Blended Learning:

1. Blended Learning: James Arvanitakis j.arvanitakis@uws.edu.au Twitter: jarvanitakis www.sociologic.me 0438454127 May 2013

2. WTF is blended learning?

3. From Wikipeadia “Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace.”

4. From Wikipeadia “Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace.”

5. “Good pedagogical practices using a variety of delivery mechanisms and allowing students flexibility”

6. “Good pedagogical practices using a variety of delivery mechanisms and allowing students flexibility” James Arvanitakis

7. A changing environment We are where newspapers were 10 years ago…

8. A quick scan… • Changing nature of the student cohort • UWS student for example… • Rise of ‘large classes’ - massification • Across (most) institutions • Students searching for relevance • Rise of ‘choice’ • Both across institutions and within courses • Budgetary challenges • What is being cut and by whom?

9. Teach like a pirate- egglobalisation “James you teach like a pirate… Pirates, like ninjas, change to suit their environments…”

10. Teach like a pirate: all teaching must be contextualised

11. Globalisation: A definition “Globalisation may be thought of … as the widening, deepening and speeding up of the worldwide interconnectedness in all aspects of contemporary social life, from the cultural to the criminal, the financial to the spiritual.” (Held et al 1999, p. 2). • This definition recognises globalisation is multi-dimensional, having width, breadth and depth. • Another important aspect of this definition is that it portrays globalisation as a process. • As globalisation permeates different areas of society

12. Cont… • The term globalisation reflects a perception that the world is increasingly being moulded into a shared social space • The analogy: a butterfly flapping its wings in Tokyo effects the weather patterns in Sydney. • That is, developments in one region of the world can have profound consequences on individuals or communities on the other side of the globe • Importantly, this is in ways that are difficult to know and understand (linked with Chaos Theory) • These effects can be cultural, economic or political as well as environmental.

13. Chaos Theory • We draw on chaos theory because it is the study of nonlinear dynamics. • That is, where seemingly random events are actually related and a pattern emerges • Think of the butterfly effect again…

14. Technology and Globalisation • What is the link between globalisation and technology? • Blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah, blah….

15. Attention levels decrease after 10 – 20 minutes, when activity levels are passive Gibbs (1992); Bligh (2000) Attention Span in Large Classes

16. Changing the demands on students can have an impact on concentration levels and performance - Gibbs (1992); Bligh (2000) Changing Demands on Students

17. Let’s stop and think • Does the delivery mechanism change this?

18. Lectures: Idea v. Reality “lectures are always exciting and effective for both the lecturer and the students…” What do you think?

19. Globalisation • We are connected in many ways • Sometimes these are straight forward… • For example: a direct trade treaty

20. Other times… Chaos? • We draw on chaos theory because it is the study of nonlinear dynamics. • That is, where seemingly random events are actually related and a pattern emerges • Think of the butterfly effect again… • How does this work?

21. What can we do about it?

22. Eg: Confronting racism… How would you explain to students that stereotypes are just that?

23. http://www.youtube.com/watch?v=FS2Ch83k3xo

24. Watch the following video from ABC’s Media Watch about an incident that occurred in April 2010. http://www.abc.net.au/mediawatch/transcripts/s2870685.htm What insights does the video provide us with the way media aggravates racism?

25. What The Research Says .... This is important for teaching not just engaging students… Simply reducing the number of students in a class will not alone improve the quality of teaching and learning. Key factors: • opportunities to be engaged in a range of ways • timely and frequent feedback to students • active problem-solving • feeling like part of the group

26. Forgetting During Lectures Students forget information because of interference from subsequent material .... ..... and from preceding material .... Implications for teaching?

27. Forgetting After Lectures When students actively review what they’ve learned in a lecture, close to the time of the lecture, they can retain up to 40% of the information for up to 60 days. Without prompt review of materials, retention is closer to 10% Bligh (2000)

28. Promoting active learning Active engagement, imaginative enquiry and the finding of a suitable level are all much more likely to occur if teaching methods that necessitate student activity, student problem-solving and question-asking, and cooperative learning are employed Ramsden (1992 p. 167).

29. How do I translate this into practice?

30. Aligned Teaching The idea that students construct their own learning through relevant learning activities. Our job is to create a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. Key: all components in the teaching system (curriculum, intended outcomes, teaching methods, assessment tasks) are aligned. These are tuned to learning activities addressed in the desired learning outcomes. The student “finds it difficult to escape without learning appropriately”. Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: Open University Press/Society for Research into Higher Education. (Second edition)

31. Materials In class exercises Non-Academic Reading Academic Reading Confronting Racism You tube Official website Tutorial Lecture

33. Citizenship Skills and knowledge Culture

34. Traditional Model of citizenship Civic Institutions Citizens Citizens Citizens Citizens Citizens 34

35. Changing Models of Citizenship: Relational Citizens Civic Institutions Citizens Citizens Citizens Citizens 35

36. Citizenship typology Empowered Disengaged Engaged Disempowered 36

37. Thank you!

38. Useful references Bligh, D. A. (2000). What’s the use of lectures? San Francisco: Jossey-Bass Publishers. Brookfield, S. D. (2006). The skilful teacher (2nd ed.). San Francisco: Jossey-Bass Publishers. Cowan, J. (1998). On Becoming an Innovative University Teacher. Buckingham: The Society for Research into Higher Education and Open University Press. Gibbs, G. (1992). Improving the quality of student learning. Bristol, U.K.: Technical and Educational Services. Krause, K., Hartley, R., James, R., & McInnis, C. (2005). The first year experience in Australian universities: Findings from a decade of national studies. Centre for Studies in Higher Education (CHSE), University of Melbourne. Ramsden, P. (1992), Learning to Teach in Higher Education, Routledge, London. • Scevack, J. J. (2010). Lectures (45 – 54). In In R. H. Cantwell, & J. J. Scevack, (eds.). An academic life. Victoria, Australia: Australian Council for Educational Research (ACER). Toohey, S. (1999). Designing courses for higher education. Buckingham: Society for Research into Higher Education/Open University Press.