, because so our learners either, if they only have the option to come online-- or sorry, come in person, or if they only have the option to join online, that they need more options.

And if we can offer blended learning as an option for our students, for the who, to solve that who challenge, then it's going to be more effective for more students. Think about how that translates into gains, MSGs and all that. So maybe that's more of a who challenge.

BL creates opportunities to build digital literacy online learning skills. Right. This might be more of a what challenge, like in terms of digital learning, digital skills, training as a content that needs to be worked on with students. I might characterize that as more of a what challenge.

BL extends learning time on task for quicker progress. Right. This might be a combination of both a who and a what right, because it's not only the access to the content and providing access to content for students. And if it's available, and if they can work it through quickly, that might be a good option for them. That might be what they're looking for.

It also is a who challenge in a way, because it's really working on the pace. Right? So some students may need to go slower. Some students might want to go faster. So to me, that's more of a who challenge, depending on the needs of the learner.

OK. So let's stop this. Let's continue on. Sorry. There we go.

OK, but by the way, this is Poll Everywhere. This is a tool that I like to use for poll surveys, things of that nature. So let's continue to the next one.

OK. So we're going to move on to a breakout session activity, a breakout activity. Let me go back to our home page here. So here's what I'd like us to do.

So Karen has set up some breakout rooms. Right, Karen? Karen, are you still with us? Are you muted?

Karen: No. I had my thumb up. Yes. We're all ready to go, hopefully, crossed fingers.

Anthony Burik: OK. So here's how we're going to work through this activity, the first breakout here. So you see this link for the Breakout Session 1 worksheets? So we're going to put you in one of four rooms, either a Station Rotation room, a Lab Rotation room, an Individual Rotation room, or a Flipped Classroom room. So these are four different models of blended learning. You may or may not be familiar with them. That's OK.

On each of the pages, on each of the model pages, let's just look at Station Rotation for a second. So at the top of the page, you'll get a quick definition, introduction to the model. You'll also get a visual representation of the model. OK. And then if you scroll down a little bit more, I do have a quick intro video here, depending on the model, that you can view. And then to learn more, there are some articles, there are some additional videos here.

So what I'd like you to do is, depending on the breakout room that you're in-- let me go back to the home for a second. So depending on the breakout room that you're in, you're going to be looking at one of these four pages, depending on the model that you're working on. And then on this Breakout Session 1 worksheets page, I have links to worksheets for each one of those four models. And then hopefully, this will work for you.

So I have these worksheets in my-- so we work in Microsoft at OTAN. So hopefully, no guarantee that all of you will be able to open it, but hopefully, somebody in your group will be able to open it. It's not as-- anyway, it's not as seamless as Google Docs, but hopefully, it will work for you.

So just go ahead and open up one of the worksheets. I'll open up the Station Rotation worksheet. There's a set of directions at the top here. So in your group, you're going to review your page, your Canvas page, and then I'd like you to discuss the following three items.

So number one, in your own words, write a short explanation of how this model works. Number two, what are the advantages that you see with this model, and number three, what are the challenges that you see with this model? And I'd like you to also consider your challenges that you've been thinking about back at your agency, so either in your classroom, in your program, in your school-wide, whatever the case might be.

I've suggested these group roles-- facilitator, note taker, timekeeper, reporter. It would be great if your reporter could just, when we come back together, just for a minute, just say your takeaways from studying the model for a little bit of time. But those are the directions for the worksheet here.

So any questions about that, before we go into the rooms? Any questions about what we're working on? OK. Hopefully, a pretty savvy group. So Karen is going to put-- so Karen, can we put-- looks like we have about 10, 12 folks or so. Can we try to put like three people in each one of the rooms?

Karen: That's including both of us, Anthony. So I just went ahead and assigned-- and then people swapped out. So I'll just go-- I assigned everybody, then we can-- I'm ready to open the room when you are.

Anthony Burik: Yeah.

Karen: OK?

Anthony Burik: Let's do it, and let's do this activity for about 15 minutes. OK? Aaron, can you join-- let's see. Oh, OK. You're moving folks around. Good. OK.

Karen: And then I just put you in a room, because we were-- it was-- oh, Ryan didn't join. Ryan?

Anthony Burik: Yeah. Actually there are some people in rooms by themselves. Let me go--

Karen: Oh, because here, I can move-- I'll move Carol with Flipped. Yeah. They're not joining.

Anthony Burik: Yeah. We'll wait for people. Yeah. We'll try to get people into rooms here.

Karen: So we don't have anyone in Lab, and that's OK.

Anthony Burik: Yeah. That's fine.

Karen: And then, Ivan, I'll move you as well. Looks like--

Anthony Burik: Why don't we put Ivan in--

Karen: I've already moved him, unless you need me to move him again.

Anthony Burik: Well, he's in--

[interposing voices]

But he's in Station Rotation, at the moment. I see Ivan, and I see Gomez.

Karen: He has to rejoin. I just moved. He just has to [inaudible].

Anthony Burik: Oh, OK.

Karen: Yeah. So that-- oh, good. Yes, hi. OK. Let me move you as well. Here we go.

Anthony Burik: OK. Let me go-- let me join some of these rooms and just make sure that they're getting set. I'll start with the Lab.

Karen: Thank you. Hello. Hello, Sofia, Alejandro.

Everything good?

Anthony Burik: Yeah. I'm going to check on one more room. Let me just see here. Let me check this room.

I think we have folks on task, at the moment. Do you happen to know how long they've been in the rooms so far?

Karen: We have eight minutes left, so about seven.

Anthony Burik: OK. Sounds good. All right.

Karen: Do you think they need more time?

Anthony Burik: Well, it's only 90 minutes, and this is my first time to try all of this.

Karen: It's fabulous.

Anthony Burik: Being in Canvas and the topic also, and so I always-- this is one of my challenges is I always-- I'm too ambitious. I'm overly ambitious. Like I don't want to get too much done in the short amount of time.

Karen: I really like it. I really love what you did. It gives me-- I'm like, oh, good. Someday, I'll get to do this. Yay.

Anthony Burik: Well, hopefully, someday soon. Right?

Karen: I hope so too. I just-- I love it.

Anthony Burik: Yeah.

Karen: I love what you did. I think it's the most interactive.

Anthony Burik: Well, good. Yeah. Yeah. I just, finally, like it's finally hit me, like I'm just tired of slides. Like I'm just tired of like making them, and I'm in my session anyway-- I'm sure you have experience with this too-- like I start with slides, but I'm all over the place.

I'm going live. I'm doing polls. I'm doing this, that, the other thing, and it's just not the most conducive. And like now we're landing in this Canvas, and so it's like, oh, well, what about just creating a Canvas course and just working through the course?

Karen: I just think it's fabulous. I love it, and I can't wait.

Anthony Burik: Yeah.

Karen: Yeah. I think it's working really well.

Anthony Burik: OK. I have no sense as to-- I guess, if people are not like frantic in the chat, like I guess it's going OK. They're navigating through it.

Karen: The navigation path hasn't been where people left. They left right before-- like right as the blended learning, all those options.

Anthony Burik: Right.

Karen: And I didn't know why they left, and we don't know.

Anthony Burik: Yeah.

Karen: We lost two, but I don't think it's because of the Canvas access.

Anthony Burik: Right. they hear breakout room, and they're like, oh my God, I don't want to do this.

Karen: I don't want to talk to you about I don't know. Who knows? But I just love that you don't have to un-share to then do the pull and then get back into your slides. Then the sound might not work. It's cool, really cool.

Anthony Burik: OK. So I'm just looking at the clock. So it's 11:30. So we probably have, what, about five minutes or so?

Karen: I'm tracking at five.

Anthony Burik: OK. So why don't we-- can give them a five-minute warning?

Karen: You bet. I think I gave him an eight minute warning in the chat.