Blended Delivery and Multiple Ways of Knowing - CIEL @ VIU · BLENDED DELIVERY And Multiple Ways of Knowing ... Dyslexia, Dyscalculia ... MacDonald notes that this process does not

BLENDED DELIVERY

And Multiple Ways of Knowing Alison Taplay, Instructor / Coordinator, Vancouver Island University

May 4, 2016

School & Community Support Worker

Consultation with Pat Andercheck; and with the CIEL research blended and online teaching and learning (Garrison); consultation with our faculty. coordinate course development.

FIRST DELIVERY

Review by University Planning and Analysis – surveys and focus groups; students successful in course and in practice; employer feedback; sustainable program in Powell River.

Agenda

1. Benefits and Challenges of Blended Learning

2. Key Concepts to Inform Practice

3. Strategies and Design Principles

4. Examples

5. Questions

1. What excites you about blended delivery models?

2. What concerns you?

3. What are you hoping to get from this workshop?

What excites you about blended delivery

models? 1. They allow for flexibility in scheduling, as well as maintaining the on-site, in

person feature that I believe facilitates a relationship between students with one another and with the faculty. I also see it as a way to utilize exciting new media.

2. The flexibility for the students. I find more and more students are busy with children, part time work, family matters, etc, and if some of the program could be done online at hours that suit them, we might have a better retention rate.

3. The ability to have students prepare more thoroughly prior to coming to class so that we can focus more on the application that the definitions.

4. The ability to use different methods of delivery for different learning styles.

5. The flexibility for students and faculty.

6. The ability to track performance/understanding by Learning Objective allowing me to adjust the in class portion to address any areas of deficiency and avoid spending time on areas where it is not necessary.

7. In math, we often have students that are not well-prepared for the course, or have certain holes in their knowledge. Class time never allows enough time to cover exactly the right topics for every single student. I would like the students to be able to customize their learning to optimize their time and mine.

What’s on your mind? Concerns 1. Some students may have trouble using technology.

2. I worry that students will not show the initiative to cover topics adequately on their

own, and will come to class unprepared

3. There can be less student interaction and potentially a lower sense of learning

community. For example, I assign a forum assignment or small team collaboration

but many students do not participate or wait until 30 minutes before the deadline to

contribute. In a classroom environment I can direct discussion and get an

immediate sense of engagement and understanding. Even more than that, I like

seeing them face-to-face every week and getting to know their faces, names,

personalities etc.

4. The opportunity for academic misconduct.

5. Email is a difficult way to get some of the “subtleties” of communication

across. Some of my students have major challenges in communicating/getting their

point across positively via email.

6. There are those in post-secondary education that believe that traditional delivery is

the best and only way and that online/blended delivery is inferior and therefore

should not be used.

7. Trades instructors don't have the time to put into creating online components to their

courses. We are in the classroom 10 months of the year with almost no PD time.

This is usually spent keeping up with all the new equipment and tools.

What are you hoping to get from today?

1. Get some ideas for using blended learning techniques. I am

relatively new to this myself as an instructor.

2. I guess I'm most interested in ways to motivate students to do

more background work on their own, and anything else that can

help with the learning process.

3. Online instruction is probably the biggest innovation in education

since the blackboard. I have been moving to more online

“preparation” and activities in my traditional classes and I have

been assigned some online courses. I want to become more

effective at online instruction and would like to come away with

strategies/tactics to address the points above.

4. I'm hoping to learn some quick and easy techniques to create

some blended courses in a trades area.

Introductions

Benefits of Online

• Access for distance learners including those in remote

areas

• Flexible schedule for student with employment of other

substantial commitments like family!

• Access to current information, guest speakers, etc.

• Better fit for many learning styles

Bella Coola

Social Policy Issues

Faith Bodnar, Executive Director

Inclusion BC

http://inclusionbc.org/

Trends - Individualized Funding

Linda Perry, Executive Director

Vela Microboard Association

http://www.velacanada.org/

Introverts / Extroverts

Introverted students experience aspects of education in a very different way than

their extroverted peers, according to Emma Tranter. The author examines the

way that factors like in-class participation can accidentally disadvantage

introverted students, and how a misunderstanding of shyness or introversion

can cause instructors to incorrectly evaluate their students’ understanding of the

material. “I think one of the big problems we have is that we don’t ask both our

extroverted and our introverted students to push themselves beyond their

comfort zone,” says Montclair University Associate Professor Emily Klein, “we

ask introverted students to do it all the time, but we never ask extroverted

students to do it.”

University Affairs

Accommodation for Various Disabilities

• Mental Health / Anxiety / Depression / Etc.

• Autism Spectrum

• Learning Disabilities: Dyslexia, Dyscalculia, Dysgraphia,

Dyspraxia, Auditory Processing, Visual Processing

Disability Services at VIU (2014)

Chronic Health

Impairments 47

Cognitive Disability

12

Hearing Disability

22

Mental Health Disability

148

Multiple Disabilities

135

Neurological Disability

236

Physical Disability

43 Visual

Disability 19

Acquired Brain Injury

16

Speech Impairment

1

Other Disability

23

N=702

What is the greatest challenge for new

online learners?

A. Staying engaged / connecting

B. Self regulation / time management

C. Learning the technology

What is the greatest challenge for new

online learners?

A. Staying engaged / connecting

B. Self regulation / time management

C. Learning the technology

Challenges

• Learning the technology

• Self Regulation

• Staying engaged – avoiding isolation

Effective Blended Teaching and Learning

Technology

Engagement Self

Regulation

Effective Blended Teaching and Learning

Technology

Engagement Self

Regulation

Student

Success

Online Learning

Institutes

Hospitality

Safe Spaces

C onfidentiality

O penness

R esponsibility

E ngagement

Thanks to Raj Gill https://nvctraining.com/index.php?option=com_k2&view=latest&layout=latest&Itemid=568

The Four R’s

Respect

Relevance

Reciprocity

Responsibility

Susan Fair Cloth

Kirkness and Barnhardt (1991)

Learning Community

Guidelines

Arrive on time for Webinars

Minimize distractions during Webinars

Listen to one another

Share the microphone i.e. take turns.

Be open to new ideas and learning

Show respect to others

Ask for help when you need it

Offer help when you are able to provide it

Communicate effectively using D2L and email

Learn to work effectively in groups

http://www.danielgoleman.info/

Use

Emotional

Intelligence

Congruent with Teaching Philosophy

Asset Based Thinking

Universal Design Principles

Person Centered

Person Centered

What you do for one often works for many!

Less is More

Continuous Learning

Trust the Process

Effective Blended Teaching and Learning

Technology

Engagement Self

Regulation

Student

Success

Learning Technology

VIULearn (D2L)

• Navigation

• News Items

• Calendar

• Tasks

• Bookmarks

• Discussions

• User Progress

• Grades

Orientation – Multiple Ways

• VIULearn Self Pace Learning

• Online Webinar

• Face to face

Conscious Competent Learning Model

Adapted from http://www.businessballs.com/consciouscompetencelearningmodel.htm

Adapted from

http://www.businessballs.com/consciouscompetencelearningmodel.htm

Orientation

• Technology

• Study habits and time management

• Deep learning

• Engagement / building community

• Mental Health – Expectations / Normalize

• APA – citing, referencing

Technology

Engagement Self

Regulation

Self Regulation

• Commit 6-10 hours / week minimum for each course

• Develop good study habits

• Plan the semester / then plan each week

• Schedule your time each week

• Develop discipline / set boundaries!

• Reduce distractions

• Take breaks

BIG ROCKS

• Course Outline

• Assignment Details

Franklin Covey’s The 7 Habits Video

Preview: Big Rocks

Semester

• Course Outline

• Assignment Details

Week

• VIU Learn Content TIP – Scan discussions & activities first

• Assignments

• Study

Hours

• Specific Content

• Specific Assignments

• Specific Study

How do People Learn?

What is the most important factor in successful

learning?

1. The intention and desire to learn

2. Paying close attention to the material as you study

3. Learning in a way that matches your own learning style

4. The time you spend studying

5. What you think about while you study

How do People Learn?

What is the most important factor in successful

learning?

1. The intention and desire to learn

2. Paying close attention to the material as you study

3. Learning in a way that matches your own learning style

4. The time you spend studying

5. What you think about while you study

Deep Processing

Subjective meaning –

relating new information to prior knowledge or giving it

personal meaning!

Scaffolding

All learners?

Engagement

Community Development

VIULearn

Blackboard Collaborate

Face to face

Learning Community

Engage

• Learn online etiquette

• Participate – used mixed media!

• Use student services – you are paying for them!

• Connect with peers online and offline

• Blackboard Collaborate

• Recognize patterns and take positive action

• Express your emotions as clearly as you can

Learning Matters

http://learningmatters.viu.ca/

The Tolerance Scale

(Iowa Civil Rights Commission)

This scale is based on five different ratings of

how people respond to others in terms of their

attitudes toward differences:

1. Repulsion

2. Avoidance

3. Tolerance

4. Acceptance

5. Appreciation ( Goal )

Myers Briggs Type Indicator

Respect for Aboriginal Culture

How Canadian universities are moving to indigenize

the academy

Many Canadian universities are undertaking processes of indigenization in an

effort to bring Indigenous peoples and their cultures into PSE strategy,

governance, academics, research, and recruitment, writes Moira MacDonald for

University Affairs. Indigenizing the academy is “really about transforming the

university at its very core,” said Shauneen Pete, associate professor of education

and executive lead for indigenization at the University of Regina. “It’s about

recentring Indigenous world views as a starting point for that transformation and

it’s a process of institutional decolonization.” MacDonald notes that this process

does not and must not look identical at every institution, as differences in

programs, demographics, and histories exist that must inform indigenization

strategies. The article includes summaries of the many indigenization initiatives

and projects underway at Canadian colleges and universities.

University Affairs

Social Media

Marriage Statistics

1/3 met

online

http://www.nydailynews.com/life-style/one-

third-u-s-marriages-start-online-dating-study-

article-1.1362743

Online Activities

• Use technology

• Use pen and paper

• Use creativity / art

• Engage with local community – research in home

community; PATH with family and friends; feedback

activity;

Research Skills

Critical Thinking Activity

The Great Debate

Scaffolding

• Groups intentionally formed

• Work together online

• Work together during Institutes

• Learn MBTI

• Learn theory of group work

• Independent Assignment - Learner Lead Topics

• Mandatory meeting times

• Information about time commitment and work required

• Independent debrief - essay

Reflective Practice:

The Practioner’s Triangle

Theory

Self Practise

Scaffolding

• Introduced to Practitioners Triangle

• Introduced to several reflective models including

What? So What? Now What?

• Practice in various discussion forums

• Receive formative feedback

• SCSW 110 Foundations for Practice

• Essay – Human Service Worker Professional

• SCSW 140 Supporting and Understanding

Behaviour

• Journal Highlights Essay

Questions

https://www.flickr.com/photos/horiavarlan/4273168957

References

Dell, C. A., Low, C. & Wilker, J. F. (2010) Comparing student achievement in online and face to face class formats. Journal of Online Learning and Teaching. 6(1). Retrieved from http://jolt.merlot.org/vol6no1/dell_0310.htm

Garrison, D. R. & Vaughan, N. D. (2008) Blended learning in higher education: Framework, principles, and guidelines. San Francisco: Jossey-Bass.

Kumar, K. L. & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education. 44(1). Pp. 125-147.

Smith, V. (2014). Innovations in learning: It’s all in the blend. Retrieved from http://www.universityaffairs.ca/features/feature-article/blended-learning/

Universal Design for Instruction: Quick-Start Checklist