Assistant Professor, Scientific and Technical

1

JoAnne C. Juett, Ph.D.

Assistant Professor, Scientific and Technical
Writing, English Department

Instructional Technology Fellow, Center for
Excellence in Teaching and Learning

University of Wisconsin
-
Eau Claire

Blended
Learning: Mixing the Real and the
Virtual

•
A
combination of face
-
to
-
face (F2F) and

online learning for a
course


•
Synchronous
and asynchronous
learning


•
Real
-
time
, real
-
space (in
-
classroom)
and

virtual (online
)


•
Unique
sequencing
but integrated


•
May
involve uses of mobile devices
in ambient
space (virtual
-
enhanced reality)

DEFINITION (what BL is)

DEFINITION (purpose)



Blended Learning is combining
multiple learning components and
learning events to create a
meaningful learning experience.

•
The thoughtful integration of face
-
to
-
face
classroom (spontaneous verbal discourse) and
Internet based (reflective text
-
based discourse)
learning opportunities


•
Not an add
-
on to a classroom lecture nor an online
course; fundamental redesign


•
An optimal (re)design approach to enhance and
extend learning by rethinking and restructuring
class contact hours.

DEFINITION (design)

Why Blended Learning?


Increased


flexibility


in learning

Why
Flexibility

in Learning?






With the
increasing use of a
variety of
approaches for
learning in the
information age

Learners'
preferences are
changing from
wanting to be
taught mostly in
lectures or direct
training sessions

To wanting
increased
flexibility
.

Why
Flexibility

in Learning?


Today, learners want to have more
say

in


WHAT

they learn


WHEN

they learn


WHERE

they learn, and


HOW

they learn



Can we do what learners want?

8

Components of the Blend


Online Component


Significant portion of the class time


Enabling dispersed students to attend


Face to Face Component


On Campus


Or another Agreed
-
upon Location


Many possible Variations


Blending together these components to leverage new
learning opportunities that are
neither

online nor
campus
-
limited

9

New Learning
Opportunities via the Blend

What new learning models can be leveraged by blended
approach?


Alternative locations


Alternative events


Alternative scheduling


Preparation/Reflection/Research wrap
-
around
through the online mode


Components of Blended Learning



1.

Synchronous
(live) Classroom
format



2.

Synchronous
(live) online format





3.

Asynchronous

(not live) self
-
paced
format





Components of Blended Learning


Face
-
to
-
face Tutoring


Coaching or Mentoring Sessions


Classroom


Workshops


Conferences


Meetings


Labs

1. Synchronous Physical/Face
-
to
-
Face Components
(not limited to)

Components of Blended Learning



Internet conferencing


Audio Conferencing (i.e., phone conferencing)


Live Video via satellite or Videoconferencing


Virtual Online Classroom


Instant Messaging

2. Synchronous Electronic Components
(not
limited to)



Components of Blended Learning


On
-
line self
-
paced Learning Content (Web pages)


E
-
mail, Discussion Forums


EPSS (Electronic Support Systems) & Job Aids


Web/Computer
-
Based instruction


Books


Articles


CD
-
ROM


Audio (disc/tape)


Video (disc/tape)


White papers


Archived Live Events

3. Asynchronous Components
(not limited to)

Components of Blended Learning


Within the scope of today’s presentation,
let’s review some advantages and
disadvantages of few synchronous and
asynchronous components of blended
learning.


Advantages and Disadvantages of
Blended Learning Components


Motivation


Responsiveness


Experiences


Team Building


Disadvantages of Classroom



Instructor


Scheduling


Audience


Travel


Physical



Advantages of Classroom


Advantages and Disadvantages of
Blended Learning Components


Learn anytime, anywhere


Time savings


Cost Efficient


Learner control


Disadvantages of Self
-
Paced on
-
line


Bandwidth


Interaction


Development


Cost


Drop
-
Outs

Advantages of Self
-
Paced on
-
line


Advantages and Disadvantages of
Blended Learning Components


More Engaging


No Internet Connection


Disadvantages of CD
-
ROM


Content


Peer
-
to
-
Peer


Development

Advantages of CD
-
ROM



Advantages and Disadvantages of
Blended Learning Components


Savings


Participation


Visual


Disadvantages of Videoconferencing


Quality


Technical Support


Advantages of Videoconferencing




Dimensions of the Blend?


A blended learning program may combine
one or more of the following dimensions:


1. Blending Offline and Online Learning

2. Blending Self
-
Paced and Live, Collaborative Learning

3. Blending Structured and Unstructured Learning

4. Blending Custom Content with Off
-
the
-
Shelf Content

5. Blending Learning, Practice, and Performance Support


BEST PRACTICES IN
BLENDED LEARNING

Best practices of blended learning


Create learning objectives


Start with what you want the students to learn



Backward Design



Create overall course objectives then create
class/module objectives



Clear idea
—
Be specific



Utilize action verbs (Bloom’s Taxonomy)



Use higher order thinking


21

Best practices of blended learning


Create ways for students to learn before class


Students are capable


Find ways to motivate prior to class


PowerPoint


Interactive web activities


Pre
-
class writing activities


Homework problems


Use technology to leverage student interest


Bloom’s Taxonomy
:

Original terms: Knowledge & Comprehension

New Terms: Remembering & Understanding
(Pohl, 2000)


22


Create ways for students to learn during class


Students need your skills at creating learning
opportunities



Examples:


Group work


Learning activities


Questions



Discussions



Mini lectures

23

Best practices of blended learning


Create ways for students to learn after class


Students need to rehearse content



Encourage meaningful interaction with the
material



Examples:


Short writing assignments


Online quizzes


Homework problems


Classroom assessment techniques

24

Best practices of blended learning


Communication


Use multiple forms




Out of class
:


Course mail


Wikis


Blogs


Cell phone or texting


Asynchronous discussions


Synchronous discussions



25

Best practices of blended learning


In class
:



Think
-
Pair
-
Share



Discussions: Large group and Small group



Debates



Interviews



Presentations

26

Best practices of blended learning


Encourage collaboration



More collaboration=More course cohesiveness



Assignments
:


Group Worksheets


Group presentations


Group Exams


Jigsaw

27

Best practices of blended learning


Utilize Online Resources


Take advantage of the wealth of information available via:


Web



Library resources:
Research Databases
,
LibGuides



Electronic books:
Gale Virtual Reference Library



Online journals

using Scholar Google



YouTube



Blogs



Podcasts



RSS Feeds [Real Simple Syndication]


28

Best practices of blended learning


Utilize both high and low stakes grading


Students track their grades


Offers the widest array of choices


Low stakes
: Small number of points


Surveys


Participation


Writing assignments


Quizzes


High stakes
:


Large projects


Presentations


Research paper


Discussions

29

Best practices of blended learning


Seek assistance from Professionals on
Campus



Distance Learning



Faculty developers/Course Resource Archives



Librarians



Colleagues

30

Best practices of blended learning


Stay Organized



Many components to blended learning
—
your
organization will minimize student confusion



When preparing for your blended course:


Begin early


Double the time you think it will take


Work in small, manageable chunks


Take breaks


Keep a journal of your experience

31

Best practices of blended learning

EVALUATION OF
TECHNOLOGICAL
RESOURCES


Blogs: (Web Logs) form of online journal


Strengths of the Resource

Potential Disadvantages

Encourage skills of writing
and self expression

Mixed views about the
added
-
value effectiveness

Connections with other
students

Public
-
may

discourage
student contributions

Automatic feedback

If not maintained, may be
abandoned

Promote critical

and
analytical thinking

Students become lurkers

Must have strong motivation
on part of users

33

Rudestam, K. & Schoenholtz
-
Read (2010). Handbook of Online Learning.



Wikis: Collaborative web
-
based site for
sharing text and other resources

Strengths of the Resource

Potential Disadvantages

Easy to

generate and alter or amend
the text for collaborative purposes

Ease of editing and

unmonitored
environment may lead to low level of
content

Can be closed or open

Lack of accuracy of wiki content
—
educate learners

Requires little

skill or training

Complexity of site requires care in
the construction of the navigation

Encourages users to work in groups

Great for brainstorming,

problem
solving, etc.

Creates group cohesiveness

34

Rudestam, K. & Schoenholtz
-
Read (2010). Handbook of Online Learning.


Podcasting: Audio file that can be
downloaded

Strengths of the Resource

Potential Disadvantages

Listen to material multiple times

Shortcomings in providing complex
and/or detailed information

Flexibility

and portability

Not good at conveying details and
facts

Sight impaired

students

Difficult to browse

Low
-
cost, low
-
barrier tool

Copyright and searchability

as
number of podcasts increase

Ideal for short,

pre
-
class listening

Great for “dead time” (walking

&
traveling)

35

Rudestam, K. & Schoenholtz
-
Read (2010). Handbook of Online Learning.



E
-
Portfolios: Electronic collections of
documents supports what has been learned
or achieved.

Strengths of the Resource

Potential Disadvantages

Portable
, lifelong record of achievement

Communication

element blurs the
boundary

Provides impetus for student to take
ownership

of their learning

Instructors need to encourage reflective

practice not just a “dumping ground” for
coursework

Encourages students to set

their own goals

Major

compatibility issue when student
changes institutions, graduates, and move
to employment

Can be used for group work

If used for assessment and accountability,
students move from lifelong learning tool

to a course requirement.

Can be used for presentation

or interview

36

Rudestam, K. & Schoenholtz
-
Read (2010). Handbook of Online Learning.


Additional
free

technologies…


MERLOT
:
www.merlot.org



Repository



Questionform
: questionform.com



Survey



Voki
: www.voki.com



Speaking Avatar



Go2Web20
: www.go2web20.net/



Applications



Jing
: www.jingproject.com



Screen capture



Wiggio
: wiggio.com/





Collaboration



Google Docs
: Google
---
More



Collaboration



PB Works
: www.pbworks.com



Collaboration



Concept Map
: cmap.ihmc.us




Concept mapping



Camstudio
: www.camstudio.org



Streaming video software



WebQuest:

http://webquest.org/index
-
create.php


WebQuest

37

More technologies…Some Free & Some Not


Skype
:
www.skype.com



Videoconferencing


Groupboard
:
http://www.groupboard.com/products/

Whiteboard


Basecamp
:
http://basecamphq.com/


Project collaboration


Loosestitch
:
http://loosestitch.com/


Online outliner


Zapr
:
https://www.zapr.com/



File sharing


Slideshare
:
http://www.slideshare.net/


Share PowerPoint


Creately
:
http://creately.com/


Draw diagrams &





create outlines


Podcast Blaster
:
http://www.podcastblaster.com/podcast
-
feed/
Create podcast


Survey Monkey
:
http://www.surveymonkey.com/
Create survey


Scribd
:
http://www.scribd.com/ipaper


Document viewing





on web


Gogrok
:
http://www.gogrok.com/en/index.html

Live screen sharing


Dimdim
:
http://www.gogrok.com/en/index.html

Webconferencing


38

39

Summary


Blended learning can


Bridge the gap for distant students


Leverage events and other locations


Extend the classroom


Beyond the campus


Beyond online


Significant dimension beyond what we previously offered
students


Tapping professional and academic conferences and events

Thought…


I tell you and you forget.

I show you and you remember.

I involve you and you understand.


---
Eric Butterworth

40

REFERENCES

Bubnick, Heather, et al. “Blended Learning.” 28 Oct. 2009. Web. 25 Feb. 2010.
<
http://www.lorainccc.edu/NR/rdonlyres/EAB609BF
-
C554
-
49C8
-
A246
-
C7F07B467E1D/6764/Blendedlearning_October282009.ppt
>


Garrison, Randy D. and Norm Vaughn. “Inquiry and Blended Learning. 25 Feb.
2010.
http://myuminfo.umanitoba.ca/index.asp?sec=1017&too=500&eve=11&dpa=739


Khan, Badrul Huda.
Flexible Learning in an Information Society
. Hershey, PA:
Information Science Publishing, 2007.


Schroeder, Ray. “Blended Learning: Creating New Learning Experiences.” Web.
25 Feb. 2010. <

http://people.uis.edu/rschr1/newblend.ppt
>