This document provides information and guidance about designing blended learning experiences. It discusses blended learning and why it is effective. It also introduces two models - the Absorb-Do-Connect model and the ABC (Arena Blended Connected) model - that can be used to design the learning activities in a blended format. The workshop guides participants through creating a storyboard for a blended learning module or lesson by determining the learning outcomes, including different activity types from the models in the optimal blend, and testing the prototype with students.
4. BLENDED LEARNING
Blended learning is an efficient, effective and attractive mix of learning
activities, in which participants actively work with learning content in
different learning environments. They do this individually and in
interaction with each other and with experts, supported by technology.
This mix consists of moments when everyone sees each other (online)
(synchronously) and activities that you can plan yourself
(asynchronously).
(Hulsebosch & Wagenaar, 2021)
4
5. ACTIVATE STUDENTS INTO ADAPTIVE
EXPERTS & MORE MOTIVATED LEARNERS.
5
WHY BLENDED
LEARNING
FOR ME?
7. TASKS
Studying, assignments for school,
student life, friendship and family.
Being in physical contact and
interaction with others, learning
from each other.
INFLUENCES
Online education can reduce the
ecological footprint of students
by traveling less (crossing
borders without crossing
boarders). Social media no
longer holds any secrets for
students. They are influenced by
all kinds of social influencers
(within their social media
bubble). They hardly use
traditional media (newspaper &
television).
OVERALL GOAL
Would like to have more
influence on what they learn.
Want a blend of online and
offline learning. More
interaction, both online and
offline more room for
personal interests.
PAIN POINTS
Fully online education is very
lonely and difficult. Students
learn less well because they
need interaction. They want
to learn from each other.
FEELINGS
HAN is lagging in hybrid
education. They already
know many tools that can
make education more
interesting and personal
online & offline. Students
feel themselves extremely
tech-savy and believe that
they are at the forefront of
this compared to their
teachers.
ISB STUDENTS
8. TASKS
Teaching/ motivating/
coaching
INFLUENCES
I consider myself tech-savy
and interested in new
technology. I follow the
discussions about new
education on social media
and in traditional media such
as the newspaper and
television.
PAIN POINTS
Less is more… more and more
difficulty with the use of external
platforms outside HAN because of
privacy. After lockdown we forgot
online again, and classes are as
usual.
FEELINGS
Lecturers want to use more
ICT in education, but do not
know all the tools. They want
HAN to offer workshops. There
are concerns that the online
world is replacing the real
world, especially during the
lockdown. Difficult to activate
students online.
ISB TEACHERS
OVERALL GOAL
More online means more room for
personalization!
Working more with learning journeys
drawn up by the students themselves.
Future learning should be a mix of
online & offline where students
experience ownership of their own
learning process.
9. New module
Old module
EXPERIMENTING WITH BLENDED LEARNING IN MY
OWN TEACHING PRACTICE
• Knowledge lectures
• Homework for teams
• Prepare literature before class
• Teacher shares knowlegde
• Knowledge clips (max 5-10 minuten)
and/ or literature to prepare before
class
• Knowledge activation with ICT tools
(Teams, mentimeter, Socrative)
• Workshops in class (barly any
homework)/ community buidling
• Teacher as ‘guide on the side’
9
11. RESULTS IMI TEST
1. Students find the Elective Branding & Strategy Design fun and interesting module.
2. Students feel more motivated when they are active in class
3. Students are confident about their work.
4. Students feel comfortable during the workshops.
5. Students have consciously (themselves) opted for the Elective.
6. Students are satisfied with their efforts during the workshops.
7. A few found the workshops boring, but the majority were satisfied.
8. Students felt that the level of knowledge matched what they had to do in the workshops
to do.
9. 80% of the students have watched more than 75% of the knowlegde clips.
10. 79% of students liked that the module worked with knowledge clips. 16% is neutral
about this. 5% didn't like it.
11. 82% of the students liked that in the module ICT tools such as Padlet, Mentimeter and
Socrative have been used.
11
14. CONNECT BLOOM WITH BLENDED LEARNING
• Asynchronous: what can students do in their
own time (alone or together) to get the most
out of the synchronous contact moments?
• Synchronized online: what can you do with
online distance learning better (than before)?
• Synchronized physical (f2f): what must take
place physically (in contact, on location),
what cannot be done online? Where is your
guidance needed?
14 CC BY-NC 4.0
15. 7 DESIGN PRINCIPLES TO DESIGN YOUR BLEND
1. Connect synchronously with asynchronously
2. Use pull next to push
3. Blend social context
4. Personalize learning
5. Stimulate social learning
6. Nudge & Chunk
7. Spaced practice
On the teams WIKI you can learn briefly about all the 7 design principles.
15
On Teams there is a wiki
with inspiration for each of
the design principles.
16. MODELS TO DESIGN YOUR BLEND
1. Absorb-Do-Connect
2. ABC Model
16
17. 1. ABSORB-DO-CONNECT MODEL (WILLIAM HORTON 2012)
You need 3 types of activities to blend your materials:
1. Absorb activities: offer new knowledge to participants
that ‘absorb new knowledge’. Use different formats like
knowledge clips, articles, screencasts, infographics or
just plain text.
2. Do activities are activities in which the learner can
actively process the knowledge. Think of a quiz, an
interactive video, a practical case, role-playing.
3. Connect activities: make the connection to practice.
How can you ensure that students apply what they have
learned? Working out loud, practical assignments, peer
feedback on the performance of work.
17
18. 2. ABC MODEL (ARENA BLENDED CONNECTED)
• Acquisition /absorb (listening, reading,
watching)
• Collaborate / do (practice together, produce
together)
• Discussing / connect (exchanging opinions
and experiences)
• Investigate/ do (explore, compare, analyse,
criticize, reflect)
• Practicing/ do /connect(e.g. making
assignments, performing tasks, getting
feedback)
• Producing / do /connect (creating models,
essays, designs, videos, etc)
18
19. WORKSHOP DESIGN YOUR BLEND STEP BY
STEP
19
1
• You may work in groups, pairs or solitary. Choose a module or lecture to start your blend.
2
• Determine the focus. Look at the desired result and formulate together in 140 characters
(a tweet) the essence of the learning intervention of your lesson (or module) and put it on
top of your storyboard. (tip: use your learning outcomes and BLOOM).
3
• Make a spider web with the six learning types. To what extent do you want to include
'collaboration' in your design? And how important does your 'practice' seem to achieve
the desired result among participants?
4
• Create a visual storyboard for the path the students will take ('the learner journey’). Use
the excel with didactic work forms. You determine the order of the learning activities.
5
• Again, create a spider web describing the extent to which the learning types are included
in the storyboard. How does this spider web relate to the web outlined earlier? Are you
satisfied with it?
20. TEST YOUR PROTOTYPE WITH YOUR STUDENTS
20
LET'S KEEP
EACH OTHER
IN THE LOOP!
Blended Learning in practice; design your blend
How to design your blend? It is our job to develop courses that get the best out of our students. For that reason, designers must be aware of their vision of learning. What do you believe? What are your views on the ways students learn? The elements you choose for the design of an online or blended learning trajectory reflect your views on learning. We call these elements design principles. In the interactive workshop you will be introduced into some design principles for blended learning. In addition to principles, there are also many design models for blended learning. These models help you to look at your own ideas and sharpen your design. Eventually we will zoom in to monitoring and evaluation of online learning with learning analytics. In the workshop we work towards a storyboard for your learning trajectory.
Ons onderwijs houdt studenten klein. We vertellen ze exact wat te leren, waar dat staat en met een rubrics erbij kunnen ze inleveren wat wij van ze verwachten. Studenten krijgen dus steeds hun zin. Dit kinderlijke gedrag activeert studenten niet en heeft een fixed mindset als gevolg (Meirieu, 2016).
“Dit is niet het moment om weer een generatie docenten en studenten op te leiden met het idee dat competitie de enige weg is naar succes, en meer winst het enige waardevolle resultaat. Het is essentieel dat we ons onderwijs vormgeven vanuit het idee van mondiaal burgerschap in plaats van nationaal denken” (Clarke, 2019). Wat hebben studenten vandaag nodig in de wereld van morgen? Belangrijk is dat school een plek is waar je leert niet alles voor lief aan te nemen en ook ‘nee’ durft te zeggen.
Begrippen als ‘de leerling centraal’ en ‘faciliteren van leren’ zijn verbonden met marktdenken. Biesta gaat zelfs nog een stap verder en noemt het huidige onderwijs (school) ‘winkel’ en een leerling ‘consument’. De leerling haalt kennis en ontwikkelt zich tot professional. Het draait in dit perspectief om de vraag van de markt en het leeraanbod wordt daarop afgestemd
Room for little discussion
I have redesigned the G cluster module 'Elective Branding & Strategy Design' according to the principles of Blended Learning. The original module consisted of knowledge lessons with group assignments. Literature had to be studied before class. If there was time in the lessons, students could start in groups with the assignment in the lesson. What was not finished was taken home as homework.
At the end of the module, an IMI (Intrinsic Motivation Investory) test consisting of 22 statements from the website Vernieuwderwijs.nl was translated into English and administered using Google Forms (Peeters, 2021) (Appendix 3). The test was supplemented with several multiple choice and open questions. All 19 participating students of the Elective Branding Strategy & Design indicated to what extent they agree or disagree with a particular statement using a 7-point Likert scale. Because all participating students have completed the test, the results are valid and reliable.
Excel via Avans Hogeschool
The 7 design principles are also on posters on the wall….
DESIGN PRINCIPLES BLENDED LEARNING in Design Principles and design models
This model is developed by a University in the UK and is based on 6 learnertypes from professor Laudrillard (2021).
Covid-19 has already made us realize that our learning landscape has changed drastically in the past year. As I indicated in the introduction, the way in which we have deployed ICT resources at HAN has not proved efficient in terms of activating & motivating didactics and personalized learning. Online learning does not simply mean 'flipping' a lesson. In fact, what we have done falls under the so-called Remediation of Digital Culture. “Media are constantly trying to explain themselves by reproducing and replacing themselves with other media,” write J. David Bolter and Richard Grusin in their 2000 book, Remediation. Remediation is the process of media influencing other media, thanks to the fact that none of them exist in a void. Old media are newly developed media; as Lev Manovich writes in The Language of New Media, "the visual culture of a computer age is cinematic in its appearance." After all, it was developed at a time when cinema was the source of visual metaphors. And so it has been with digital education. The physical classroom has been remediated in the online classroom and nothing more!