Assistant Professor, Scientific and Technical

natureplaygroundAI and Robotics

Nov 14, 2013 (3 years and 6 months ago)

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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
>