Blended Learning (BL)

An educational model in which synchronous instruction (in-person or live online) and asynchronous distance learning are parts of a whole, cohesive program. Live instruction and independent coursework are integrated and build on each other. For example, a teacher may use instructional time to review topics that proved challenging in the distance learning platform, or the teacher may assign activities in the DL platform that reinforce a concept introduced in class. There are several different BL models: Rotation Model (which include Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation); Flex Model; A La Carte Model; Enriched Virtual Model, etc.

Classroom Technology Integration (CTI)

Using technology as a tool in face-to-face lessons to help teachers work more efficiently and make learning more engaging. Not to be confused with blended learning, this is not a distinct mode of instruction, rather a tactic for strengthening teaching and learning through the use of a variety of instructional tools.

Digital Divide

The skills, social, and economic gaps between people who are connected to each other and society using connected digital devices and those who are not.

Digital Equity

A condition in which all individuals and communities have the information technology and skills needed for full participation in our society, democracy, and economy.

Digital Inclusion

The activities necessary to ensure that all individuals and communities, including the most disadvantaged, have access to and use of the internet and data.

Digital Redlining

A discriminatory practice in which companies do not provide internet/data services to diverse or low-income neighborhoods or regions.

Digital Learning

Digital learning refers to all the varied learning experiences that utilize digital tools for teaching and learning. This includes many forms of distance learning as well as in-person learning that utilizes instructional technologies and tools. This is a blanket term that has been being used more often in recent years in the research and literature to describe much of the learning that happens (synchronously and asynchronously), especially since the COVID-19 pandemic.

Digital Literacy

The ability to use information and communication tech to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.

Distance Resilience

Developing and having the awareness, skills, agility, and confidence to be empowered users of new technologies and adapt to changing digital skill demands. In addition to teaching tacit digital literacy skills all work in ABE should be developing learners' digital resilience.

Distance Education (DE)

Formal learning activity where the teacher and learners are separated by geography or time for the majority of the instructional time. Materials are delivered through any online technology, and instructor support is given through telecommunication. Otherwise it describes all programming that allows learners to continue their education outside the walls of a classroom. This is more what the educator/instructor does, than distance learning or digital learning, which is what the students or learners do.

Distance Learning (DL)

This term is often mistakenly used interchangeably with Distance Education. However, DL places the focus on what the learner is doing when participating in Distance Education. This term is more often being replaced with Digital Learning in the research and literature.

Distance Learning Policy

Distance Learning policy and procedure docs can be found here on the Policies and Procedures page of the Distance Learning Website.

Distance Skills

A range of abilities to use digital devices, communications apps, and networks to access and manage information.

Hybrid Learning or Hybrid Class

Similar to Blended Learning, a Hybrid Learning model includes both synchronous and asynchronous learning. However, in a Hybrid Class, although the same teacher supports the same group of learners in both modes of learning, the two modes are not integrated and do not influence or build on each other.

A Hybrid Model may be used to allow learners to spend more time on foundational skills where they need more practice, or to tackle more challenging content if they are advancing faster than other students. A Hybrid Model may also be used to supplement in-person instruction with content or materials that the teacher does not have the capacity to cover in their limited instructional time.

HyFlex

HyFlex is an instructional model that allows students to choose how they participate in a class: in-person, synchronously online, or asynchronously online. Synchronous online and in-person instruction is provided simultaneously by a single teacher.

Learning Management System (LMS)

A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation and delivery of educational courses, training programs, or learning and development programs. (Source: https://en.wikipedia.org/wiki/Learning_management_system).

Some LMSs commonly used in Minnesota adult education programs are Canvas, Schoology, Moodle, Google Classroom, and D2L/Brightspace.

Proxy Hours

Proxy hours are awarded for time spent studying (outside of synchronous class time) in a distance learning platform, program, or course. They are a stand-in (proxy) for attendance contact hours. The two types of proxy hours are time-on-task and unit-completion.

Time-on-task proxy hours are used for any distance learning platform/software (including teacher-created courses built in an LMS) that can track students' time spent studying and report that information to teachers or administrators.

Unit-completion proxy hours are used for any distance learning software or course that cannot track students' time spent studying, including offline options like the paper-based packets often used in the Department of Corrections and jail-based ABE programming. Students who earn proxy hours completing TVM lessons are included under this type of proxy hours.

Teacher Verification Model (TVM)

The Teacher Verification Model (TVM) is a pathway for Minnesota ABE teachers and programs to count proxy hours for asynchronous lessons that have been verified by a TVM-certified teacher.

TVM certified teachers will be able to collect proxy hours for instruction and learning activities that are asynchronous, but are not part of an approved DL platform or online course, such as:

Out-of-class assignments that support or extend synchronous class activities (e.g., for blended, hybrid, or “flipped classroom” instructional models)
Teacher-created video lessons and online activities for independent learning and practice
Lessons delivered through paper packets

You will learn all about the TVM process and requirements in Module 6 (TVM in Practice).

More related terms and phrases can be found here in the Digital Skill Glossary (an OER).