Definition and Rationale Blended/Hybrid Learning

1. Definition and RationaleBlended/Hybrid Learning Dan Cabrera

2. Objectives • By the end of this session, you will be able to: • Define ‘Blended/Hybrid’ Learning • list at least three rationales for adopting Blended/hybrid learning in a higher education setting

3. F2F Blended Learning http://farm4.static.flickr.com/3117/2454779385_808daf56de.jpg

4. Face-to-Face, Blended and Fully Online Continuum Example of how technology has promoted blended learning Janet Giesen, 2008

5. Blended http://etale.org/main/wp-content/uploads/2007/12/blended-learning-2.gif

6. Definition • Represent a combination of F2F and online learning activities where the online activities replace actual “seat-time” in the classroom. It is the blend that makes each course unique, thus, blended courses can take on different attributes. http://www.bizbash.com/content/resource/ResourceImage/big/r833535Tiered-Classroom.jpg

7. Definition • Blended Learning: • the thoughtful fusion of face-to-face and online learning experiences. That basic principle is that face-to-face oral communication and online written communication are optimally integrated such that the strengths of each are blended into a unique learning experience congruent with the context and intended educational purpose. Garrison, R.R., & Vaughan, N.D. (2008)

8. The key assumptions of a blended learning design are: • Thoughtful integration of face-to-face and online learning • Fundamentally rethinking the course design to optimize student engagement • Restructuring and replacing traditional class contact hours REPORT ON THE REVIEW OF ONLINE AND BLENDED LEARNING, 2009

9. UNIVERSITY Working Definition of Online Courses for Procedural Purposes • A credit online course has at least 80 percent of its instructional activities conducted through the Internet, and satisfies the guidelines for online courses in the Academic Policies and Procedures Manual (Section III. 21-22). Northern Illinois University (2003)

10. Blended Areas http://www.etutors-portal.net/homepage_components/resources/Blendedlearning.jpg

11. Blended Learning and Knowledge Solutions http://tmiket.files.wordpress.com/2007/11/blendedmodel.gif

12. Collaborative Enquiry http://www.bb.blend-xl.eu/blog_files/theories.gif Carmen, 2002

13. eLearningEuropa http://www.elearningeuropa.info/extras/img/kamil01.gif

14. Carmen, 2002

15. Garrison, R.R., & Vaughan, N.D. (2008)

16. Social Presence Garrison, R.R., & Vaughan, N.D. (2008) http://4.bp.blogspot.com/_cQ9BUxAK6os/SNkFaXpfpRI/AAAAAAAAAaI/MARQZcmJP3A/s400/purple+people.jpg

17. Cognitive Presence Garrison, R.R., & Vaughan, N.D. (2008) http://www.boeing.com/defense-space/space_exploration/images/DVD-1081-2_300x375.jpg

18. Teaching Presence Garrison, R.R., & Vaughan, N.D. (2008) http://k12chineseflagship.osu.edu/images/Curriculum%20meeting.jpg

19. Garrison, R.R., & Vaughan, N.D. (2008)

20. Rationale for Blended Learning • Students taking more responsibility

21. Rationale for Blended Learning • New teaching opportunities • Student engagement Learning Technology Center, Hybrid Courses, 2009

22. Rationale for Blended Learning • Increased student learning • New pedagogical approaches Learning Technology Center, Hybrid Courses, 2009

23. Rationale for Blended Learning • Documenting the process as well as the product of learning Learning Technology Center, Hybrid Courses, 2009

24. NIU - BGS Degree - FAQWhy are blended online courses better? • National research shows that online students complete their courses at a higher rate and earn better grades in a blended format. • NIU’s experience confirms that face-to-face class meetings build strong and lasting online learning communities. • Many courses use face-to-face meeting dates for student presentations or field trips to museums and live performances.

25. NIU - BGS Degree - FAQWhy are blended online courses better? • Courses prepare professionals for today’s workplace, which calls for combining efficient meetings with effective electronic communication. • The liberal arts tradition values individual and interpersonal learning. • The BGS online degree emphasizes both styles of learning. http://www.niuonline.niu.edu/orientation.html

26. Critical Choices • Critical Choices is a comprehensive online program that will provide participants with essential workplace skills. The Critical Choices Project uses a “blended” learning mode that combines the advantages of any-time-anywhere access afforded by an online course with face-to-face counseling. Research indicates this blended model is essential to ensuring high completion rates. http://www.criticalchoices.org/demo/pdfs/PressRelease.pdf

27. Threats to the Program • Competition from other schools who have more diverse programming opportunities and resources for students (e.g., on line courses, blended programs) College Strategic Planning Process SWOT ANALYSIS SUMMMARY Department of Kinesiology & Physical Education

28. Challenges to Blended Learning • Teaching a hybrid course can be challenging, since it requires acquiring different teaching skills, redesigning a course to take into account new teaching and learning opportunities, managing the course content both online and in-class, and preparing students to work in a hybrid format. Learning Technology Center, Hybrid Courses, 2009

29. Challenges to Blended Learning • Rethinking Course Design • Adopting a New Approach to Teaching Learning Technology Center, Hybrid Courses, 2009

30. Challenges to Blended Learning • Managing the Dual Learning Environment • Preparing Students Learning Technology Center, Hybrid Courses, 2009

31. Promoting Active Learning Through Blended Courses • A blended/hybrid course is one which uses a blend of face-to-face as well as online teaching and learning activities. Successful teaching of blended courses requires rethinking and redesigning face-to-face courses, creating new learning activities, and integrating online and face-to-face components effectively. Workshop Description, 2008

32. Principles of Effective Online Course Design • Whether teaching 100% online, using a blended approach and Blackboard for virtual discussions, or using some format in between, knowing how to effectively design courses for online learning is central to sound pedagogy. Principles of Effective Online Course Design Description, 2008

33. POLS 414 Law, Politics & Baseball • This blended environment is an attempt to take advantage of the learning flexibility, convenience, and geographical freedom that an on-line course offers while reserving high-energy, interactive, face-to-face time where most appropriate. POLS 414 Law, Politics & Baseball http://www.niu.edu/polisci/courses/Syllabus%20Summer%202009.htm

34. Faculty Development, UWM • To help faculty make the transition to hybrid or blended teaching, institutions are creating faculty development programs to guide faculty as they redesign their courses and get ready to teach courses that are partially online and partially face-to-face. Faculty Development, UWM http://www4.uwm.edu/ltc/hybrid/faculty_development/

35. References • Carmen, J.M., (2002). Blended Learning Design: Five Key Ingredients, http://www.agilantlearning.com/pdf/Blended%20Learning%20Design.pdf • College Strategic Planning Process SWOT ANALYSIS SUMMMARY Department of Kinesiology & Physical Education, http://www.cedu.niu.edu/aboutus/strategicPlanning/docs/knpeSWOT_Jan08.pdf • Garrison, R.R., & Vaughan, N.D. (2008). Blended Learning in Higher Education: Framework Principles, and Guidelines. San Francisco, CA: Jossey-Bass • Learning Technology Center, Hybrid Courses, 2009 • Northern Illinois University (2003). Working definition of online courses for procedural purposes. Provost’s memo dated July 28, 2003 to deans, chairs, and directors. • Report on the Review of Online and Blended Learning, 2009