Blended learning

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Blended learning

  1. 1. BLENDED LEARNING:A DISRUPTIVE INNOVATION BEYONDHYBRID COURSES Steve Sorden Mohave Community College LATTE Technology Expo December 15, 2011
  2. 2. Today’s Topics Talk about blended learning models Throw out some of my crazy ideas Faculty share blended learning experiences/plans Informal Open Discussion
  3. 3. My Philosophy (Solely mine)• Ground and DE Programs Need Each Other• Job of DE is to protect MCC from outside online schools by offering quality instruction.• Job of ground campuses is to offer dynamic, innovative instruction and services in ways that can’t be matched online.• Together we provide a complete, quality educational package to MCC communities.
  4. 4. Learning Theories • Social Cognitive Theory (Bandura) people learn by watching what others do • Social Constructivism (Vygotsky) groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings • Andragogy (Knowles) ―Adult Learning Theory‖ The role of the educator is minimized. The central idea in the context of adult learning is that it is only after convincing him- or herself of the rationale of learning, will an adult decide to learn.
  5. 5. Connectivism/Networked Learning • Theory by George Siemens • Composed primarily of three concepts: – chaos theory – importance of networks – the interplay of complexity and self-organization • We can no longer personally experience everything. There is too much. We create networks to learn more than we can as individuals. • A learning theory which is based on the premise that knowledge exists in the world rather than simply in the head of an individual. 5
  6. 6. Self-Regulated Learning • Zimmerman (2000, 2001) Socially-Shared Regulation of • Winne & Hadwin (1998) Learning • Pintrich (2000) Coregulated • Cognitive Constructs Learning – Motivation – Goal Setting – Reflection Self-Regulated Learning – Self-Explaining Behaivors 6
  7. 7. Cognitive Theoryof Multimedia Learning• Theory developed by UCSB psychologist Richard E. Mayer• Theory is based on three main assumptions: – There are two separate channels (auditory and visual) for processing information – there is limited channel capacity – learning is an active process of filtering, selecting, organizing, and integrating information• The theory includes a series of principles that provide guidelines on how to design online lessons using multimedia. 7
  8. 8. Blended vs. Hybrid What’s the difference? Is there a difference?
  9. 9. Hybrid Courses at MCCA hybrid course meets at least 50% of the timein the classroom. The other part of the courseis held online.MCC Distance Education FAQs
  10. 10. Policies & Procedures Section 2 –Instruction and Academic SupportPolicy on Hybrid Courses states:Hybrid courses integrate online and in-class instruction in acomplementary manner to combine the best features of both.Classroom time is reduced but not eliminated. Class meetingtimes are to be listed in the schedule. Hybrid courses requirestudent access to a computer and the same hardware, softwareand Internet connectivity requirements as online courses.
  11. 11. Definition of Blended LearningBlended Learning is anapproach to course designthat brings together thebest of both face-to-faceand online strategies.This combination aims tobuild from each approachto create an innovative andeffective learningexperience for students.
  12. 12. Why Blended Learning? • Several studies report increased student satisfaction with the blended model over either face-to-face or online approaches. (Clusky, Hodges, & Smith, 2006) • A new approach—not combination of online and f2f. Online learning grew rapidly because of student preferences, but blended learning is a pedagogically-oriented innovation that will be driven by students AND faculty. (Albrecht, 2006)
  13. 13. The Metamorphosis of Blended Learning What if the focus of Blended Learning changed from ―brick and mortar vs. online‖ to using the most appropriate methods for maximizing learning? – Learner self-reflection – Collaboration with peers If we consider this, the focus changes from learning space to learning design
  14. 14. So my question is…• If it looks like there are real potential benefits to blending f2f (brick & mortar) and online.• But if we use Collaborate or a similar program to deliver the f2f, can a completely online course be considered blended if it applies the methodology and theories?• Something to think about while we look at the next few slides.
  15. 15. Where is learning headed?
  16. 16. Personalized LearningThe Snowflake Effect(Eric Duval and Wayne Hodgins)―Massive Hyper-Personalization‖ Personalized Learning as a ―Disruptive Innovation‖ Christensen, Johnson & Horn (2008) 16
  17. 17. 21st Century Learners Will Expect(Very Soon) Interactivity Social Media The Cloud Digital media Learning Learning should do outside of this materials and something world will not status must be when it is be relevant. available touched or anywhere clicked on. (24/7) on any device. 17
  18. 18. In the very near future… 21st Century Learners will increasingly demand that their experience is: • Learning-Centered • Personalized • Interactive, Social & in “The Cloud” • Mobile: Anytime, Anywhere • What They Want (Buyers Market) 18
  19. 19. Education is Now a Buyer’s Market It doesn’t matter whether you agree with what students want from their educational experience. If you don’t provide it, they will go somewhere else. ICT in education will make this very easy. 19
  20. 20. Pew FoundationThree Models of Blended Learning • The Program in Course Redesign, funded by the Pew foundation, identified three types of blended learning: – The Supplemental Model – The Replacement Model – The Emporium Model
  21. 21. The Supplemental ModelThe supplemental modelretains the basic structure ofthe traditional course anda) supplements lectures and textbooks with technology- based, out-of-class activities, orb) b) also changes what goes on in the class by creating an active learning environment within a large lecture hall setting.
  22. 22. The Replacement ModelThe replacement model reduces the number of in-classmeetings, or classroom "seat-time," and:• replaces some in-class time with out-of-class, online, interactive learning activities• makes significant changes in remaining in-class meetings.Consequently, the nature of the in-class activities is changed aswell. Instead of traditional lectures, in-class time is freed formore interactive, collaborative learning experiences.
  23. 23. The Emporium ModelThe emporium model eliminates all class meetings andreplaces them with a learning resource center featuring onlinematerials and on-demand personalized assistance, using• an open attendance model• Or a required attendance model depending on student motivation and experience levels.The emporium model is a radical reconceptualization of the traditionalcourse. Though attendance at the learning center can be required, there areno longer lectures in a traditional sense. Course content is delivered viaonline materials, and in-person help is provided in the learning resourcecenter.
  24. 24. 6 Types of Blended Learning According to a report by the Innosight Institute, there are six major types of blended learning: • Face to Face Driver • Online Lab • Rotation • Self-Blend • Flex • Online Driver Staker, H. (2011) The rise of k12 blended learning. Chapel Hill, NC: Innosight Institute. content/uploads/2011/05/The-Rise-of-K-12-Blended- Learning.pdf
  25. 25. ―Face to Face Driver‖ Blended Model• The "face-to-face driver" model, in which a teacher in a traditional classroom instructional setting employs online learning for remediation or supplemental instruction;
  26. 26. ―Rotation‖ Blended Model• The "rotation: model, in which students move back and forth between online and classroom instruction.
  27. 27. ―Flex‖ Blended Model "Flex," a model in which the curriculum is delivered primarily through an online platform, with teachers providing onsite support;
  28. 28. ―Online Lab‖ Blended Model The "online lab" approach, wherein an online course is delivered in a physical classroom or computer lab;
  29. 29. ―Self-Blend‖ Blended Model "Self-blend," a model in which students choose on their own which courses they take online to supplement their schools offerings.
  30. 30. ―Online Driver‖ Blended Model The "online driver" model, where the courses are primarily online and physical facilities are used only for extracurricular activities, required check-ins, or similar functions.
  31. 31. Review: At Least Two ClassificationSystems for Blended Learning • Emporium • Face to Face Driver • Rotation • Flex • Online Lab • Self-Blend • Online Driver
  32. 32. Recommended Uses for F2F Meetings• Intro/technology overview• Collaborative small-group work• Advanced discussions• Project presentations• Guest speakers• Q&A sessions• Demonstrations• Lab work
  33. 33. Blended Learning Tools
  34. 34. Integration of ActivitiesWhen asked, What would I do differently? Blended Learninginstructors were united in their response:Id devote more attention to integrating what was going on in the classroomwith the online work.One instructor responded emphatically, Integrate online with face-to-face, sothere arent two separate courses. We found it impossible to stressintegrating face-to-face and online learning too much.―(Aycock, Garnham, & Kaleta, 2002)
  35. 35. InteractionResearch indicates that student satisfaction with the blendedformat is highly dependent on the level of interaction withinstructors and other students.Instructors can address interaction issues by providing timeduring the face to face sessions for discussion, in addition tousing available inline discussion tools such as ANGELdiscussion forums.
  36. 36. CLSS Instrument in Studies So & Brush (2008) Sorden (2011) Collaborative .586 Social Learning Presence .750 .541 Satisfaction Latino Demographic P < .01 Variables
  37. 37. Dissertation Findings Significant, Significant, high moderate positive positive correlation correlation between student between student satisfaction and satisfaction and perceived perceived social collaboration. presence No significant Significant, correlation moderate positive between any of the correlation demographic between perceived variables & three collaboration and constructs with perceived social exception of SP & presence. Latinos
  38. 38. What Do Real Blended Models Look Like?
  39. 39. The Inverted Classroom(Flipped Classroom in K-12) (Lage, Platt & Treglia, 2000) ICT are used to deliver online readings, recorded lectures, narrated PowerPoint presentations, podcasts, and instructional videos so that learners have time for self- regulated exploration and discovery, and then time to reflect on it. F2F is spent in activities that encourage interaction and collaboration, rather than passively sitting in the back row during a lecture.
  40. 40. Community of Inquiry Framework The Community of Inquiry Framework (Garrison, Anderson & Archer, 2000; Garrison & Vaughan, 2008) Reflection and Collaboration
  41. 41. Blending w/ Purpose: Multimodal Model(Picciano, 2009)
  42. 42. Social Cognitive Frameworkfor Blended Learning The Social Cognitive Framework for Blended Learning• Social Cognitive Theory• Self-Regulated Learning• Cognitive Science• Networked Learning Theory• Social Influence Model (Rogoff, 1998)
  43. 43. Adding mLearning into the Mix
  44. 44. Mobile Learning (mLearning) • Handheld Computers & Smartphones • Increasing Presence in Higher Ed • Still Very Early • Ambient Technology 44
  45. 45. Mobile Trend TowardsAmbient Technology Surrounding us with technology rather than interacting through small screens and tiny keyboards. 45
  46. 46. Speech Recognition and Synthesis From this… To this! 46
  47. 47. Augmented Reality 47
  48. 48. Augmented Reality – Google Goggles 48
  49. 49. The Future is Upon Us! Layar is an augmented reality software developed by a company in Holland. Listen to their vision of the future.
  50. 50. Recommendations for Making the Most ofa Blended Course• At a minimum, allow six months lead time for course development;• Master the technology necessary to administer the course. Set aside time to learn the requisite tools.• Hold an initial face-to-face kick-off meeting. (General orientation to the format of the course, a review of technology requirements, and an opportunity for the students to socialize and get to know their peers and their instructor.)• Make students aware of what a blended course entails.• Provide information on time management skills. Penn State online tutorial:• Be sure that the face-to-face class meetings are integrated into the course, and hold value to the educational experience that connects with the online coursework. Students may become frustrated if they feel that the face-to-face sessions are simply thrown into the course, with no thought given to the role that the classroom time plays within the course. Larry Ragan – Best Practices in Blended Learning:
  51. 51. Final RecommendationAttend Our Moderator Training This Afternoon!
  52. 52. Faculty Discussion Tony Noble Kurt Spilker Then Open Discussion Ideas? Questions?
  53. 53. BLENDED LEARNING:IT’S MORE THAN JUST HYBRID Steve Sorden Mohave Community College LATTE Technology Expo December 15, 2011