References

**References and Reviews of Literature:** **By: Kassidy Hetzel, Tia McMillan, and Kristen Watt**

Agbor-Baiyee, W. (2009, March). Orienting student using a case-based instructional approach: A case study. //Journal of Instructional Psychology//, 36(1), 20-28. Retrieved from []

The article discusses using problem-based learning in a MCAT course as an orientation to the problem-based method of solving MCAT problems. The case study discusses how the problem-based project is used and some of the perceptions of the students and faculty members. For the study, there were 17 students divided into groups of three. There were three two-hour sessions and two independent study periods. The students had access to all resources needed to solve the problem including faculty, the library, and MCAT preparation materials. Immediately following the session, data on the perceptions of problem-based learning were collected. The results show the students not only enjoyed the problem-based learning but also found it valuable. The favorite aspects of problem-based learning were the personal applications and the group interaction. The favorite parts of the problem-based learning process were the group interaction and discussions. The facilitators noted that the students showed a high interest in the content using problem-based learning.

There was a statement in the study that said, “Problem-based learning stimulates student motivation, self-confidence, and reliance on self-directed learning strategies.... . Since these are universally important characteristics for success in learning, PBL methodology should be useful in a wide variety of learning situations” (Agbor-Baiyee, 2009, p.26). I thought that this was relevant to our project because it proved the importance of using PBL and reflect the perceptions that students had towards PBL and its process. This is something that should be emphasized to the teachers in our projects so that they can understand the value that their students will find in PBL. Hopefully, this will further encourage them to implement PBL in their classrooms.

Allen, E, & Seamaan, J. (2007). Online nation: five years of growth in online learning. //The Sloan Consortium//, Retrieved from []

This research study is the fifth in a series of five years about the progression and future outlook for online learning. The Sloan Consortium has dedicated many of its resources and researchers to this topic for an overview look at how online education has changed, grown, and developed over the time frame from 2002-2007. This study focuses on the fundamentals of online learning, the reason of choice of online learners as well as a future estimation of what the authors and researchers believe to be the future of online education. The base of this study derives from an increase in online learning and in this study the authors Elaine Allen and Jeff Seaman look for answers and future projections for online learning from their 2,500 participants. This study began by conducting a survey of questions and looking at the findings and responses of universities and colleges to not only understand who was taking online classes, but why institutions were offering online courses and classes, and this survey finished by taking the information that they had gained from the colleges and universities and made future projections for how many students will eventually be enrolled and how many more colleges and universities would be offering online learning in the near future.

I chose this research study because I thought it was fascinating that it was the fifth findings from the Sloan Consortium about online learning and the potential for its use and creation. I found this research study to be very detailed in the specifics that it provided. I choose this research study for our learning community because it detailed the reasons for why so many people were choosing online learning as well as the importance that online learning is playing in our country. I also found the future projections for online learning to be extremely interesting and probably fairly accurate of what the online learning environment has actually become.

Anderson, J.. (2008, May). Problem-Based What? A Case Study on the Learning Outcomes of PBL. The Agricultural Education Magazine, 80(6), 8-10. Retrieved July 16, 2010, from ProQuest Education Journals. (Document ID: 1545793181).

This case study examines the outcomes of problem-based learning in a science class of ninth-graders. 110 students were randomly assigned and divided into two large sections, a group for problem-based learning and a group for teacher-guided learning. The instructional period was for 10 days and conducted by one instructor for both groups. She used electronic presentations and application activities with the teacher-guided group, and gave a case study, questions, and reference materials to the problem-based learning group. The students in the problem-based group had been given a question to answer, and they had to teach the rest of the group. At the end of the instructional period, the students were participated in the problem-based unit were asked to reflect on learning experiences, and the instructor was asked to provide learning outcomes of both teaching strategies. There is a diagram which shows a comparison of the students’ and the instructor’s responses. Overall, the results show that the students and the instructor found value in the problem-based learning, and that there was learning limited with the teacher-guided learning.

I selected this article because the outcomes reflected in this study should be a standard that we set for our learners. Also there is an important distinction noted in the learning that took place between the two groups of students. While keeping these learning distinctions in mind, we can develop our unit of study. In addition, we can share them with our students to keep in mind when they created instruction in their classes.

Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States //Contemporary Issues in Technology and Teacher Education//, //9//(1). Retrieved from []

The article //Examining TPACK among K012 Online Distance Educators in the United States// is an article that focuses on the responses of 596 online teachers and their current knowledge and practice of the TPACK methodology. TPACK methodology is the combination of technology, pedagogy, content and pedagogical content knowledge. This article details the findings of the online teachers and explains that while they felt they had very strong content and pedagogical knowledge of the context they felt that they were lacking in the technological respect. These teachers then gave a comprehensive look at the importance of knowing the technology that was to be used in the online learning environment before teaching the content to students. There was a focus of understanding and knowing why and how on is using the technology and having specific purposes for using it.

I chose this article for our learning community because I thought it made an important point that we will probably want to utilize in the creation of our workshop, and that is that to be an effective teacher you must not only know the curriculum and content of what you are teaching, but you need to have the confidence, background, and knowledge of the tools that you are going to be using. As we begin to create our workshop I think this a point that needs to be delivered to our students that just because you have been teaching in a face-to-face situation does not mean that you are ready for an online or blended environment. I do believe that we could use this article for providing suggestions and ideas to our students in the area of blended learning.

Baron, B. & Hammond, L.D. (2008). Powerful learning studies show deep understanding derives from collaborative methods. Retrieved July 16, 1020 from []

Problem-based learning and Learning by Design are two of the subtopics of this article that hold special interest for me. Both are instructional strategies that employ students' ability to think critically. In Problem-based Learning students are either allowed to create or are given complex problems to build upon their knowledge. Learning by Design is instruction that gives students the opportunity to create, assess, and redesign their own product in stages. Both instructional methods require collaboration and attach specific roles for each participant. Much like the "Jigsaw" method of instruction, each guides the student - which makes it possible for him/her to become an expert in a particular area.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The reason I chose this article for my collaborative group is because both Project-based (much like Problem-based) and the Jigsaw strategy I have implemented in my classroom with much success. I am an advocate of alternate methods of instruction to meet the diverse needs of my students. Both methods have proven to increase the depth of knowledge and understanding of content for each student learner. I believe that the collaborative efforts of this group has afforded me, as well as my peers, to learn from one another as we share information and perspectives based on course content and teaching experience.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Bonk, C. & Zhang, K. (2008). Empowering Online Learning – 100+ Activities for Reading, Reflecting, Displaying, & Doing. San Francisco, CA: Jossey-Bass.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I have not read this book yet. I am patiently waiting for it to arrive at my front door. I chose this book because Curt Bonk is one of the leading educators on the topic of blended learning. I believe that this book would provide educators with a wealth of resources when designing lessons. It provides a school district with a specific framework from which to work as well. Furthermore, I like that his R2D2 approach serves as an instructional theory for blended learning much like ADDIE, ASSURE, and ARCS have in the traditional setting.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Belland, B., Glazewski, K., & Ertmer, P.. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. //RMLE Online//, 32(9), 1-19. Retrieved July 16, 2010, from Research Library. (Document ID: 1805427921).

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This is a case study examines how mainstream and average students engage in a problem-based learning unit. The article shows how problem-based learning can be used in middle school and its impact with mainstreamed students. For this study, there were 20 students that were divided into groups of roughly three students. Each group consisted of one mainstreamed student and two average students. For the instruction/guidance, there was one instructor and a teacher’s assistant, and the subject of the case was genetic study. The students were to create a perspective about the topic and defend it in a debate at the end of the project. The study itself confirmed the fact that problem-based learning has potential for mainstreamed students. From the results, the authors list some suggestions for the types of support needed when using problem-based learning with mainstreamed students.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I selected the case study because it provides examples of students with various learning abilities collaborating for problem-base unit of study. Most importantly there are several pieces of advice that can be gleaned from the study. The first is the importance of the teacher support in a problem-based unit of study. The case study gives some best practices for how that support can take place. An example would be speaking with special education teachers prior to the unit to determine the various levels of support needed for the students. Other examples include assisting students in choosing roles that best fit their needs and having them reflect on their learning and their role in the process. These are practices that we should share with the students in our project so that they could implement them in their problem-learning unit.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Business Wire. (2010, June 15). Questionmark supports Moodle course management integration. //The Free Library//. Retrieved from [|http://www.thefreelibrary.com/Questionmark Supports Moodle Course Management Integration.-a0228907647].

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The article discusses a new connector to Moodle created by Questionmark. The new connector uses Questionmark’s Perception system and allows instructors to link course evaluations, quizzes, and exams to Moodle. With this connector, assessments are automatically scored, and scores are sent to the Grade Report in Moodle. The Perception system is assessment management tool allowing the creation and administering of survey, quizzes, and tests.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This is relevant to our project because Moodle was one of the selected platforms for our course management system. It is important to know the most updated features available in the course management systems. This knowledge will help us to determine if the system will satisfy the needs we have for our project. Additionally, we know that when using Moodle for assessments there will need to be an additional system needed for assessments. This may be a factor that could result in searching for another course management system. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Cennamo, K., Ross, J., & Ertmer, P. (2010). Digital tools that support learning. In //Technology integration for meaningful classroom use: A standards-based approach// (pp.75-105). Belmont, CA: Wadsworth, Cengage Learning.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This chapter discusses some of the tools that can be used to support learning in problem-based learning projects. It shows how technology can be used for tutorials, mind tools, conversations, and research. Without being software-specific, the chapter describes some of the various technologies available and how they can be used to support learning. Some examples of the tools discussed are computer-based tutorials and webquests. Others include there are four main categories for technological mind tools: databases and concept-mapping tools, simulations and visualization tools, hypertext and hypermedia, and digital storytelling. The chapter ends by giving tips and practices for using technology for collaboration and conferencing, as well as various research practices.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I selected this chapter because one part of our lesson will have the students create a problem-based learning project for their learners. It is imperative that we have research showing the tools that will support problem-based learning. Having the research to support what we will include in the lessons supports the importance of the subject and reflects the validity of the information. In addition, this chapter gives us ideas of some tools that we could incorporate in our project.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Center for Applied Special Technology. (2007) Thinking Writer (White paper) Retrieved from Cast website: __www.cast.org__

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This research focuses on middle and high school students many of whom struggle with writing; in particular those students who have been identified as having learning disabilities, cognitive disabilities, and who speak English as a second language. The creation of "Thinking Writer" posits that scaffolding the writing process into component parts makes the tasks much less daunting to the student. Each segment of the process monitored which allows both teachers and students to see how the student is progressing, identifies any area the student is having difficulty in, then provides necessary feedback adapting instruction to meet the students needs.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I chose this study because writing has been, and remain to be one of the lowest scoring areas of student achievement and progress for the diverse learners that I teach. Thinking Writer is a program that not only monitors, but scaffolds the writing process for the learner which is something that I had to do for each student in each class that I taught. An awesome technology that is unquestionably a great instructional resource.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Chin, C. & Chia, L. (2008, November). Problem-based learning tools. //Science Teacher//, 75(8), 44-49. Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The authors wrote this article to discuss some of the tools that were implemented when they used problem-based learning to teach project-based science. There was a class of 39 students that were to study health and nutrition topics such as hair growth, dentition, eating disorders, and slimming centers. The authors set up five stages that the students worked through complete the project. The authors give detailing of each of the stages and the tools used during problem-based unit. One of the tools used was a problem log where students were instructed to write down questions and concerns regarding their topics. Another tool used was a need to know sheet where students had to provide information that they wanted to know, needed to know and where they could find the information. A third tool used was a learning log where students documented what was learned after each collaborative session. Other tools were discussed, and a few images were provided as examples of the tools.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I selected this article because the tools used during the problem-based project are tools that we could incorporate in our project. In addition, the samples would be good examples to provide as job aids to the students of our project. The job aids would serve as examples for them to use in their classes. Lastly, this article was selected so show the validity of some of the methods and tools used in problem-based learning. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Devaney, L. (2008). Report assesses k-12 online learning. //eschool news//, (October 2008), Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The article //Report Assesses K-12 Online Learning// is an article that details of what the future of online education could look like and the changes in policy and funding changes that will need to take place in order for online learning to meet its potential. This article focuses on the policy changes that will need to be made in order for online learning to keep growing and bettering education. The article overviews policy changes that the North American Council for Online Learning council believe will need to be made for the progression of online learning. The article then goes into specific details about which states and how many states offer online learning or an option of blended learning, and what types of classes and courses are being offered. The article also details the fact that online learning is allowing schools to measure achievement on an apple to apple basis rather than the past apple to oranges scenario of the past. This article details the specific requirements of school districts and what the future requirements for online learning may be, and goes into depth about the professional development required to successfully implement online learning into the traditional school model.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I chose this article because it was a good source of data for our learning community. I thought that it would provide us some excellent resources for why online learning is important and how with the new policy and funding ideas presented online learning could become a vital resource for educators across the globe. I found the section that broke down the different states requirements and policies to be exceptionally helpful in understanding where we are as a nation to committing to online education. I thought this would be an interesting piece for us to include in the workshop because it provides a plethora of data that I think could be used in creating our workshop.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended Learning. Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This article summarizes University of Central Florida’s (UCF) shift to blended learning. The authors suggest that blended learning has been around for over four decade but has become more prevalent due to the advancement in technology, learning theories, and learner-centered pedagogies. Authors state that blended learning not only shows benefits for the learner but for the organization as a whole in terms of facilities and parking.UCF has data that supports increases student learning outcomes and a decrease in students withdraw rates. Positive data in regards to staff satisfaction and an increase is enrollment data is also shown.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Edwards, E. (2010). //Creating e-learning that makes a difference// (Adobe Digital Edition 1), Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The book //Creating E-Learning That Makes a Difference// is a motivating text that puts a new spin on both online learning and blended learning. The focus of this book is explaining how instruction can make the difference in the online experience for learners. The book has four main principles for instructors to follow and provides the reader guidelines for following the principles. The book begins by looking at the downfalls and failures of online learning in the past and then moves into how instructors can construct a more productive and effective learning environment through the implementation of the four principles of: Context, Challenge, Activity, and Feedback. The author Ethan Edwards, the chief instructional strategist for Allen Interactions sees e-learning as a puzzle that must have all four pieces (or the principles mentioned above) present to be successful. In this thought provoking electronic book Edwards gives educators ideas on how to bring all four principles to the forefront of their teaching.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The reason I chose this resource was because I thought the ideas and examples provided were solid. I found that they were consistent with the ideas and concepts of our learning teams’ goal of creating blended learning environments. I thought the step by step approach that Edwards presented was not only inventive; I thought it was progressive and right in line with what our learning team discussed to be our focus. I especially appreciated the final section of the book that described how to put all the principles and guidelines together. I thought this section was extremely helpful in setting a vision for not only our learning teams’ workshop, but for my individual classroom as well. As I read this book I was very surprised by the author’s honesty and want to improve the online learning experience. Throughout the book the author also provides checkpoint activities to re-emphasize his points which I thought were extremely helpful. I plan on using this book not only for our learning teams’ workshop, but I found the information presented to be directly adaptable and applicable for the secondary setting.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Gehringer, E., Ehesman, L, Conger, S.G., & Wagle, P. (2007, June/July). Reusable learning objects through peer review the expertiza approach. Innovate Journal of Oline Education, 3(5). Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Utilzing a platform named "Expertize", which is custom-designed, allows students to use peer review for a range of functions, many of which involve research, annotating on-line lecture notes, research papers, reviewing papers from literature, creating homework problems, creating machine-scorable questions, and doing weekly reviews of what other students have contributed. Using the Expertize platform to support peer review permits an assortment of learning activities which use student-generated content to further augment the learning process.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I chose this study because of the collaborative aspects of the platform. Peer review requires students to interact and also to form peer relationships that are conducive to learning while promoting an atmosphere of interdependence. The population of students that I serve are from an economically disadvantaged and underserved community. The economic disparity does not allow for access to the necessary tools and resources (computers, transportation, proximity of libraries) for these students.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Holton, D. L. (2009, June). Blended learning with Drupal//. MERLOT Journal of Online Learning and Teaching//, 5(2). Retrieved from [].

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The article discusses Drupal, a free course management system that has been previously used by many K-12 schools and universities. This course management system allows for multiple plug-ins such as wikispaces, Blogger, and YouTube. Additionally, it has built-in features such as blogs and RSS feeds. The author used Drupal to create a masters-level blended learning course for K-12 teachers and employees at various universities. The course itself was about the field of educational technology. The article discusses the features of Drupal, the course design, the feedback from the students, problems encountered with Drupal, and a comparison of Drupal to Moodle.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I selected the article because it provides another course management system option for our blended learning course. In addition, it gives a nice side by side comparison of Moodle, the selected course management system, citing the pros and cons of each. The author states that Drupal can be used in addition to Moodle. I think this is an important point for us to consider. When using Moodle, we may find other features in Drupal that are more conducive to what we need. We could then choose to use Drupal to make our course more efficient and effective.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Marzano, R. (2008). Designing & Teaching Learning Goals & Objectives. Bloomington, IN: Solution Tree

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This book provides educators with the research that supports the importance of having a set of clear and concise learning goals and objectives.Readers are provided with key ideas that support the writing of learning goals such as understanding the difference between activities and assignments and procedural and declarative knowledge. The reader is also shown how to translate these goals into scales which will provide students with meaningful feedback. Whether you are teaching in a traditional setting, completely online, or in a blended environment, students must understand what it is they are being asked to learn and be able to do.This book a very quick read and once complete leaves educators with not only a better understanding of the importance of learning goals but also provides a framework from which to work.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I chose this reference material helps teachers facilitate learning.I believe the topic of learning goals and objectives is an essential component to any classroom and professional development. I envision a systematic approach to creating a blended learning environment. To me, writing learning goals and objectives is the first thing that must occur in curriculum development and thus taking the same approach to writing learning goals and objectives seem necessary.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Marzano, R. (2008). //Getting Serious about School Reform: Vision Document//. Bloomington, IN: Solution Tree

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This document summarizes the three commitments that an organization needs to make to significantly impact student achievement.Marzano believe that a leader “influences student achievement when the implement policies that directly affect what happens in the classroom”. The three commitments surround the ideas of narrowing curriculum around specific learning goals and providing meaningful feedback to students, ensuring effective teacher strategies are used in every classroom, and building background knowledge.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I chose this reference because I believe that there needs to be a systemic and district approach to creating blended learning environments. I believe that all courses should have similar structures like syllabi, learning goals, requirements for the selection of multimedia material, and project-based learning.I believe that the leadership must set up the ground work to ensure that all teachers use the same type of framework but yet allow flexibility in terms of how the daily lesson is presented.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Marzano, R. & Pickering, D. (2005). Building Academic Vocabulary. Alexandria, VA: ASCD.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This reference is a comprehensive approach to teaching vocabulary.Vocabulary is an essential component of any curriculum. Using a systematic approach to teaching new vocabulary can help activate a learner’s background knowledge. The first part of this reference provides a reader with evidence-based data that supports using the six-step approach and the how to create district-wide vocabulary lists.The second part of the reference provides readers with examples of vocabulary lists as well as the six-step approach.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I chose this reference material because it too facilitates learning.Building vocabulary builds background knowledge which in turn helps the learning understand key concepts within the curriculum.I believe the first requirement to designing curriculum is writing learning goals and objectives.Within each learning goals comes specific academic vocabulary for the learner to master and apply.Using the learning goals and objective and the six-step approach helps teachers collaborate to determine what is important for students to know and be able to do.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Minnesota University, Center for Teaching and Learning website. (2008). __[]__

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This article first provides an overview of the many pedagogical tools available on the website and explains what is needed to access the content. The Active Lecturing section explains and describes what is available in the video workshops. In all there are 12 active learning strategies that can be implemented with PowerPoint, and handouts which can also be downloaded for use. This tutorial also provides a section for formative student assessment of concepts taught and educational games that will fully engage your students as they play. Another great find was the Resources section that lists sites that can be used in conjunction with the tutorials.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I chose The Minnesota University's Center for Teaching and Learning website because it provides downloads of educational games (two of which I have created for my students) and links to additional resources. As an educator who utilizes PowerPoint technology on a weekly basis, I found this tool to be a great resource and addition to my or that of my group member's instructional practice.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Picciano, A, & Seaman, J. (2007). K–12 online learning: a survey of u.s. administrators. //The Sloan Consortium//, Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This article was one of the first of its kind published. This research study focuses on the collection of data throughout the k-12 setting in online education. Unlike most of the previous research studies about online education that focus on the benefits, the outcomes, the issues of online learning this research study dives right into the heart of online learning and the data that school district administrators across the United States have been finding. The goal of this research study was to provide base data for future studies. This study began by providing a review of the current literature available for online learning and why it has become more popular and why the need for online learning has grown so substantially over the years. This research study focused on four central learning questions to gather data on. These questions were centralized on the importance, the barriers, and the providers of online education in the K-12 setting. The study then preceded to breakdown the findings from the survey research they had given to almost 8,000 school district administrators. The article ended with an open and frank discussion of the future of online education and the thoughts of its authors and participants of what they thought the future of online learning would be.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I decided to use this article for our learning team because I thought it was unique in comparison to the other research studies I had been reading. Rather than focusing on the same topics that most of the other studies had been focusing on this one took a whole new perspective of online learning. I was especially impressed by the number of participants that this study had utilized to find their data. I found that this study was the first of the many studies that I have read to really focus on the how and why students in the K-12 setting are choosing to either enroll in full online classes or in blended learning environments. The comments and explanations that this article provided were completely new takes on online and blended learning than I have seen in the past. I am excited to share this resource with my learning team; however I am more excited to share it with my principle as a rationale and support for the online learning program at our school. I think that in today’s day and age students need to be able to have options in their learning and in their learning environment and for me, this study reinforced and encouraged my desire for online education.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Ragan, L. (2007). Best Practices in Online Teaching – Pulling It All Together – Teaching Blended Learning Courses. Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The is a short article that describes blended learning, why blended learning settings are on the rise, lessons learned from blended learning, and finally recommendations for course construction. The author describes blended learning as the “best of both face-to-face and online strategies”. Course designers are encouraged take the approach of using the best traditional instructional strategies with multimedia content. The format of blended learning may look different from one teacher to the next; however, the overall course design should keep both face-to-face and online material interconnected. In other words, what you do online must support what you do face-to-face or visa versa; they should never be separate or two different classes within one course structure. The author believes that blended learning courses give learners flexibility and control over their own learning while still receiving support within the traditional classroom format.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This article would make a very good introduction to blended learning in any workshop or professional development. I like this article because it gives some really good suggestions to individuals considering creating a blended learning course. I especially like the recommendation given for uses for face-to-face meeting times. I also like the fact that the author stressed the importance of an organization approach to blended learning in terms of expectations for the learner.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Sawelll, E., (2010, June 30), Grade guru bringing peer support and collaboration to online learning with web 2.0. Paper presented at the 2010 Sloan -C Effective Practice Awards., Abstract retrieved from [|http://www.sloanconsortium.org]

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This web 2 study-tool is called Grade-Gugu, described as a free knowledge-sharing network. On this site students are able to utilize class study materials, collaborate, and connect in peer review. Grade-Guru lets students earn rewards, enter internships and offers career opportunities. This technology provides a social learning environment for students across the US and UK. Students also have the option of instructor guidance/assistance. Through knowledge-sharing, peer support, and online study groups, students provide feedback to peers.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This study was chosen as a framework from which I can use as a guide in my goal to create/design a complete online unit, which will provide opportunities for collaboration and peer review. Findings for this program which spans over a 18-month period is ongoing. Results revealed that there were increased levels of student engagement, greater student confidence with coursework, an increase in peer support, and improved student performance

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Sener, J. (2008, February 7) Engaging students through electronic peer review. Paper presented at the Sloan -C Effective Practice Awards, NC. Absract retrieved from [|http://www.sloanconsortium.org]

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This article focuses on Expertiza which is a platform that sustains the peer review process. Expertiza, an Effective Practice award winner, includes modules that allow for a comprehensive range of activities that mirror real-world tasks. The content is student generated and aids in student learning and application. Active learning is apparent as student use this tool to research lecture material, annotate online lecture notes, and peer review research papers.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I chose this article after reading the results of the research that was done as the Expertiza platform was implemented. I also wanted to share this information with my collaborative group to add to our repertoire of instructional technological tools for classroom use. Although the program was designed in particular for college students, in the near future I will contact the Expertiza developers with regard to design of a similar model for middle/high school students.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Simkins, M., Cole, K., Travalin, F., & Means, Barbara. (2002). Increasing Student Learning Through Multimedia Projects. Alexandria: VA: ASCD.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">This text is a good reference for teachers wanting to incorporate project-based learning through the use of multimedia. Readers are given good suggestions of how to create projects that are based on learning goals, create real-world connections, involve problem-solving, and collaboration. Readers are also encouraged to develop assessments that support the learning goals and multimedia, as well as grading methods that help students demonstrate their learning.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I believe that this is a good resource for teachers. If I were creating blended learning courses, I would use multimedia projects. More specifically, I would use paper/pencil type test as formative assessment of the learning goals but then use multimedia projects as a means of summative assessment. I believe that this reference helps teachers develop a pretty good framework in order to implement multimedia projects into any blended learning course.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Universal Design for Learning (2010) UDL Assessment initiative (White paper). Retrieved from CAST website: []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Universal Design for Learning (UDL) is a framework for designing curriculum and tools that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich support for learning and reduces barriers to the curriculum while maintaining high achievement standards for all. [|http://www.cast.org]

<span style="display: block; font-family: 'Times New Roman',Times,serif;">My choice of this research project was based solely on the foresight UDL possessed with regard to the many technological advancements in technologies they have created (or redesigned) that has allowed universal access to technologies. Previously, many programs, hardware and software, new and emerging technologies were not accessible to all students due to cognitive (abilities/disabilities) or physical impairments. UDL guidelines provide an abundance of tools that allow for alternate means of assessment for all learners.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Watson, J. (2008). Blending learning: the convergence of online and face-to-face education. //North American Council for Online Teaching: Promising Practices In Online Learning//, //1//(1), Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The article Blending Learning: The Convergence of Online and Face-to-Face Education is an article that details the definitions of both online learning and face-to-face learning and how both of them can be combined to create a new type of learning called blended learning. This article focuses on how the online and face-to-face environments can be united to create a new powerful learning environment. The article then explains how the online learning environment and the face-to-face learning environment have been combined both successfully and unsuccessfully and then gives the specifics about how and why they were either successful or unsuccessful. The article then gives examples of real online and face-to-face schools and where they fall on the blended learning spectrum. Once the schools were identified on the blended learning spectrum the individual schools were broken down to where and how they have been blending online and face-to-face interactions. The article then goes on to explain what the key lessons learned from these schools were and why they were felt their programs were blended learning environments. The article ends with a section about looking ahead and the possible future of blended learning, and explains that while there is not one specific definition or type of blended learning that the combination of online and face-to-face interaction in learning environments has been seen to be a positive relationship.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I thought this article was absolutely critical to our learning teams’ workshop because it detailed what made blended learning environments, and how to use them in the most effective and applicable manner. I thought our students would appreciate reading or seeing how other schools have been initiating blended learning environments and would perhaps get ideas on how they could create their own blended learning environment. I really liked the fact that this article focused on making blended learning successful, and the fact that they gave examples of many schools and how they are using technology to their advantage.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Wheeler, Steven. (2007). The Influence of communication technologies and approaches to study on transactional distance in blended learning. //Association for Learning Technology//, //15//(2), Retrieved from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">The research study The Influence of Communication Technologies and Approaches to Study on Transactional Distance in Blended Learning is a research study that looks at the implications that communication can have on blended learning environments. This study researches possible communication techniques and how they can affect the quality of learning for students. This study detailed the possible communication devices for students to use while in a blended learning environment and found that most students still felt connected to their instructor due mainly to email communication and discussion interaction within the course itself. The research study explains the Transactional Distance Theory (TDT), and how it affects students, and how more interaction and communication can decrease the effects of the TDT. The research study’s main purpose was to explore different modes of communication and research which modes provided students the most felt interaction with their instructors. Immediacy was the factor that the study found to be the most important factor in creating the felt interaction. After immediacy the study researched social presence and structure to see their affects on student perceptions of interaction and connectedness.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">I chose to include this research study for our learning team because I thought it was extremely interesting to see that student perceptions in blended learning environments were mainly made by the sense of communication and interaction that they had with their instructor. I thought that we could use this information as a way to stress to our workshop participants that communication is a key for blended learning environments to work properly. I thought we could also explain the terms immediacy, social presence and structure to them for a more specific example of what it means to be communicating. As we have found the frustrations and rewards of proper communication and I think this is an important lesson that we need to share with our workshop participants.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">**Best Resource Paragraphs:** <span style="display: block; font-family: 'Times New Roman',Times,serif;">**Karen Bunn:** <span style="display: block; font-family: 'Times New Roman',Times,serif;">My best sources of research for decisions I make regarding educational technology have come from such sources as Sloan's -C Consortium and from the resources provided by Walden's courses I have taken for both my Masters in Education/Integrating Technology, and those provided over the duration of the Educational Technology Specialist Program.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Prior to this course of study, I was basically self-taught with respect to new and emerging technologies, but was awed by the impact technology, its use and resources had on education in general, and society in particular. I have, because of Walden's programs, become an agent of change, and a staunch supporter and advocate of integrating technology and incorporating it into the design of our school's curriculum.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">**Kassidy Hetzel:** <span style="display: block; font-family: 'Times New Roman',Times,serif;">The best sources that I have found in regards to educational technology are my peers. The more I talk with people about what I want to do the more ideas I get about how to make them become a reality. I will also say that one of my other great resources is my ability to research. I apply a great deal of time into finding and/or creating the resources that I want to use within my classroom. However, I really feel that talking, planning, cooperating, and working with other educators is the best resource that I have when using educational technology.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">**Kristen Watt:** <span style="display: block; font-family: 'Times New Roman',Times,serif;">The best source of research is Marzano's is Getting Serious about School Reform: Vision Document. Educational Technology is not just about implementing technology into curriculum. It is also about making decisions that will have an impact on teaching and learning. I am in agreement that school leaders must set a vision for learning in one's school or school district. Throughout my coursework at Walden, we have discussed the importance of communicating expectations (learning goals), studying theories for learning and instructions (effective teaching strategies - Universal Design for Learning, Principles of Multimedia Instruction, Problem-based Learning, and Constructivism), and the importance of activating prior knowledge through social interactions (background knolwedge). Even though Marzano is associated with teaching and learning in the traditional setting, his research can be applied to teaching and learning online. Good teaching is good teaching and effective practices are effective practices not matter where they are applied.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">**Tia McMillan:** <span style="color: #000000; display: block; font-family: 'Times New Roman',Times,serif; font-size: 10pt;">I researched two different topics, best practices for problem-based learning and best practices for blended learning platforms. Of both topics, my best source was found in a journal called Science Teacher. The article is entitled “Problem-Based Learning Tools” that discuses best practices for problem-based learning. Although it is a journal specifically for science teachers, the information shared and the approached used for problem-based learning was one of the best examples provided during my research.