COHEREBlended learning: a strategy for online higher education research                     Calgary, October 17-19, 2012  ...
OverviewWhy the move to blended/hybridlearning?What kind of course? How to decidePedagogical developmentsWhy web 2.0 is ch...
Joseph Kim’s blended classJoseph Kim: Introductory Psychology: McMasterUniversity:3,500 students in class•   Weekly 30 min...
Why the move to blended/hybrid                  learning?•   Large lecture classes•   Recognition that students can    lea...
21st century skillsgood communication skillsindependent learningethics/responsibilityteamworkflexibilitythinking skillskno...
Hybrid learning•   ‘Flipped’ teaching: move towards re-    design•   BUT: it can be so much more•   Rationales for hybrid ...
What kind of courses?                                  distributed learning                     blended learning          ...
What kind of course?where on the continuum shouldmy course or program be?four deciding factors:  teaching philosophy  targ...
How do you want to teach online?            From this:             to this?                    +                9
Pedagogical developments to drive               blended learning•   Collaborative learning•   Knowledge construction•   Us...
StudentsWho benefits from online learning? lifelong learners wanting new qualifications/upgrading full-time students wanti...
Subject requirementsWhat do students need to know?(content)Content: haematologyWhat must they be able to do withtheir know...
Subject requirements Learning objectives
Resources•   Instructor’s time ( workload;    course design)•   LT support    (instructional/web design)•   experienced co...
Blended, hybrid or distance?    Determine by analysis of:      Teaching philosophy               +      (potential) studen...
Who should decide?•   Face-to-face, hybrid, fully online?•   Individual instructor; program team;    senior admin?•   Best...
Questions•   How are decisions made in    your institution about    delivery mode (hybrid or    fully online)?•   Who do y...
The growth of web 2.0 in                       education•   Mobile learning•   blogs/WordPress, e.g. ETEC 522•   wikis, e....
Features of web 2.0•   Portability/mobility•   End-user control/authoring•   Collaboration and sharing•   Collective intel...
Educational implications•   learners have powerful tools•   personal learning    environments•   ‘open’ access, content, s...
From e-learning 1.0 to e-learning 2.0E-LEARNING 1.0 (before web 2.0)•   Use of learning management system•   Instructor de...
From e-learning 1.0 to e-learning 2.0E-LEARNING 2.0•   Learning managed by learner•   Peer-to-peer collaboration•   Access...
Role of instructor in learning1.   Downes and Siemens: no role;     learners are autonomous, self-     directed2.   Guide-...
When to use web 2.0Learning as development: a move from  dependent to independent or inter-  dependent learningUse of web ...
‘Advanced’ online course designcore skill: knowledge management  how to find, analyze, evaluate  and apply informationopen...
‘Advanced’ course designs (1)ETEC 522: UBC: Set up an e-learning business; course uses WordPress Students explore new apps...
Advanced course designs (2)Loyalist College Ontario: Border Simulation for CSBA•   Fully operational ‘virtual’ border post...
Why not rethink a course to….?Develop skills as well as contentIncrease learner engagement/activityIncrease interaction wi...
Conclusions•   For many students real benefits from    hybrid learning: flexibility; 21st    century skills•   We know how...
QuestionsIs hybrid learning the future foryour institution?If so, what needs to happen foryou to move in this direction?Wi...
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Keynote 2 designing university teaching to meet the needs

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Keynote 2 designing university teaching to meet the needs

  1. 1. 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 1
  2. 2. OverviewWhy the move to blended/hybridlearning?What kind of course? How to decidePedagogical developmentsWhy web 2.0 is changing the gameAdvanced course designsConclusionsDiscussion 2
  3. 3. Joseph Kim’s blended classJoseph Kim: Introductory Psychology: McMasterUniversity:3,500 students in class• Weekly 30 minute web modules (main content): • Short ‘lecture’ videos • Extra media • Feedback via chat, CMAs• Weekly live lecture• Weekly tutorials with TAs 3
  4. 4. 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 4
  5. 5. 21st century skillsgood communication skillsindependent learningethics/responsibilityteamworkflexibilitythinking skillsknowledge navigationIT skills embedded in subject area 5
  6. 6. 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? 6
  7. 7. What kind of courses? distributed learning blended learning hybrid fully online face-to- classroom (reduced f2f + (distance) face aids online)no e-learning fully e-learning
  8. 8. What kind of course?where on the continuum shouldmy course or program be?four deciding factors: teaching philosophy targeted students demands of subject discipline (content + skills) resources
  9. 9. How do you want to teach online? From this: to this? + 9
  10. 10. 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 10
  11. 11. StudentsWho 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
  12. 12. Subject requirementsWhat do students need to know?(content)Content: haematologyWhat must they be able to do withtheir knowledge? (skills)Skills: identify analytes, analyzeglucose and insulin levels,interpret results
  13. 13. Subject requirements Learning objectives
  14. 14. Resources• Instructor’s time ( workload; course design)• LT support (instructional/web design)• experienced colleagues• technology (e.g. LMS)• open educational resources
  15. 15. Blended, hybrid or distance? Determine by analysis of: Teaching philosophy + (potential) students + needs of discipline + resources available
  16. 16. 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? 16
  17. 17. 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? 17
  18. 18. 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
  19. 19. Features of web 2.0• Portability/mobility• End-user control/authoring• Collaboration and sharing• Collective intelligence• Low-cost/free, adaptive software• Rich media
  20. 20. 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 20
  21. 21. From e-learning 1.0 to e-learning 2.0E-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
  22. 22. From e-learning 1.0 to e-learning 2.0E-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
  23. 23. Role of instructor in learning1. Downes and Siemens: no role; learners are autonomous, self- directed2. Guide-on-the side: facilitate, guide, interact, organize, but learner controls3. Teacher controls: web 2.0 extra tools for developing competencies
  24. 24. When to use web 2.0Learning as development: a move from dependent to independent or inter- dependent learningUse of web 2.0 depends on:• needs of learners• requirements of accreditation• your educational philosophyWeb 2.0 excellent tools for learner-centered teaching/developing 21st century skills.
  25. 25. ‘Advanced’ online course designcore skill: knowledge management how to find, analyze, evaluate and apply informationopen content within a learningdesignstudent-generated multimediacontent: online project workassessment by e-portfolios 25
  26. 26. ‘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 26
  27. 27. 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% higher 27
  28. 28. Why not rethink a course to….?Develop skills as well as contentIncrease learner engagement/activityIncrease interaction with/betweenstudentsGet students to find/analyze/applyinformationGet students to demonstrate learningthrough multimedia – and assess 28
  29. 29. 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 29
  30. 30. QuestionsIs hybrid learning the future foryour institution?If so, what needs to happen foryou to move in this direction?Will it affect the reputation ofthe institution – if so, in whatway or how? 30

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