Content Proposal

Content Proposal
Traditional Classroom evolving into a Blended Learning Environment









EDM-613 Media Asset Creation
Education Media Design & Technology MS Program
Full Sail University









Prepared by:
Domenic Colangelo
03/07/2010

I. Thesis Abstract

The proposal is to create a series of modules that are self directed and utilized in a high school setting. It allows the end user to develop skill sets that will help prepare their classroom for a transformation. The process will support the change from a traditional classroom to a blended learning environment. Many teachers would benefit from the flexibility of self-directed study and the personalization of mentoring. Implementing a strategy of building a blended learning environment from the bottom up increases the likely hood of acceptance and success. The development of a culture through enrichment activities and organizations can lay the foundation of a blended learning environment. These experiences will cascade across many classrooms and through out the school.

II. Introduction
(3-5 Paragraphs)

Our educational system is going through a transition unlike any other in our lifetime. The vision of where it’s going is generally accepted and some might even say it’s more of a naming convention than a vision at this point. The names used for the vision are mostly involving the term 21st century. Now that term might be accompanied by follow up words such as learning, teaching, and skills.
The traditional classroom is filled with student desks that lined up in rows and bunched together. The teacher stands in the front of the room with a dry erase marker in hand. Directions and notes are written on the board, while talking about the theory of things. This method has been the benchmark for education in the 20th century.
The first decade of the 21st century has ushered in an era of technology and skill sets that are becoming a necessity in the business world and are already intertwined in to our daily. Unfortunately our education system is not geared for using these things in our traditional classrooms.
The classroom teacher needs to emulate strategies and personality traits of people in other areas of our society. The characteristics of the entrepreneur, evangelist, and grass roots organizer can help. Many of our greatest innovations, businesses, and achievements became a reality due to people who emulate some of the attributes involved in these types of activities.
The majority of teachers work hard everyday and even the most organized educators often take their work home with them. It is an unfortunate aspect of the education profession, but one that all great educators know is a necessity to be successful in their classroom.
III. Goals and Objectives
(3-6 Paragraphs)
Instructional Goal
The creation of a culture in the traditional classroom that embraces the attributes of a blended learning environment that is built over time. This culture becomes a living entity and must be nurtured like any living organism. Another instructional goal is encouraging the idea that being creative complements a person and tapping into the learner’s inner passion is valuable in the education community. These goals can be supported by effective staff development, sufficient mentoring, and engaging curriculum.
Learning Domain
The media project cannot teach the end user all that they must know. It is a resource that can be used, but only effective when coupled with the affective domain. The right attitude to be self-directed and willing feels the passion in side of themselves. This feeds in to the cognitive and psychomotor domains. The course models can provide knowledge if done correctly and provide experience through the hands on experience activities.
Learning Objectives
The objectives that are important to fulfill in the blended learning modules are technology and non-technology in origin. Understanding the elements of your classroom’s physical space and cultural atmosphere. The value of collaboration with in your peer group and the effectiveness of peer mentoring. Utilizing self-directed curriculum as a solution when implementing differential instruction.
IV. Presentation
(6-9 Paragraphs)
Instructional approach
The building of knowledge is vital for a learner to take on challenging tasks. In the current social structure of high school aged learners it is a high priority for them to be social while they learn. Social networking drives the interest in web 2.0 tools and digital media content that these tools support. The social constructivism approach is appropriate for the current generation of high school aged learners.

Lesson Structure
The content will be presented in the form of training modules with the Learning Management System called Schoology. Each of the modules will support aspects of the creating a blended learning environment. The rationale is that the process is a transformation over time and that you can start with a few small things that are not related to technology, but support the use of technology in a blended learning environment.
V. Evaluation
(2-3 Paragraphs)
The measurement of learning is part of the learning process it self. There are many administrators and teachers that are not experienced in evaluating the use of technology by it self, let alone when used in conjunction with curriculum. The creation of evaluation tools goes beyond the rubric for a class assignment. A rubric should also be created for an evaluator on the assignments so they may gain experience as well through the endeavor.

Through out the series of training modules the learner will be exposed to different aspects of a blended learning environment. Creating a foundation of knowledge and skills that can be used to start the evolution process in their classroom.
VI. References

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Knobe, M. (2009, June/July). Hungry for help: Schools of Education must fuel a digital revolution in teaching. Edutopia, 5, 30-32.
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Schaffhauser, D. (2009, May) Scale. The Journal.com, 36, 30-36.
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