1 / 41

Blended Learning Creating New Learning Experiences

Blended Learning Creating New Learning Experiences. JoAnne C. Juett, Ph.D. Assistant Professor, Scientific and Technical Writing, English Department Instructional Technology Fellow, Center for Excellence in Teaching and Learning University of Wisconsin-Eau Claire. DEFINITION (what BL is).

diep
Download Presentation

Blended Learning Creating New Learning Experiences

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Blended LearningCreating New Learning Experiences JoAnne C. Juett, Ph.D. Assistant Professor, Scientific and Technical Writing, English Department Instructional Technology Fellow, Center for Excellence in Teaching and Learning University of Wisconsin-Eau Claire

  2. DEFINITION (what BL is) • Blended Learning: Mixing the Real and the Virtual • A combination of face-to-face (F2F) and • online learning for a course • Synchronous and asynchronous learning • Real-time, real-space (in-classroom) and • virtual (online) • Unique sequencing but integrated • May involve uses of mobile devices in ambient space (virtual-enhanced reality)

  3. DEFINITION (purpose) Blended Learning is combining multiple learning components and learning events to create a meaningful learning experience.

  4. DEFINITION (design) • The thoughtful integration of face-to-face classroom (spontaneous verbal discourse) and Internet based (reflective text-based discourse) learning opportunities • Not an add-on to a classroom lecture nor an online course; fundamental redesign • An optimal (re)design approach to enhance and extend learning by rethinking and restructuring class contact hours.

  5. Why Blended Learning? Increased flexibility in learning

  6. Why Flexibility in Learning?

  7. Why Flexibility in Learning? Today, learners want to have more say in • WHAT they learn • WHEN they learn • WHERE they learn, and • HOW they learn Can we do what learners want?

  8. Components of the Blend • Online Component • Significant portion of the class time • Enabling dispersed students to attend • Face to Face Component • On Campus • Or another Agreed-upon Location • Many possible Variations • Blending together these components to leverage new learning opportunities that are neither online nor campus-limited

  9. New Learning Opportunities via the Blend What new learning models can be leveraged by blended approach? • Alternative locations • Alternative events • Alternative scheduling • Preparation/Reflection/Research wrap-around through the online mode

  10. Components of Blended Learning • 1. Synchronous (live) Classroom format • 2. Synchronous (live) online format • 3. Asynchronous (not live) self-paced format

  11. Components of Blended Learning 1. Synchronous Physical/Face-to-Face Components (not limited to) • Face-to-face Tutoring • Coaching or Mentoring Sessions • Classroom • Workshops • Conferences • Meetings • Labs

  12. Components of Blended Learning 2. Synchronous Electronic Components (not limited to) • Internet conferencing • Audio Conferencing (i.e., phone conferencing) • Live Video via satellite or Videoconferencing • Virtual Online Classroom • Instant Messaging

  13. Components of Blended Learning 3. Asynchronous Components (not limited to) • On-line self-paced Learning Content (Web pages) • E-mail, Discussion Forums • EPSS (Electronic Support Systems) & Job Aids • Web/Computer-Based instruction • Books • Articles • CD-ROM • Audio (disc/tape) • Video (disc/tape) • White papers • Archived Live Events

  14. Components of Blended Learning Within the scope of today’s presentation, let’s review some advantages and disadvantages of few synchronous and asynchronous components of blended learning.

  15. Advantages and Disadvantages of Blended Learning Components Advantages of Classroom • Motivation • Responsiveness • Experiences • Team Building Disadvantages of Classroom • Instructor • Scheduling • Audience • Travel • Physical

  16. Advantages and Disadvantages of Blended Learning Components Advantages of Self-Paced on-line • Learn anytime, anywhere • Time savings • Cost Efficient • Learner control Disadvantages of Self-Paced on-line • Bandwidth • Interaction • Development • Cost • Drop-Outs

  17. Advantages and Disadvantages of Blended Learning Components Advantages of CD-ROM • More Engaging • No Internet Connection Disadvantages of CD-ROM • Content • Peer-to-Peer • Development

  18. Advantages and Disadvantages of Blended Learning Components Advantages of Videoconferencing • Savings • Participation • Visual Disadvantages of Videoconferencing • Quality • Technical Support

  19. Dimensions of the Blend? A blended learning program may combine one or more of the following dimensions: 1. Blending Offline and Online Learning 2. Blending Self-Paced and Live, Collaborative Learning 3. Blending Structured and Unstructured Learning 4. Blending Custom Content with Off-the-Shelf Content 5. Blending Learning, Practice, and Performance Support

  20. BEST PRACTICES IN BLENDED LEARNING

  21. Best practices of blended learning • Create learning objectives • Start with what you want the students to learn Backward Design • Create overall course objectives then create class/module objectives • Clear idea—Be specific • Utilize action verbs (Bloom’s Taxonomy) • Use higher order thinking

  22. Best practices of blended learning • Create ways for students to learn before class • Students are capable • Find ways to motivate prior to class • PowerPoint • Interactive web activities • Pre-class writing activities • Homework problems • Use technology to leverage student interest Bloom’s Taxonomy: Original terms: Knowledge & Comprehension New Terms: Remembering & Understanding (Pohl, 2000)

  23. Best practices of blended learning • Create ways for students to learn during class • Students need your skills at creating learning opportunities • Examples: • Group work • Learning activities • Questions • Discussions • Mini lectures

  24. Best practices of blended learning • Create ways for students to learn after class • Students need to rehearse content • Encourage meaningful interaction with the material • Examples: • Short writing assignments • Online quizzes • Homework problems • Classroom assessment techniques

  25. Best practices of blended learning • Communication • Use multiple forms • Out of class: • Course mail • Wikis • Blogs • Cell phone or texting • Asynchronous discussions • Synchronous discussions

  26. Best practices of blended learning • In class: • Think-Pair-Share • Discussions: Large group and Small group • Debates • Interviews • Presentations

  27. Best practices of blended learning • Encourage collaboration • More collaboration=More course cohesiveness • Assignments: • Group Worksheets • Group presentations • Group Exams • Jigsaw

  28. Best practices of blended learning • Utilize Online Resources • Take advantage of the wealth of information available via: • Web • Library resources: Research Databases, LibGuides • Electronic books: Gale Virtual Reference Library • Online journals using Scholar Google • YouTube • Blogs • Podcasts • RSS Feeds [Real Simple Syndication]

  29. Best practices of blended learning • Utilize both high and low stakes grading • Students track their grades • Offers the widest array of choices • Low stakes: Small number of points • Surveys • Participation • Writing assignments • Quizzes • High stakes: • Large projects • Presentations • Research paper • Discussions

  30. Best practices of blended learning • Seek assistance from Professionals on Campus • Distance Learning • Faculty developers/Course Resource Archives • Librarians • Colleagues

  31. Best practices of blended learning • Stay Organized • Many components to blended learning—your organization will minimize student confusion • When preparing for your blended course: • Begin early • Double the time you think it will take • Work in small, manageable chunks • Take breaks • Keep a journal of your experience

  32. EVALUATION OF TECHNOLOGICAL RESOURCES

  33. Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning. Blogs: (Web Logs) form of online journal

  34. Wikis: Collaborative web-based site for sharing text and other resources Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

  35. Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning. Podcasting: Audio file that can be downloaded

  36. E-Portfolios: Electronic collections of documents supports what has been learned or achieved. Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

  37. Additional free technologies… MERLOT: www.merlot.org Repository Questionform: questionform.com Survey Voki: www.voki.com Speaking Avatar Go2Web20: www.go2web20.net/ Applications Jing: www.jingproject.com Screen capture Wiggio: wiggio.com/ Collaboration Google Docs: Google---More Collaboration PB Works: www.pbworks.com Collaboration Concept Map: cmap.ihmc.us Concept mapping Camstudio: www.camstudio.org Streaming video software WebQuest: http://webquest.org/index-create.php WebQuest

  38. More technologies…Some Free & Some Not • Skype: www.skype.com Videoconferencing • Groupboard: http://www.groupboard.com/products/ Whiteboard • Basecamp: http://basecamphq.com/ Project collaboration • Loosestitch: http://loosestitch.com/ Online outliner • Zapr: https://www.zapr.com/ File sharing • Slideshare: http://www.slideshare.net/Share PowerPoint • Creately: http://creately.com/ Draw diagrams & create outlines • Podcast Blaster: http://www.podcastblaster.com/podcast-feed/ Create podcast • Survey Monkey: http://www.surveymonkey.com/ Create survey • Scribd: http://www.scribd.com/ipaper Document viewing on web • Gogrok: http://www.gogrok.com/en/index.html Live screen sharing • Dimdim: http://www.gogrok.com/en/index.html Webconferencing

  39. Summary • Blended learning can • Bridge the gap for distant students • Leverage events and other locations • Extend the classroom • Beyond the campus • Beyond online • Significant dimension beyond what we previously offered students • Tapping professional and academic conferences and events

  40. Thought… I tell you and you forget. I show you and you remember. I involve you and you understand. ---Eric Butterworth

  41. REFERENCES Bubnick, Heather, et al. “Blended Learning.” 28 Oct. 2009. Web. 25 Feb. 2010. <http://www.lorainccc.edu/NR/rdonlyres/EAB609BF-C554-49C8-A246-C7F07B467E1D/6764/Blendedlearning_October282009.ppt> Garrison, Randy D. and Norm Vaughn. “Inquiry and Blended Learning. 25 Feb. 2010. http://myuminfo.umanitoba.ca/index.asp?sec=1017&too=500&eve=11&dpa=739 Khan, Badrul Huda. Flexible Learning in an Information Society. Hershey, PA: Information Science Publishing, 2007. Schroeder, Ray. “Blended Learning: Creating New Learning Experiences.” Web. 25 Feb. 2010. <http://people.uis.edu/rschr1/newblend.ppt>

More Related