Blended Learning One Day Workshop
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A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014 Companion website is located at https://northeastern.digication.com/blened_learning_workshop
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Blended Learning One Day Workshop
- 1. Gail Matthews-DeNatale, Ph.D. Graduate School of Education Northeastern University Blended Learning Workshop
- 2. Introduction Ten Questions Discussion Blended Learning Workshop
- 3. What is Blended Learning? • Blended = hybrid • Combines the availability/persistence of online with the immediacy of in-person interaction • Integration between modes is pre-planned and pedagogically sound • A portion of the face-to-face time is replaced online activity. Note: reduction in face-to-face time does not mean reduction in learning or reduced contact with peers/faculty – usually provides more time
- 4. Advantages of Blended • Continuous presence of course/learning in the lives of students • Students learn how to become independent/active learners • Get to know your students better • More effective/efficient use of time • Rapid turn-around and feedback (peer-to-peer, faculty-to-student) • Affords a rich(er) variety of experience (independent inquiry, project/group work, peer feedback, multimedia case studies, discussion, etc.)
- 5. Challenges of Blended • There is no set model – many decisions need to be made anew (what’s online?, what’s f2f?, how?) • Learning how to integrate (flow between ol & f2f) • Both you and your students need to learn how to “be in class” online and how to treat online work as “real” (not an add-on) • Time to plan, manage workload, stay organized • Online can’t “wing it” as you can f2f • Online, need to write things out that you’d normally say in class – need to be explicit
- 6. Debrief on the 10 Questions • What do you want students to know? • What would be better achieved online and what would be best achieved face-to-face? • What learning activities will take place online? • What role will online discussion play? • How will face-to-face and online integrate and support one another? • How will you handle scheduling and supporting students as online learners? • What % online and face-to-face? • What will be your strategies for assessment? • What technologies will you use, and how will students become oriented? • What steps will you take to avoid “course and a half” syndrome? Exercise adapted from UW-M, Blended Learning Faculty Development Initiative - https://www4.uwm.edu/ltc/blended_courses
- 7. 10 Questions Discussion • Discuss in pairs for 5 minutes: • Which questions do you think you can already “answer” or address for your course? • Which questions do you think you will need help addressing? • Which questions do you find most provocative? Most problematic? Most helpful? Why? • Discuss as a whole group for 15 minutes
- 9. Blended Course Design Source: Payal Mahajan - http://artoflearning.in/blog/2009/05/13/e-portfolios-a-celebration-of-an-vibrant-reflective-mind
- 10. Blended Course Design Source: Hazel Owen - https://www.flickr.com/photos/24289877@N02/14024433584
- 12. Suggested Process for Blending Blended Learning Workshop
- 13. A suggested process for blended course design Classic work on “backward design” • Understanding by Design, Wiggins & McTighe 2005 Advantages of backward design • Practice-oriented instead of abstract theory • Intuitive for most faculty • Learning objectives linked to empirically verifiable outcomes • Focus on learning sequence helps structure decisions regarding technology and the online/face- to-face blend
- 16. Backward design process • Who are my students. What assets do they bring to the table and what are their challenges? • What changes do I want to see in their skills, behaviors, thinking, etc.? What do I want them to be able to do by the end of the course? • What evidence will document or demonstrate these changes? • What assignments will engage students in producing this evidence or documentation? We will revisit these questions often
- 17. Blended Assignment Design Introduce the Planner Use this to guide your thoughts and take notes You will be given a clean copy in the afternoon to author a plan for a blended learning sequence (i.e. one “chunk” of your class or cycle of online/blended learning)
- 18. Who are your students? Demographics … life circumstances … characteristics … assets … needs … challenges Whole Group Brainstorm
- 19. So what do I want my students to be able to do? My Example Contextual Understanding: Demonstrate awareness of the key concepts, projects, and visionaries in the Open Learning movement
- 20. So what do I want my students to be able to do? What do you want your students to be able to do?
- 21. What evidence will I accept? Annotated Timeline Assignment Demonstrate awareness of key concepts, projects, & visionaries http://www.dipity.com/gmdenatale/ePortfolios
- 22. Blended Assignment Design Review write-up of blended learning assignment
- 23. What Constitutes Evidence? Review “What Constitutes Evidence?” handout Pick one unit in your course. Identify an assignment to blend, or think of a new assignment that you want to create.
- 24. What evidence will You accept? What evidence would document or demonstrate the growth that you want to see in your students? What work will engage students in producing this evidence or documentation? What supports (content, skills, resources) will they need to be equipped for this work?
- 26. Open Education Resources: You Don’t Have to Do It All! Blended Learning Workshop
- 27. What resources are available to you online?
- 28. What resources were available to me online? MOOC as Textbook
- 29. What people are available to you online?
- 30. What people were available to me online? Rebecca Petersen MIT/Harvard EdX Bonnie Stewart Prince Edward Island
- 31. What resources and people are available to you online? Exercise: Use iPads to search for resources related to your assignment •Who are leaders in the field? Could their keynote talks serve as a weekly lecture? •Are materials available through learned or professional organizations? •What about OER repositories such as CMU’s Open Learning Initiative, Merlot, JISC, or OER Commons?
- 32. Share findings What resources and people are available to you online?
- 34. Blended Assignment Design Revisit the planner Introduce the session template
- 35. Blended Assignment Design Exercise: • 30 minutes independent planning • 20 minutes peer feedback • 10 minutes group report
- 36. Orienting Your Students Blended Learning Workshop
- 37. Blended Assignment Design Review a sample blended syllabus
- 38. Final Questions & Feedback Blended Learning Workshop
Notas do Editor
- Flexibility – can be “in class” at a time that suits their needs Availability – class is available from any location that has an Internet connection Persistence – There is a durable record of student participation because all work needs to be posted to the course – good for increasing student reflection and critical thinking.
- Turn to neighbor, discuss the two most pressing questions and your preliminary thoughts on addressing them (5 mins). Share back to the group (15 mins).
- Refer to questions on p 8
- In my opinion, the the integration between online and face-to-face learning is the most important to attaining successful blended learning. Think of it as a journey that takes you and your student through a sequence of learning environments. It’s sometimes called “closing the loop”
- Along the way, think also about the different modes of engagement that your students will experience, what’s the most constructive sequence for them to build their knowledge and abilities, and the optimal environment for each phase of learning.
- Consider also optimal use of media and types of formats so that your students are engaged, yet not overloaded.
- Perhaps some of you have already worked with backward design – ask for a show of hands: How many have heard about this approach to course planning? How many have used this approach to course planning? People with raised hands – good – your colleagues will benefit from your for advice and counsel.
- Perhaps some of you have already worked with backward design – ask for a show of hands: How many have heard about this approach to course planning? How many have used this approach to course planning? People with raised hands – good – your colleagues will benefit from your for advice and counsel.
- Perhaps some of you have already worked with backward design – ask for a show of hands: How many have heard about this approach to course planning? How many have used this approach to course planning? People with raised hands – good – your colleagues will benefit from your for advice and counsel.
- We start out talking about assignments and evidence – but as this develops, we will consider sequence (so-called “scaffolding”) and integration – how can the experiences be sequenced to create a journey of learning and professional development?