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
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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
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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
>
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