Keynote 2 designing university teaching to meet the needs
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COHEREBlended learning: a strategy for online higher education research
Calgary, October 17-19, 2012
DESIGNING UNIVERSITY TEACHING TO MEET THE NEEDS OF 21ST CENTURY
STUDENTS
Dr. Tony Bates,Tony Bates Associates Ltd
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Overview
Why the move to blended/hybrid learning?
What kind of course? How to decide
Pedagogical developments
Why web 2.0 is changing the game
Advanced course designs
Conclusions
Discussion
Joseph Kim’s blended class
• Weekly 30 minute web modules (main content):
• Short ‘lecture’ videos
• Extra media
• Feedback via chat, CMAs
• Weekly live lecture
• Weekly tutorials with TAs3
Joseph Kim: Introductory Psychology: McMaster University:3,500 students in class
Why the move to blended/hybrid learning?
• Large lecture classes
• Recognition that students can learn ‘some things’ online
• Demands of knowledge society: 21st century skills
• New, easy to use technologies
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21st century skills
good communication skills
independent learning
ethics/responsibility
teamwork
flexibility
thinking skills
knowledge navigation
IT skills embedded in subject area
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Hybrid learning
• ‘Flipped’ teaching: move towards re-design
• BUT: it can be so much more
• Rationales for hybrid learning:
• More interaction/student activity
• Use classroom time ‘better’
• What is the best use of face-to-face time? What is the right mix?
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What kind of courses?
no e-learning fully e-learning
face-to-
face
classroom
aids
hybrid(reduced f2f +
online)
fully
online(distance)
blended learningdistributed learning
What kind of course?
where on the continuum should my course or program be?
four deciding factors:
teaching philosophy
targeted students
demands of subject discipline (content + skills)
resources
How do you want to teach online?
From this:
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to this?
+
Pedagogical developments to drive blended learning
• Collaborative learning
• Knowledge construction
• Use of multimedia
• Learner control and choice
• New program structures
• New forms of assessment
• Self-directed learning
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Students
Who benefits from online learning?
lifelong learners wanting new qualifications/upgrading
full-time students wanting more flexibility
students needing 21st century skills
independent learners
remote, isolated students
Subject requirements
What do students need to know? (content)
Content: haematology
What must they be able to do with their knowledge? (skills)
Skills: identify analytes, analyze glucose and insulin levels, interpret results
Subject requirements
Learning objectives
Resources• Instructor’s time
( workload; course design)
• LT support (instructional/web design)
• experienced colleagues
• technology (e.g. LMS)
• open educational resources
Blended, hybrid or distance?
Determine by analysis of:
Teaching philosophy
+
(potential) students
+
needs of discipline
+
resources available
Who should decide?
• Face-to-face, hybrid, fully online?
• Individual instructor; program team; senior admin?
• Best decided at program level: a progression?
• One course, multiple delivery, for different students?
• What mechanisms for this decision? 1
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Questions
• How are decisions made in your institution about delivery mode (hybrid or fully online)?
• Who do you think should make these decisions?
• How do you decide what should be done online and what face-to-face?
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The growth of web 2.0 in education
• Mobile learning
• blogs/WordPress, e.g. ETEC 522
• wikis, e.g. UBC Latin American
studies
• video and audio, e.g. showing
dynamic change, talking through images
• e-portfolios
• open educational resources
Features of web 2.0
• Portability/mobility
• End-user control/authoring
• Collaboration and sharing
• Collective intelligence
• Low-cost/free, adaptive software
• Rich media
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Educational implications
• learners have powerful tools
• personal learning environments
• ‘open’ access, content, services
• learners can find/create/add/adapt content
• power shift from teachers to learners
From e-learning 1.0 to e-learning 2.0
E-LEARNING 1.0 (before web 2.0)
• Use of learning management system
• Instructor determines content
• Assessment by instructor
• Learning environment managed by instructor
• Any web 2.0 tools added by instructor
From e-learning 1.0 to e-learning 2.0
E-LEARNING 2.0
• Learning managed by learner
• Peer-to-peer collaboration
• Access to open content
• Learning demonstrated by creating multi-media materials (e.g. e-portfolios)
• Development of 21st century skills
Role of instructor in learning
1. Downes and Siemens: no role; learners are autonomous, self-directed
2. Guide-on-the side: facilitate, guide, interact, organize, but learner controls
3. Teacher controls: web 2.0 extra tools for developing competencies
When to use web 2.0
Learning as development: a move from dependent to independent or inter-dependent learning
Use of web 2.0 depends on:
• needs of learners
• requirements of accreditation
• your educational philosophy
Web 2.0 excellent tools for learner-centered teaching/developing 21st century skills.
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‘Advanced’ online course design
core skill: knowledge management
how to find, analyze, evaluate and apply information
open content within a learning design
student-generated multimedia content: online project work
assessment by e-portfolios
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‘Advanced’ course designs (1)
ETEC 522: UBC: Set up an e-learning business; course uses WordPress
Students explore new apps/potential for learning (via web, in groups)
Learn about creating a start-up business
Develop plan for new business
Develop a video ‘elevator’ pitch to an investor; critiqued by class
Advanced course designs (2)
Loyalist College Ontario: Border Simulation for CSBA
• Fully operational ‘virtual’ border post
• Built in Second Life at Loyalist
• Students play roles, with avatars, in separate rooms
• ‘Virtual’ cars can be dismantled
• Virtual students score 37% higher27
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Why not rethink a course to….?
Develop skills as well as content
Increase learner engagement/activity
Increase interaction with/between students
Get students to find/analyze/apply information
Get students to demonstrate learning through multimedia – and assess
Conclusions
• For many students real benefits from hybrid learning: flexibility; 21st century skills
• We know how to teach effectively online; need to follow best practices
• Ensure students maximize the campus experience in a hybrid course
• Make students do the work
• Innovate and share
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Questions
Is hybrid learning the future for your institution?
If so, what needs to happen for you to move in this direction?
Will it affect the reputation of the institution – if so, in what way or how?
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