1. COHERE
Blended learning: a strategy for online higher education research
Calgary, October 17-19, 2012
DESIGNING UNIVERSITY
TEACHING TO MEET THE
NEEDS OF 21ST CENTURY
STUDENTS
Dr. Tony Bates,
Tony Bates Associates Ltd
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2. Overview
Why the move to blended/hybrid
learning?
What kind of course? How to decide
Pedagogical developments
Why web 2.0 is changing the game
Advanced course designs
Conclusions
Discussion
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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 live lecture
• Weekly tutorials with TAs
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4. Why the move to blended/hybrid
learning?
• Large lecture classes
• Recognition that students can
learn ‘some things’ online
• Demands of knowledge society:
21st century skills
• New, easy to use technologies
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5. 21st century skills
good communication skills
independent learning
ethics/responsibility
teamwork
flexibility
thinking skills
knowledge navigation
IT skills embedded in subject area
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6. 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?
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7. What kind of courses?
distributed learning
blended learning
hybrid fully online
face-to- classroom
(reduced f2f + (distance)
face aids online)
no e-learning fully e-learning

8. What kind of course?
where on the continuum should
my course or program be?
four deciding factors:
teaching philosophy
targeted students
demands of subject discipline
(content + skills)
resources

9. How do you want to teach online?
From this:
to this?
+
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10. Pedagogical developments to drive
blended learning
• Collaborative learning
• Knowledge construction
• Use of multimedia
• Learner control and choice
• New program structures
• New forms of assessment
• Self-directed learning
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11. Students
Who benefits from online learning?
lifelong learners wanting new
qualifications/upgrading
full-time students wanting more
flexibility
students needing 21st century skills
independent learners
remote, isolated students

12. Subject requirements
What do students need to know?
(content)
Content: haematology
What must they be able to do with
their knowledge? (skills)
Skills: identify analytes, analyze
glucose and insulin levels,
interpret results

13. Subject requirements
Learning objectives

14. Resources
• Instructor’s time ( workload;
course design)
• LT support
(instructional/web design)
• experienced colleagues
• technology (e.g. LMS)
• open educational resources

15. Blended, hybrid or distance?
Determine by analysis of:
Teaching philosophy
+
(potential) students
+
needs of discipline
+
resources available

16. 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?
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17. 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?
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18. 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

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

20. 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
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21. 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

22. 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

23. Role of instructor in learning
1. Downes and Siemens: no role;
learners are autonomous, self-
directed
2. Guide-on-the side: facilitate,
guide, interact, organize, but
learner controls
3. Teacher controls: web 2.0 extra
tools for developing
competencies

24. 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.

25. ‘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
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26. ‘Advanced’ course designs (1)
ETEC 522: UBC: Set up an e-learning
business; course uses WordPress
Students explore new apps/potential
for learning (via web, in groups)
Learn about creating a start-up
business
Develop plan for new business
Develop a video ‘elevator’ pitch to an
investor; critiqued by class
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27. Advanced course designs (2)
Loyalist College Ontario: Border Simulation
for CSBA
• Fully operational ‘virtual’ border post
• Built in Second Life at Loyalist
• Students play roles, with avatars, in
separate rooms
• ‘Virtual’ cars can be dismantled
• Virtual students score 37% higher
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28. 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
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29. 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
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30. Questions
Is hybrid learning the future for
your institution?
If so, what needs to happen for
you to move in this direction?
Will it affect the reputation of
the institution – if so, in what
way or how?
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