Unit+Plan

= Blended Learning in the IB Spanish Classroom: Instructions and Recipes =

Instructional Design Unit Plan
by Fran Siracusa ESE 6939 Fall 2009

Overview of Unit Plan (video presentation created with //Jing//):
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By taking into account a diverse selection of learning and instructional theories in order to design a blended learning program, I aim to serve a wide variety of students. This design plan focuses on social learning theory and on cognitive theory and it allows student characteristics and instructor interests and skills to influence the unit focus and manner of presentation. The theoretical foundations will provide an organizing structure for my foreign language instruction.
 * Theoretical framework **

As for the conditions of the learning context, I view Albert Bandura’s and Lev Vgotsky’s principles as highly relevant to foreign language instruction. Bandura developed the Social Learning Theory, which speaks to the fact that students may learn from others through observation and modeling. Learners will replicate what they are presented during face-to-face sessions, with extensive effort and practice. Motivation is gained with reinforcement of repeated behavior inside and outside of Spanish class. Peer involvement along with teacher-student involvement may “exert powerful influences on motivation and performance,” thus having a positive impact on instructional outcomes. (Morrison, Ross, Kemp p. 349) The blended learning platform I established through various online activities lends well to the social activities and cooperative learning that takes place, in accordance with the socio-cultural framework Vgotsky suggested. As my students take the words they learn in Spanish, internalize them, then construct paragraphs and stories using the words, they “make it their own”; then they share with each other, evaluate their work, maybe add more, and then truly LEARN! Additionally, Bruner, a constructivist theorist, emphasized “generative nature of learning,” which supports such a blended program as my proposed IB Spanish unit plan. In its inclusion of discovery learning and student-centered learning, my Spanish students will succeed and consequently acquire academic knowledge as well as the skills of initiative, responsibility, collaboration, and critical-thinking.

On that basis, I decided to build plenty of opportunities for cooperative learning through online mediums such as Wikis and a social network on the //Ning// website. I engaged the learners by devising student-centered learning, where they themselves decide how and what to create as their original artifacts to demonstrate knowledge. In addition, they employ 21st Century Learning Skills when they collaborate and complete critical-thinking tasks. Eventually, the variety of skills they acquire will serve my students well when they achieve high scores on their comprehensive IB Spanish exam.

For instruction and learning to be successful, one must take into consideration all the contexts involved. As for the **orienting context**, consideration will be made for the fact that the learners are equally concerned about achieving high scores in the Spanish class as well as learning new knowledge and skills. The students have already expressed great satisfaction in amount of content learned in this course and its future functionality. Accountability in the way of grades has already proven effective. As for **instructional context**, one must look at the physical environment of a blended learning experience. Careful planning on the part of the teacher will ensure access to the computer lab during the proposed six online sessions. As for scheduling, the teacher will be sensitive to the needs of the students by spreading out the online sessions to two days per week. Students have already demonstrated ease of accessing the internet at home to complete course assignments, and will be expected to continue participation during after-school hours.
 * Context and need for instruction **

Finally, one must examine the **transfer context**, which addresses the primary purpose of this proposal. The following is an excerpt from my Course Expectations Sheet received by students in August:

// This course is designed as a rigorous, pre-university course, over a comprehensive two-year curriculum, leading to examinations within the IB Diploma Programme. It is meant for highly motivated individuals. The main emphasis of the course is on language acquisition and usage. The students will apply language in four active and interrelated ways: through listening, speaking, reading and writing. The domain covered will range from the practical and social, to the expressive and intellectual. **IB Spanish study will enable students to use the language spontaneously and appropriately in unfamiliar as well as in familiar circumstances.** This course will give students the opportunity to reach a high degree of competence in Spanish and explore the culture using the language. Language skills are specifically developed through the study and use of written and spoken material; and assessment will be based on the same: written response and written production; and individual oral and interactive oral activity. // The IB Spanish students receive many opportunities to practice their skills, in the way of electronic means, such as blog posts and commentary (Ning); collaboration when using and studying vocabulary and grammar concepts (Wiki); and online creative projects (Glogster, podcasting, Wordle, etc.) Support is provided by the teacher within the classroom, during after-school tutoring, and in the evening through the //Ning// social network. In the instructor’s personal experience, students appreciate a sense of ownership when involved with designing a classroom task, and consequently more actively participate in such assignments. Following the belief that a student will feel more connected if he/she is aware of the learning process, one discerns that when students choose their project topics, students are “energized and enthusiastic in their exploration of knowledge.” This conscious progression of learning is feasible in this Spanish classroom, as the instructor welcomes task suggestions, as well as allows them to choose individual topics, mediums, and communicative purposes in their Spanish essay writing and oral presentations. For example, students may present their opinions and analyses of various cultural and social topics on blogs and forums in their //Ning// social network, where there is no wrong answer.
 * // “In short, the IB Spanish student learns the rules of the game—how to communicate effectively in a number of situations and within the culture where the language is spoken.”   //**// (IB Diploma Programme Guide: Language B, February 2002) //

An instructional intervention, such as this Unit Plan, can address these students’ learning needs. By refining the lectures and working with students in the area of effective note-taking skills, one can better teach them the basics of accurate Spanish communication. By incorporating online practice activities as well as authentic language projects, one can motivate the students while providing them with the opportunity to demonstrate higher-order thinking skills. At the same time, they will be engaged in their learning process, as they work as individuals at their own pace, yet collaborating with and evaluating each other. Such a support system, as designed in this blended learning program, will give the learners frequent opportunities to transfer knowledge acquired, enjoy their learning process, and finally, succeed on their IB Spanish exam. As written in an executive summary of a project executed in a partnership between the West Virginia Department of Education and ROCKMAN ET AL, virtual programs are proven to be successful: “ Students learn, they are engaged—especially in activities that involve technology and culture— and they develop not only language skills but also positive attitudes, and work habits, all of which serve them well in Spanish…in high school .” ** (SEDTA website) **

The goal of this project is to c **reate an effective blended learning environment within an IB Spanish classroom where students will evaluate the components of creating messages, produce original speaking and writing artifacts utilizing Web 2.0 resources, and finally collaborate and evaluate their own work and that of their peers to enhance the learning process. **
 * Educational goals **

Specific student goals: 1. Become active learners during classroom lecture time. 2. Show initiative, participation and effective results from online activity when practicing Spanish communication. 3. Differentiate between the various grammar structures and vocabulary to produce a clear message. 4. Produce original work that exemplifies the material in an authentic and meaningful way. 5. Evaluate peer’s work in order to provide effective and constructive commentary. 6. Achieve high scores on the comprehensive IB Spanish exam in May.

A secondary goal of this project is to train other Spanish instructors to use this blended learning environment plan. Through collaboration among a set group of colleagues, the teachers can create and share further resources developed in order to further implement an effective program in numerous classrooms. Blended learning is a pressing need in the CCCHS IB Spanish classroom, in order to provide the students with the entire course content within an abbreviated schedule due to scheduling conflicts or times of “disaster.” In order to keep lessons and activities uninterrupted, a platform should be created to ensure that students will continue their learning, despite physical location. In light of the recent widespread H1N1 flu infections among youth and the need to keep others safe, blended learning targets the aim of course continuity. Divergent from the usual five-class-meetings per week in a typical high school classroom, CCCHS IB Spanish students currently only meet with the instructor four times per week. Because IB students are required to take six essential classes, and as an additional requirement of particular religious schools where students must be additionally enrolled in a Theology course each year that they are enrolled, the students are “overbooked.” Upon further review of the situation, the IB Coordinator and Principal at CCCHS decided to "borrow" time away from Standard Level courses such as IB Spanish, in order to provide time for the required Theology course.
 * Rationale **

In her experience as a Second Language teacher and Subject-Matter Expert, the instructor views foreign language acquisition as a “step-by-step process” where students should use their skills in regular intervals; and in order to ensure continuity within the IB Spanish course, the scheme of a Blended Learning hybrid classroom for the course has surfaced. Blended Learning lessons that take place both in-school and outside-of-school, such as collaborative vocabulary-building exercises on a Wiki, and blog posts and commentary on the //Ning// social network, will reinforce course content. This results in the students strengthening their language production skills. “The research on expanded learning time in school has shown that time spent beyond the traditional school day can play an important role in influencing student achievement by providing students with additional time to master certain skills and topics and to expose them to enriching activities. Expanded learning time policies that implement systematic vocabulary instruction can be especially beneficial for struggling readers and writers.” ** (White, Claire and Kim, James 2009) ** The primary target learner will be high school juniors and seniors enrolled in a four-semester (2 year) cumulative IB Spanish Standard Level course. These students are required to take this Spanish course to meet the Language B requirement dictated by the IB Diploma Programme. The learners have varying levels of experience of Spanish knowledge; however, for some, this course will be their first experience with intense Spanish coursework. As for technology, some students have experience with Web 2.0 tools for academic purposes. All have knowledge of the internet, web exploration, and have used headphones and microphones. Nevertheless, comfort levels with technology in general probably will be high. All participants will require instruction on the use of new Web 2.0 tools in the course.
 * Description of learners **

//__ General Learner Characteristics __// • Junior and senior high school students have between 1 and 18 years of Spanish language learning experience. • These Catholic school students are male and female 16 – 18 year-olds, with a range of ethnicities including Latino, Polish, Greek, Indian, and Asian nationality. • All students have access to a working computer and internet access in their homes.

//__Entry Characteristics__// • All students come with the background course requisite of scoring at least a 2.0 (C) in Spanish 2 or Spanish 2 Honors. Some students completed Spanish 3 or Spanish 3 Honors prior to the IB Spanish 1 course, due to inconsistencies in middle-school curriculum. • With regards to learner skills, these students may be classified as possessing lower, intermediate and higher Spanish communication skills. Classification is determined by teacher-assessment and observation. • As of October, all students in the class have prior experience using Web 2.0 tools in the classroom, such as the //Ning// social network, wikis, //Glogster, Audacity//, and //Moviemaker//.

//__ Learning Styles __// Academic: • Visual learners may benefit from creative technology projects and activities where the Spanish words are written and manipulated. Students have expressed their preference to have access to the teacher’s written grammar notes. • Tactile learners may benefit from the physical interaction with the technology platform and activities that appeal to certain youth. • Audio learners may benefit from listening and speaking activities such as podcasting, oral presentations, etc.

Personal: • Maturity levels and personal motivation seem to dictate the students’ ability to divide personal workload, and levels of procrastination. • Attitude and aspirations influence how well individuals will work on individual assignments that are unique to their choosing. • Class expectations in other classes may hinder students from devoting a large amount of time to a particular Spanish task. • Personal characteristics can influence whether a student is a passive learner or an active learner, the latter speaking and engaging more in class activities, which may lead to higher competency. • Familiar context of technology may enthuse and enhance student achievement.

Social: Maturity level and motivation will play a role in how effectively these students perform in an online environment. Within the classroom dynamics, levels of friendship, social classes, individual maturity, behavior, hormones and aptitude will all play a role in how successful a student may be within the online social network. Joint productive activity, teacher modeling, dignity and respect for the individual will all play important roles in the social context. Smaller groups or one-to-one interaction may facilitate learning. A ttitude, aspirations, class expectations, personal characteristics, and being a “passive learner vs. an active learner,” are distinct for each individual in the group. After completing the //Instrucciones// instructional unit in the Ven book, the student will: 1. Use the class Wiki to list and manipulate three unknown vocabulary words: a. Write the definition in one’s own words in Spanish. b. Locate and add an image representation. c. Write an original sentence utilizing the new word. 2. Collaborate with other class members on the Wiki: a. Read others posts. b. Start discussion threads if needed. c. Edit others’ work. 3. Memorize the vocabulary words. // (Fact-recall) // Teacher and students will read texts in the Ven book. Next, students will search and identify new vocabulary words. Subsequently, students will practice with the words in activities such as: play the "Bingo/Ole" game; participate in a class discussion from a visual prompt (the “Tapas” Powerpoint); investigate vocabulary and grammar through Spanish popular song lyrics; and read authentic Spanish texts such as the [|news.bbc_ComoAgua_ParaChocolate.pdf] article. The students will demonstrate knowledge when they choose three new words and add them to the class Wiki; then they will write the word’s definition in Spanish, use the word in an original Spanish sentence, and then illustrate the word with an uploaded image. Teacher will check the wiki history tab to track contributions to the Wiki vocabulary list. Teacher will eventually test the students with an assessment that includes translations, “choosing the correct word,” and reading comprehension questions. Given a list of vocabulary words and grammar usage questions on a paper-test during a face-to-face meeting, the student will: 1. Select accurate translations. 2. Analyze sentence meaning to identify correct placement of vocabulary. 3. Employ grammar rules of concordance when writing words to reflect correct gender and number. 4. Demonstrate effective Spanish communication by scoring at least a 70% on the written assessment. // (Application – synthesis) // Teacher will provide lecture and practice using new grammar structures. Teacher will orally lecture during class; students will read more explanations of notes in the //Barrera// book and the //Ven// book; students will read and study “Grammar Notes” Powerpoint posted to the //Ning// by instructor; students will complete worksheets, workbook pages, and textbook exercises; and students will practice with fill-in-the-blank sentences on online websites such as [|www.studyspanish.com].
 * Instructional objectives and presentation strategies **
 * Objective 1: **
 * Initial Presentation. **
 * Generative strategies. **
 * Test Items. **
 * Objective 2: **
 * Initial Presentation. **

After the teacher’s grammar presentation, the students will practice their grammar structures both inside and outside of class.
 * Generative strategies. **

Teacher will check Listening/Writing Activities on the //Ning// website. Students will demonstrate knowledge: Objective External Assessment – computer-based “Basic Quiz”: []. Teacher will administer written Grammar Quizzes.
 * Test Items. **

Upon completion of research involving authentic Spanish (or Latin food) recipes, the student will: 1. Research different Latin food recipes using related classroom texts or the internet. 2. Sketch the steps involved in following the recipe by drawing a rough illustration. 3. Develop a script: a. Comprehend the recipe if written in Spanish. b. Examine the vocabulary from our IB class content and employ it accurately. c. Examine the task and use the correct register (for example, //Usted// vs. //tú// form) d. Apply rules of grammar to accurately construct sentences. // (Analysis-synthesis-evaluation) // Teacher will present an authentic Spanish Cooking Show snippet from You Tube, as well as an example of a superior class project to illustrate completion of task.
 * Objective 3: **
 * Initial Presentation. **

After the teacher presents the example and discusses the procedure, students will be instructed to perform internet research, and locate images; then practice sentence construction for written and oral scripts.
 * Generative strategies. **

Students first gather visuals (taking pictures with own digital camera or locating images on the internet), while preparing the recipe. Students create a Powerpoint slide presentation of visual pictures in chronological order, and upload the presentation to the //Ning.// Students compose their script on paper, and then memorize it. In class in front of their peers, they deliver memorized monologues, in conjunction with pausing on appropriate visuals on LCD Projector screen: Internal Assessment – Oral Presentation – rubric: [] Given a list of Web 2.0 tools, the student will: 1. Research existing artifacts, whether on previous class websites or on authentic current Latin websites. 2. Brainstorm potential “authentic” artifact. 3. Choose a tool in which to create the artifact and apply writing strategies. 4. Choose a tool in which to create an oral component to the project. 5. Post concerns/ideas/questions/feedback to a discussion tab on the //Ning//. // (Application-analysis-synthesis) // Teacher will model accurate sentence structures, present former superior class projects as examples, and describe different types of artifacts.
 * Test Items. **
 * Objective 4: **
 * Initial Presentation. **

After the teacher presents the examples and discusses the procedure, students will conduct online research to find more example artifacts; then plan their future construction; and finally script and illustrate Unit concepts within their artifact.
 * Generative strategies. **

Students compile a list of authentic artifacts, which they later compare and contrast. Students write a composition utilizing accurate vocabulary and grammar structures. Teacher will use IB __Written Composition__ rubric to grade projects. Student will combine sound files, illustration and written essay to create a complete artifact. After completing individual projects, the student will: 1. Post the completed project online and add the corresponding link on the class //Ning// to share with peers. 2. During face-to-face meeting, determine project strengths and weaknesses with teacher. 3. During online period, make judgments about peer projects by posting critique-comments on the //Ning//, and employing original pragmatic competencies (grammar-intensive) taught during unit of content to write commendations and recommendations. 4. After reading feedback, defend one’s logic in preparing the artifact by composing support statements. // (Evaluation) // Teacher will model formal evaluation of a sample project. Students will critique their own project during a one-on-one meeting with the teacher during class. Teacher will provide the student with a copy of the IB Written Assessment rubric, and then the student will match each project item with a corresponding category during the critique. Student will use this process as a model for the peer-to-peer review. Teacher will check that each student complied with the request to upload their project to their personal Ning page. Teacher will check each student’s peer-critique in the comment section of each learner’s blog post where the individual project has been uploaded.
 * Checklist and Test Items. **
 * Objective 5: **
 * Initial Presentation. **
 * Generative strategies. **
 * Test items. **

After completing the unit of content within the five previous objectives, the student will: 1. Synthesize the information in a new way: a. Teacher will assign an in-class essay where the student has 60 minutes to develop an essay. The student will utilize the content involved because of similar procedures. However the essay will be constructed so that the situation is unfamiliar to the student. Therefore, the student will creatively manipulate knowledge acquired in the previous unit as well as course cumulative content. To verify that the student interacts in Spanish communication effectively, the teacher will utilize rubric markers from the IB External Assessment rubric. Markers include successful scores in the areas of language, cultural interaction, and message. b. Students will interpret meaning of Spanish text, and then choose correct answers on an unfamiliar Reading Comprehension Quiz. // (Application-synthesis) // For each of the previously performed objectives, learners are given a descriptive review. Teacher will state grammar rules and important vocabulary one more time.
 * Objective 6: **
 * Initial Presentation. **

Students will paraphrase the grammar rules, as well as remark about other related vocabulary words.
 * Generative strategies. **

Students will construct their written 150-200 word essay. Students will determine the proper register, style, grammar rules and vocabulary to employ. Teacher will determine effective performance by using the Internal Assessment – Written Presentation – rubric: [] Students will complete the quiz and achieve at least 70% accuracy. Student acceptable performance will be measured by scores received on various evaluation instruments that include: objective tests, constructed-response tests (such as essays graded with a rubric), portfolio assessments, checklists/observation for practice activities on the //Ning//, the Wiki and other online websites. Please see the previous section, under **Test Item** on each of the six objectives.
 * Test Items. **
 * Performance measures **

During the needs assessment and goal analysis phases of this project, performance problems were identified: first, the Unit cannot be disseminated effectively due to time constraints within the school schedule; and students lack the knowledge and skills of the Unit pragmatic, linguistic and lexical competencies. A secondary performance problem stems from the lack of training World Languages teachers have when it comes to online environments. Through project analysis, the following appropriate interventions have been identified: • modify the environment into a blended learning environment by instructing the students using face-to-face classroom lecture time in conjunction with facilitating independent online work through use of Web 2.0 tools • train the World Languages teachers in best online practices by providing coaching through Consortium participation

Again, please see the aforementioned **Instructional objectives and presentation strategies** section for specific strategies applied to each objective. Semantic level of processing – The learners will relate the food recipes and the construction of “Commands” to information they have already learned over the last two years in Spanish class. For example, students will speak about Spanish foods they have eaten, Spanish foods that they have discussed from classroom textbooks or lecture, and subsequently they will plan who will cook particular dishes to share with the class. The generative strategies used by the instructor will make the content meaningful for them, as labeled below.
 * Strategies **

1. Recall strategies – Students will observe other students orally listing the steps used to cook the food. This repetition will facilitate recall of vocabulary words as well as “Command” structures. 2. Integration strategies – Students will research and then read authentic recipes, then paraphrase them into simpler terms, utilizing necessary content from the IB textbook and class notes. 3. Organizational strategies – Students will use the class Wiki to outline and categorize the vocabulary words. Students have also been given a tool called “The Frame” in order to organize the content on paper. 4. Elaboration strategies – Students will sketch diagrams on paper to illustrate the steps in preparing their chosen Spanish dish. In completing this task, students will apply the rules of forming “command” structures in Spanish, alongside the sketches.

The learners will utilize all these steps again, when they perform their Oral Presentations to the class. In order to effectively complete their presentation, students will have worked backwards to figure out each step of the procedure. They will apply the procedure when they demonstrate the physical task of cooking, through pictures on a Powerpoint slide presentation; then orally naming all the ingredients used; then specifying all the steps using their grammar structures (for example, Turn the burners on, pour the milk into the pot, whip the eggs, boil the sauce, etc.) Just like the initial presentation the instructor used, the students will use visual presentation for the abstract ideas. Then at the end of the presentations, the students will even have the chance to taste each others’ food creations!

This course is distinctive from other Spanish IB courses because in developing a blended learning environment, instruction will be successful, and the learner will achieve all objectives. After students have had active experience with all in-class and online tasks, they can apply the knowledge in order to demonstrate application of principles and demonstration of procedures in the two final Unit-culmination tasks. Within the blended learning environment, the teacher and students can interact with the information in a creative, interesting, motivational and effective way. “As author John Seely Brown (Brown & Adler, 2008) points out, these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice. Our students must be nomadic, flexible, mobile learners who depend not so much on what they can recall as on their ability to connect with people and resources and edit content on their desktops, or, even more likely, on pocket-size devices they carry around with them. Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.” (Richardson 2008)

Please see the __Instructional Materials and Assessment__ page of the project Wiki to view the variety of materials, as well as their alignment with objectives. Francisca Castro, Marín, Fernando, Morales, Reyes. //Nuevo Ven Libro del alumno.// Madrid: Edelsa Grupo Didascalia, 2004.
 * Materials **
 * Materials reference information **

Francisca Castro, Marín, Fernando, Morales, Reyes. //Nuevo Ven Libro de ejercicios.// Madrid: Edelsa Grupo Didascalia, 2004.

Connor, John. //Breaking the Spanish Barrier//. Groton: Cindy Beams, 2007.

Ana O’Brien, McKiernan, Aleydia, Risco, Rita. // Diploma Program Level 2 Spanish B Workbook-1 //. Course Handout. Florida League of International Baccalaureate Schools IB Training Institute. June 23-27, 2007.

Teacher-Founded Classroom websites: [] []

Other websites: []

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=** Relevant Current References **=

Allen, Linda Quinn. (2002) Critical Thinking: An Integral Thread in the Curricular Weave. //Northeast Conference, Review 51//. pp. 32-37 (Northeast Conference on the Teaching of Foreign Languages) Retrieved on October 23, 2009 from website at [] Boettcher, Judith V. (2009 October 1) Have You Gone Organic?. //Campus Technology// pg 15 []

Bonwell, Charles C. and Eison, James A. (1991) Active Learning: Creating Excitement in the Classroom. ERIC Digest. [] Cavanaugh, Cathy. (2009 May 18.) Getting Students More Learning Time Online -- Distance Education in Support of Expanded Learning Time in K-12 Schools. **Center for American Progress** website. [] Foulger, Teresa S., Williams, Mia Kim, Wetzel, Keith. (2008) Innovative Technologies, Small Groups, and a Wiki: A 21st Century Preservice Experience Founded on Collaboration. NECC 2008 Conference Proceeding. ISTE. [] Galloway, V., & Labarca, A. (1990). From student to learner: Style, process, and strategy. In D. Birckbichler (Ed.), //New perspectives and new directions in foreign language education // (pp. 111-158) The ACTFL Foreign language education series. Lincolnwood: National Textbook. [] Hubbard, Julie. (Nov. 2, 2009) More high school students are taking courses online. //The Macon Telegraph// (GA). Retrieved from Macon.com website: []

Hyslop, Alisha. (2007 April) Create System Incentives and Supports for Connection of CTE and High School Redesign Efforts. //Techniques//. Pg. 33-35. [] [|http://www.insidehighered.com/news/2009/10/21/spanish]

Landau, Elizabeth. (2009) How to learn a foreign language online. CNN International. [|http://edition.cnn.com/2009/TECH/10/24/language.training.online/]

Leight, Marina and Robinett, Cathilea. (2007 Spring.) “Linking to tomorrow – A Legacy in Pennsylvania: The Lasting Effects of Gov. Tom Ridge.” //Converge// p 18. [] Mackenzie, Colleen (2002, November 1) The need for a design lexicon: examining minimalist, performance-centered, and user-centered design. (Applied Theory). //Technical Communication//. (49.4) pg 405(6). Retrieved from Gale. St. Petersburg College, CCLA. September 23, 2009 __ [] __Gale Document Number: A94144337 Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, Karla Jones. (2009) Center for Technology in Learning. U.S. Department of Education**.** ** Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies **. [] Morrison, Gary, Steven Ross, Jerry Kemp. 2007. //Designing Effective Instruction//. Hoboken: New Jersey. page 338. Prensky, M. (2008). Turning on the lights. //Educational Leadership,// 65 (6), 40–45. [] Richardson, Will. (2008 November). Giving Students Ownership of Learning: Footprints in the Digital Age. ( 66.3) pg. 16-19 [] Shih, Ya-Chun and Yang, Mau-Tsuen. (2008) Language Learning through Multimodal Communication in VEC3D. Retrieved on October 24, 2009 from [] Stansbury, Meris. (Jul 2009) ED: Blended learning helps boost achievement --  Meta-study concludes students can benefit greatly from online learning -- and blended learning environments appear most effective. //eSchoolNews//. [] White, Claire E. and Kim, James S. (2009 May 18.) Putting the Pieces of the Puzzle Together -- How Systematic Vocabulary Instruction and Expanded Learning Time Can Address the Literacy Gap. **Center for American Progress** website. [] Ziegler, Mary. Paulus, Trena. Woodside, Marianne. (2006). Creating a Climate of Engagement in a Blended Learning Environment. // Journal of Interactive Learning Research, Vol. 17 //. [|http://www.questiaschool.com/reader/action/readchecked?docId=5016128766#] // Planning with Inspiration // video. Goal Directed Learning Adaptation Level. The Technology Integration Matrix. (2009). Produced by the [|Florida Center for Instructional Technology], College of Education, USF. [] Press Release. (Nov. 3, 2009) University of South Carolina's Moore School of Business Launches Global Classroom of the Future Using Cisco TelePresence. Retrieved on Nov. 5, 2009 from [] // Standards for Foreign Language Learning – Preparing for the 21st Century. // Retrieved October 25, 2009 from []
 * State Educational Technology Directors Association ** (SETDA). Technical Assistance Partnership Program (TAPP). Executive Summary. Retrieved October 8, 2009 from []

The Partnership for 21st Century Skills. Framework for 21st Century Learning. Retrieved October 8, 2009 from []

Webinar : Fortify Your Institutional H1N1 Plan with Lecture Capture: Mediasite at Washington State University. (Nov. 10, 2009) Sonicfoundry. []