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Blended Learning , Better Learning

Blended Learning , Better Learning. Francine Glazer, PhD Assistant Provost and Director , Center for Teaching and Learning New York Institute of Technology October 17, 2013. After this session, you will be able to :. Differentiate between “flipped” and “blended” courses

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Blended Learning , Better Learning

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  1. Blended Learning,Better Learning Francine Glazer, PhD Assistant Provost and Director, Center for Teaching and Learning New York Institute of Technology October 17, 2013

  2. After this session, you will be able to: • Differentiate between “flipped” and “blended” courses • Identify ways a blended format can enhance student learning in your discipline • Plan your first steps in converting a face-to-face course to a blended format • Adapt interactive structures for use in the online portion of a blended course

  3. Definitions • Online courses • 80 – 100% of their contact hours online • Blended courses • 30 – 80% of their contact hours online • Enhanced courses • 0 – 30% of their contact hours online Source: Allen, I. E., Seaman, J., & Garrett, R. (2007)

  4. The Quiet Signal • The teacher signals for quiet, often with a raised hand. • Students complete their sentences. • Students raise their hands and alert classmates to the signal.

  5. Blended? or Flipped? • In your handout, note down some of the characteristics that distinguish flipped coursesfrom blended learning. (3 min) • Turn to the person sitting next to you, and compare lists. (3 min)

  6. Blended? or Flipped? BLENDED FLIPPED 100 % contact hrs F2F Content delivered OL F2F interactive Content front-loaded • 30 – 80% contact hrs OL • Content delivered both OLand F2F • OL, F2F both interactive • Layers: content is front-, back-loaded

  7. Why Use Blended Learning? • Meta-analyses show that OL and especially BL can lead to deeper learning if certain elements are present in the course design • Student Reflection • Writing • Discussion • U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies, Washington, D.C., 2009

  8. Blended Courses can Improve Students’ Learning

  9. How do you define “learning”? • Construct a dictionary definition for “learning” with the people at your table. (8 min) • We will share definitions when you’re done.

  10. How is information processed in the brain? (Atkinson and Shiffrin 1968; Baddeley, 1986)

  11. Maintenance Matters! (Atkinson and Shiffrin 1968; Baddeley, 1986)

  12. Maintenance Matters! (Atkinson and Shiffrin 1968; Baddeley, 1986)

  13. Novice vs. Expert • We all “chunk” knowledge and organize it in the brain by connecting new information to existing knowledge • The same knowledge can be organized in multiple ways • Experts have mental structures very different from novices/students

  14. How Novices & Experts Differ • Experts have a higher density of connections • Experts’ structures rely on deep underlying principles • Experts have more flexible structures • These features affect memory, meaning-making, and transfer of knowledge to new situations

  15. Blended Courses Promote Student Engagement

  16. Engage 3 ways

  17. Building Communityin Stages Learner Role – Stages Instructor Role – Stages Social Negotiator Structural Engineer Facilitator Community Member/ Challenger • Newcomer • Cooperator • Collaborator • Initiator/Partner

  18. Building Community in Stages Students need to … Faculty can help by … Integrate OL and F2F components Post comprehensive schedule Give clear directions Be “visible” – OL and F2F Build community of learners Employ active learning strategies – OL and F2F • Integrate OL and F2F components • Good time management skills • Self-discipline • Able to ask for help • Can learn independently and through writing, discussions

  19. Large Class, Small Feel World Literature, University of North Texas • 150 students, 3 groups of 50 • 2-week modules • All groups • Group A • Group B • Group C

  20. Large Class, Small Feel • All groups meet together, F2F, to start module • Overview, foundation • Individual groups meet F2F, OL • Online – in depth, mastery • F2F – discussion, integration • Interact OL and F2F

  21. Course Redesign for Blended Learning

  22. Use Backward Design • What do you want students to KNOW? • What do you want students to be able to DO? • How will you know that they CAN? • What will help them learn HOW? • How can they CHECK their progress along the way? Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

  23. Build in Alignment • Course Objectives • Methods of Assessment • Activities

  24. Course Goals vs. Student Learning Outcomes • Course goals are general statements that define an effective course (what the course should do). • Student learning outcomes are specific results the students must achieve in order to attain the course goals (what the student can do).

  25. Good Student Learning Outcomes • student-centered • focused on the learning resulting from an activity rather than on the activity itself • focused on skills and abilities • central to the discipline • based on professional standards of excellence • measurable: clear and specific, but • general enough to capture important learning • focused on aspects of learning that will develop and endure but that can be assessed now

  26. Build in Assessments • Frequent – multiple times per module • Low-stakes – fast grading • OL and F2F • Link what happens OL with what happens F2F

  27. Frequent, Low-Stakes Aycock: Survey of World Cultures • Entry and exit tickets • Clicker questions • Low stakes • Every class • OL discussions, in-class discussions • Classroom Assessment Techniques (CATs)

  28. Build in Layers • Position the content • front-loaded or back-loaded? • Layer the activities • Pre-class preparation • In-class interaction • Post-class integration

  29. Build in Interaction • Practicum • Group projects • Case studies • Discussions • Problem-based learning • Synchronous Q & A • Podcasts • Blogs

  30. Build in Organization • of Content • Graphic Syllabus • Clear Navigation • of Time • Multiple low-stakes assessments • Course Schedule

  31. Graphic Syllabus: Senior Project (Animation)

  32. Organize Content with Consistent Navigation

  33. Organize Content with Consistent Navigation

  34. Course Syllabus – Introduction to Neuroscience

  35. Course Schedule: Introduction to Physical Therapy

  36. Build in Time on Task • Establish clear deadlines, expectations • List all deadlines at beginning of semester • Stagger deadlines • Include estimate of time needed to complete activity • Give scheduling suggestions (interim deadlines) for long-term projects • Balance workload over semester • Include relative point values of activities

  37. Sample Course Schedule

  38. Blended Learning is … “…the thoughtful fusionof face-to-face and online learning experiences … such that the strengths of each are blended into a unique learning experience. - Garrison and Vaughn (2008)

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