North Island College Courtenay BC, April 15, 2013

1. North Island CollegeCourtenay BC, April 15, 2013 Designing UNIVERSITY TEACHING TO MEET THE NEEDS OF 21ST CENTURY STUDENTS Dr. Tony Bates, Tony Bates Associates Ltd

2. Overview • Why the move to blended/hybrid learning? • 9 steps to quality online teaching • Why web 2.0 is changing the game • Advanced course designs • Conclusions • Discussion

3. Joseph Kim’s blended class Joseph Kim: Introductory Psychology: McMaster University:3,500 students in class • Weekly 30 minute web modules (main content): • Short ‘lecture’ videos • Extra media • Feedback via chat, CMAs • Weekly tutorials with TAs

4. Why the move to blended/hybrid learning? • Large lecture classes • Recognition that students can learn ‘some things’ online • New, easy to use technologies • Demands of knowledge society: 21st century skills

5. Hybrid learning • ‘Flipped’ teaching: move towards re-design • BUT: it can be so much more • Rationales for hybrid learning: • More interaction/student activity • Use classroom time ‘better’ • What is the best use of face-to-face time? What is the right mix?

6. Nine steps to quality online teaching • How do you want to teach online? • What kind of online course? • Work in a team • Build on existing resources • Master the technology • Set appropriate learning goals for online learning • Create a strong online course structure/schedule • Communicate, communicate, communicate • Innovate and evaluate

7. Step 1. How do you want to teach? From this: to this? +

8. 21st century skills • good communication skills • independent learning • ethics/responsibility • teamwork • flexibility • thinking skills • knowledge navigation • IT skills embedded in subject area 8

9. blended learning distributed learning Step 2: What kind of courses? hybrid (reduced f2f + online) fully online (distance) classroom aids face-to-face fully e-learning no e-learning

10. Step 2: What kind of course? • where on the continuum should my course or program be? • three deciding factors: • targeted students • demands of subject discipline (content + skills) • resources available

11. Step 2: What kind of course? a. Who are the students? Who benefits from fully online learning? • lifelong learners • full-time students wanting flexibility • students needing 21st century skills • independent learners

12. Step 2: What kind of course? b. Subject requirements • What do students need to know? (content) • Content:haematology • What must they be able to do with their knowledge? (skills) • Skills: identifyanalytes, analyze glucose and insulin levels, interpret results

13. Step 2: What kind of course? b. Subject requirements Learning objectives

14. Step 2: What kind of course? c. Resources • Instructor’s time ( workload; course design) • LT support (instructional/web design) • experienced colleagues • technology (e.g. Moodle) • open educationalresources

15. Step 2: Who should decide? • Face-to-face, hybrid, fully online? • Individual instructor; program team; senior admin? • Best decided at program level: a progression? • One course, multiple delivery, for different students? • What mechanisms for this decision?

16. Questions • How are decisions made in your institution about delivery mode (hybrid or fully online)? • Who do you think should make these decisions? • How do you decide what should be done online and what face-to-face?

17. Step 3. Work in a team Who is in team? • instructor + instructional designer (initially) + TAs? • colleagues • Web designer • IT support?

18. 3. Work in a team Why? • Blended/online teaching is different • course design critical • manage workload • share experience/resources • develop online learning activities

19. Step 4. Build on existing resources • Technology tools: LMS (e.g. Moodle), web conferencing • Open educational resources: text; graphics, videos, animations, simulations, remote labs • What your colleagues have developed • Will save time Molecule shapes simulation: phET, University of Colorado at Boulder,

20. Step 5. Master the technology • LMS provides a structure • Take training course on LMS • Relate technology training to how you want to teach (‘Can I do this?’) • Design (with LTS) course template • Don’t get into LMS ‘wars’ • Explore (with LTS) new tools (9)

21. Step 6. Set appropriate learning goals for online teaching Same or different? Some online roles: • 21st century skills • Subject specific Internet/IT skills • Bring in outside world (experts, online resources, other students) Communicate goals to students

22. Step 7. Design structure and activities • 3 credit = 100 hrs online study = 8 hours a week • Topics or projects? Weekly? • Student activities: read, discuss, collect, do • Learning outcomes and assessment • Work with LTS; control YOUR workload

23. Step 8. Communicate, communicate, communicate • Be ‘present’ online every day • Set clear expectations for students • Clear learning goals, activities, deadlines • Make students do the work • 48 hours response maximum • Monitor discussion forums • Learning consultant?

24. Step 9. Innovate and evaluate • Steps 1-8: competency, effectiveness • Exciting time to be an instructor • New technology developments; new possibilities; mobile learning • Web 2.0 tools: social media, e-portfolios, WordPress, new LMSs • move to learner-centered teaching

25. 9. Innovate and evaluate Online learning 2.0: Use of web 2.0 depends on: • needs of learners • requirements of accreditation • your educational philosophy However, web 2.0 are excellent tools for learner-centered teaching and developing 21st century skills Evaluate and disseminate

26. The growth of web 2.0 in education • Mobile learning • blogs/WordPress, e.g. ETEC 522 • wikis, e.g. UBC Latin American studies • video and audio,e.g. showing dynamic change, talking through images • e-portfolios • open educational resources

27. Features of web 2.0 • Portability/mobility • End-user control/authoring • Collaboration and sharing • Collective intelligence • Low-cost/free, adaptive software • Rich media

28. Educational implications • learners have powerful tools • personal learning environments • ‘open’ access, content, services • learners can find/create/add/adapt content • power shift from teachers to learners

29. From e-learning 1.0 to e-learning 2.0 E-LEARNING 1.0 (before web 2.0) • Use of learning management system • Instructor determines content • Assessment by instructor • Learning environment managed by instructor • Any web 2.0 tools added by instructor

30. From e-learning 1.0 to e-learning 2.0 E-LEARNING 2.0 • Learning managed by learner • Peer-to-peer collaboration • Access to open content • Learning demonstrated by creating multi-media materials (e.g. e-portfolios) • Development of 21st century skills: historiography

31. When to use web 2.0 Learning as development: a move from dependent to independent or inter-dependent learning Use of web 2.0 depends on: • needs of learners • requirements of accreditation • your educational philosophy Web 2.0 excellent tools for learner-centered teaching/developing 21st century skills.

32. ‘Advanced’ online course design • core skill: knowledge management • how to find, analyze, evaluate and apply information • open content within a learning design • student-generated multimedia content: online project work • assessment by e-portfolios

33. Why not rethink a course to….? • Develop skills as well as content • Increase learner engagement/activity • Increase interaction with/between students • Get students to find/analyze/apply information • Get students to demonstrate learning through multimedia – and assess

34. Conclusions • For many students real benefits from hybrid learning: flexibility; 21st century skills • We know how to teach effectively online; need to follow best practices • Ensure students maximize the campus experience in a hybrid course • Make students do the work • Innovate and share

35. Questions • Is hybrid learning the future for North Island College? • What needs to happen for you to move in this direction? • Will it affect the reputation of the university – if so, in what way or how?