Blended Learning

Teaching a Blended Course

Partners in LearningSue Hines & Bob Andersen

Saint Mary’s University of MN

Blended Learning

What do you think it is?

What do the experts say? Blended learning is an instructional delivery approach

where

traditional face-2-face instruction&

online instruction

is combined.

It’s blended in such a way that

each format is made better and

enhanced by the presence of the

other

Types of Blending Models

According to the Pew Foundation Project, there 3 models:

1. Supplemental model: Additional online learning is added to the full traditional f2f course.

2. Replacement model: Online learning replaces some of the class time (i.e. seat time) of the f2f course.

3. Emporium model: Entire traditional f2f is replaced with a learning resource center with computer mediated-instruction and live assistance. Source: Penn State University

Which model represents your idea of a “blended course”?

1. Supplemental model: Additional online learning is added to the full traditional f2f course.

2. Replacement model: Online learning replaces some of the class time (i.e. seat time) of the f2f course.

3. Emporium model: Entire traditional f2f is replaced by a learning resource center with computer mediated-instruction and live assistance.

Which model is a “flipped classroom”?

1. Supplemental model: Additional online learning is added to the full traditional f2f course.

2. Replacement model: Online learning replaces some of the class time (i.e. seat time) of the f2f course.

3. Emporium model: Entire traditional f2f is replaced by a learning resource center with computer mediated-instruction and live assistance.

Which model sounds cool but Saint Mary’s doesn’t offer it?

1. Supplemental model: Additional online learning is added to the full traditional f2f course.

2. Replacement model: Online learning replaces some of the class time (i.e. seat time) of the f2f course.

3. Emporium model: Entire traditional f2f is replaced by a learning resource center with computer mediated-instruction and live assistance.

Determining a Blend

• The f2f and online blended structure is determined for you.

• But how you design the f2f and online learning experience is up to you.

• There is no one set way to do it.

• However, it’s not simply portioning out the course content between f2f and online sessions.

It’s your choice

Think about an integrated design

• What is best learned online?• What is best learned face-to-face?

• When and how long do we meet?• When and how long do we not meet?

• How can a blend of online and f2f learning, given the schedule, result in the best learning outcome?

Other Dimensions of Blended Delivery

• Synchronous & asynchronous• Self-directed and instructor-led• Self-paced or live & collaborative• Deliberate & experiential• Individual & group• Passive & active learning

Delivery mode suggestions:

In-Class / Face to Face• Course introduction• Collaborative processing• Complex dialogues• Project presentations• Question / answer sessions• Demonstrations• Practice and debrief• Debates• Role Plays• Peer reviewing

Out of class / online• Course content• Preparatory learning• Quizzing• Videos • Contemplative discussion• Reflective work• Resource listing/sharing• Collaborative products

Module Design Models

Flipped classroom: Content knowledge is initiated out-of-class, application is in-class (Bergman & Sams, 2012)

Explore, Explain, Apply Learning Cycle: (Musallam, 2012)

In-class inquiry, out-of-class content knowledge, in-class application

Experiential Learning Model: (Kolb, 1983)

Act – Reflect – Conceptualize - Apply

Modified Experiential Learning Model: (Kolb, 1983; McCarthy, 1980)

Current conceptions - add new knowledge – practice - apply

So, a blended course might look like this:

So, what do you think so far?

Do you see any advantages?

Disadvantages?

Concerns?

Reasons to smile?

If you ask “blended” students…(and researchers have),

What they want most in a blended course is:

• Structure and organization– Oftentimes, this is more important than content

• Integration between f2f and online learning– They want to feel a unified instructional experience– Not a collection of activities thrown together

Ausburn, 2004 ; Aycock, 2002

The instructional designing process is key

• Designing a blended course is best accomplished with an instructional designer and SME.– Bob & Sue; and you

• Approach the process as a course “redesign” opposed to “conversion”

• Realize that it takes time and effort

Indicators of effective blended learning:

Clear expectations Student expectations for participation and criteria for academic success is clearly stated and understood. Directions for weekly activities is key!

Instructor as facilitator The instructor moves from distributor of knowledge to facilitator of learning.

Students as self-directed learners Instructor orients students to the “blended design” of the course. Success = Being responsible for your learning.

A community of learners The instructor and student work together to co-create the learning experience.

Integrated learning experience The learning experience represents an well-crafted integration of reading, online/out-of-class learning, and in-class activities to achieve the course learning

Delivering a Blended Course5-step approach

1. Diagram the f2f and online course structure

(Using your program’s online/f2f structure)

2. Establish learning goal/s for each learning module 3. Create an instructional plan for each module4. Determine the instructional materials5. Construct the learning modules

1. Diagram course meeting structure

OUT OF CLASS

IN CLASS

Alternating weeks

Or maybe it looks like this

OUT OF CLASS

IN CLASS

Seat time in-class is low; Online time is high

Or this…

OUT OF CLASS

IN CLASS

In-class seat time is high: online is low (e.g. Saturdays are removed)

Or this..

OUT OF CLASS

IN CLASS

Online time is continuous; with 2-3 days in class (@beginning or end)

2. Establish learning goal/s for each learning module

Course Title:Student Learning Objectives:

F2f or online?

Topical course content Learning goal/s SLOs being taught

Module 1

What is the course content to be taught for this week?

Give it a title

What are the students expected to know, do, or appreciate by the end of the module?

Try to link the goals to the graded assignment/s

Which SLOs are being met?

Module 2

Module 3

3. Create an instructional plan for each session

Module #:Learning Goal/s:Online or F2F?:Evidence of learning

Learning activity Description Length of time

How will I determine or measure the student is proficient in this learning goal?

What learning activity would allow for “the evidence of learning” to occur?

What does the activity involve?

Describe it so you can duplicate it in the future

How long does this activity take?

Think of incremental developmental steps

4. Determine the instructional materials

Module #:Learning Goal/s:Online or F2F?:Evidence of learning

Learning activity Description Length of time Materials Needed

What could the students do to show they are learning (i.e. meeting the learning goals)

What learning activity would allow for the evidence of learning to occur?

What does the activity involve?

Describe it so you can duplicate it in the future

How long does this activity take?

What instructional technology is needed?

What content materials?

Think of incremental developmental steps

What physical materials?

5. Construct the learning modules

• Build out each module in Blackboard

• This can be time consuming

• Take advantage of the tools in Blackboard

• If possible build out the entire course before it’s launched

Want to see an example?

See the Blended Course Example handout

Blended

Need more examples of how to create content?

Take it away……..…Bob!

Did you create a blended course? Care to share with us?