• Save
Blended Learning and Time SULOP 2013
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Blended Learning and Time SULOP 2013

on

  • 368 views

These sliodes are from my keynote presentation at a Finnish national conference on Blended Learning, SULOP2013.

These sliodes are from my keynote presentation at a Finnish national conference on Blended Learning, SULOP2013.

Statistics

Views

Total Views
368
Views on SlideShare
368
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Blended Learning and Time SULOP 2013 Presentation Transcript

  • 1. ”Blended Learning” and Time Anders Norberg Education Strategist, Campus SkellefteåPhD Student, Applied Educational Science, Umeå University Sweden
  • 2. Disposition• Small-talk, my context of the talk• ”Blendedness” of learning• ”Space /Place” perspective on blending• Perspective change; Time and blending – Synchronous / Asynchronous shift – Agile frameworks, applied for pacing• Future transition ”blended” – ”new normal”• Wrap up + questions
  • 3. Education ”distribution” forms 1. Campus education F2F 2. Decentralised education 3. Real time videoconference ed. 4. Web based asynchronous ed. (no times, no places) 1,1 …and mixtures, blends, million hybrids Categorisation built on ”distance” from a central university campus? ..longer distance, more8,3 technology, lowermillion status, unclearer quality Is there a new education logistics around the corner, with a new normality of education access?
  • 4. • Teaching space? Gap?• Learning space?• Teaching time? Gap? Scene from Swedish movie, ”Hets” 1944, by Alf Sjöberg and Ingmar Bergman• Learning time? …and how to blend it?
  • 5. Disposition• Small-talk, my context of the talk• ”Blendedness” of learning• ”Space /Place” perspective on blending• Perspective change; Time and blending – Synchronous / Asynchronous shift – Agile frameworks, applied for pacing• Future transition ”blended” – ”new normal”• Wrap up + questions
  • 6. Common definition of blended learning• “Blended learning systems combine face-to- face instruction with computer-mediated instruction. Blended learning is part of the ongoing convergence of two archetypal learning environments. On the one hand, we have the traditional face-to-face learning environment that has been around for centuries. On the other hand, we have distributed learning environments …”(C. Graham, 2006).
  • 7. Is blended learning like a boy named Sue? A category mistake? Can An evil naming – learning conceptually be or by mistake? blended?But people seem to A name that understand it? nobody loves? Provides good growth Carries something conditions for something promising? ”becoming”? “…the advantages of the term include its poor definition - which allows staff to negotiate their own meaning” …the same has not been the case with ”didactics”
  • 8. Simple working definition of BL:• Ongoing integration of new technology- enhanced teaching/learning with mainstream education practices
  • 9. John DanielCommonwealth ofLearning
  • 10. Disposition• Small-talk, my context of the talk• ”Blendedness” of learning• ”Space /Place” perspective on blending• Perspective change; Time and blending – Synchronous / Asynchronous shift – Agile frameworks, applied for pacing• Future transition ”blended” – ”new normal”• Wrap up + questions
  • 11. Education logistics: 1. Campus education F2F 2. Decentralised education 3. Real time videoconference ed. 4. Web based asynchronous ed. (no times, no places) 1,1 …and mixtures, blends, million hybrids Categorisation built on ”distance” from a central university campus? ..longer distance, more8,3 technology, lower status,million unclearer quality Is there a new education logistics around the corner, with a new normality of education access?
  • 12. Place language?• ”Distance learning”,• ”decentralised education”,• ”education distribution”,• ”remote students”,• ”mobile learning” etc…reflect now old limitations of teaching and learning as half-physical place-bound processes, not limitations of learning itself
  • 13. Peter Tillberg, 1971, ”Blir du lönsam lille vän?”
  • 14. Content-focused? Static? Ad hoc Bolt-onA course and a half
  • 15. Marshall Mcluhan on Media• "New media may at first appear as mere codes of transmission for older achievement and established patterns of thought.”• ”We shape our tools, then they shape us.”• "The new media are not bridges between man and nature; they are nature."
  • 16. F2F /Classroom Online world Delivering the content where? How to blend places?
  • 17. …but we can perhaps get beyond this, on another trackBy Vaikoovery (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons
  • 18. Disposition• Small-talk, my context of the talk• ”Blendedness” of learning• ”Space /Place” perspective on blending• Perspective change; Time and blending – Synchronous / Asynchronous shift – Agile frameworks, applied for pacing• Future transition ”blended” – ”new normal”• Wrap up + questions
  • 19. Luciano Floridi on Digital Dualism• “…we are probably the last generation to experience a clear difference between offline and online.”• “…we are constructing the new environment that will be inhabited by future generations.”• “As a consequence of such re-ontologization of our ordinary environment, we shall be living in an infosphere that will become increasingly synchronized (time), delocalised (space) and correlated (interactions).”• “…it is now actually happening in our kitchen.”• (All quotes from http://aminotes.tumblr.com/post/5980255524/luciano-floridi-on-the-future-development-of-the )
  • 20. The learneris always here and now when he learns Like Descartes: Cogito, ergo sum Sum res cogitans
  • 21. ”Well, this was my introduction lecture to the course. Until next time we meet, read texts X and Y do assignment Z – why not meet with some friends, perhaps in the library and work together. Begin in time to read the course literature – there is much to study before the exam in the end of next month.” (a lot of time perspectives?)
  • 22. ”I know what time is – until somebody asks me” St Augustine Teaching time? Learning time? Einstein - Minkowski Time as a cornerstone of the Time as subjective and relative – industrial age – objective, self- all have their own time, evident, nothing to doubt…? If You dependent on development want something done, schedule it! movement, etc The now is a product of the past The now is all there is – but it and a start of the coming contains a presence of the past and future
  • 23. Is it all about time?• If most students can learn anything given enough time and help…• …then it can be the course concept itself, with its fixed time, that makes some students successful and other fail• …but it was worse earlier in history
  • 24. +Oral transmission from classicsources Book printing = Blended learning, 1.0?
  • 25. Blended learning 1.0, what happened? In a short perspective? Education revolution? Hype? More learning? Teacher role changes? Teachers worried about their jobs? And in the longer perspective? We often Spreading of ideas easier overestimate effects in the shorter Monopoly of Catholic church ceases perspective, and Modern science step by stepunderestimate effects in the longer Mass media, democracy, freedom of perspective? speech Knowledge society
  • 26. Disposition• Small-talk, my context of the talk• ”Blendedness” of learning• ”Space /Place” perspective on blending• Perspective change; Time and blending – Synchronous / Asynchronous shift – Agile frameworks, applied for pacing• Future transition ”blended” – ”new normal”• Wrap up + questions
  • 27. TIME SHIFTING?
  • 28. The shiftbetween synchronous and asynchronous elements in a course is a key to the understanding and planning of blended learning
  • 29. Very trivial?In a course we meet regularly and do work on our own in between meetings
  • 30. Graphic from Norberg, Dziuban, Moskal (2011) A Time Based Blended Learning Model, Emerald, On the Horizon Journal 19:3, by permission
  • 31. Meetings and non-meetings…so what when adding IT? 3) We 5) We connect move easier activites activities here from here 4) We replace some room meetings with other synchronous forms of meetings 2) More possibilities to 1) We support do things and organise asynchronously with IT this work better with IT With (LMS etc) activities here to here
  • 32. Michael Power, Blended Online Learning – http://www.bold-research.org
  • 33. Time shift mechanisms?• The learning magic is in the transition?• Combining synchronous and asynchronous events• - so they reinforce one another• - so students are constantly engaged• - so students are helped to get a sustainable workload over course time
  • 34. Disposition• Small-talk, my context of the talk• ”Blendedness” of learning• ”Space /Place” perspective on blending• Perspective change; Time and blending – Synchronous / Asynchronous shift – Agile frameworks, applied for pacing• Future transition ”blended” – ”new normal”• Wrap up + questions
  • 35. Agile frameworks for pacing Scrum in rugby, image in public domain http://cybernations.wikia.com/wiki/File:Cataduanes-rugby-scrum.jpg Scrum
  • 36. Problem: asynchronous work can be done tomorrow as well• The more asynchronous, the more risk for procrastination• Procrastinating individuals don`t handle flexibility well
  • 37. ”This is very much likeour Scrum time boxes in agile software production processes.”
  • 38. Agile project frameworks: Scrum, XP, Lean, Atern• Just a thought experiment• Courses are not software projects, but similarities in some process characteristics• I want to generate ideas• Agile@ibm developing Learning solutions• Agile methods in computing programming project courses• Tesar, M. & Scieber, S. (2010) Managing Blended Learning Scenarios by Using Agile E-learning Development• See ”The Scrum Guide”
  • 39. Background: Waterfall model Big design up front? Critique: Inefficient use of time Bad transparency Deadline delays Bad code Non-sustainable workloads Unhappy customersPerfectionism and deadlines just don t work well together
  • 40. ScrumAtern XPLean
  • 41. Scrum crash course3 Roles 4 Ceremonies 3 Artifacts1. Product owner 1. Sprint planning 1. Product backlog2. Scrum master 2. Daily scrum meeting 2. Sprint backlog3. Development 3. Sprint Review 3. Burndown chart team 4. Sprint Retrospective From intellijens.com
  • 42. Idea 1: Thinking in ”Time boxes”Shorter periods within a course, with own deadlines, resources, deliverables- for collaborative learning- Linking together synchronous, asynchronous and semisynchronous modalities- Time box, scope, quality – which to compromise?
  • 43. TIME BOX
  • 44. WHY TIME BOXES? WHY NOT CALL IT MODULES?Times boxes are like Russian dolls, and each comes with resources, deadline, deliverables
  • 45. Idea 2: Planning Poker?Source: Marketing image on http://www.agile42.com/en/agile-coaching-company/agile-scrum- tools/planning-poker/
  • 46. Idea 2: Planning Poker?• ”Poker” - show of cards at the same time• Prioritization game with MOSCOW cards(Must have, Should have, Could have, Wont happen this time)• Time / workload estimation with Fibonacci numbers (1,2,3,5,8, 13, 21, 34 etc) , nr 8 is a reference object known to all• Discussion, iteration, etc• Helping student see their work as tasks to do, prioritize and estimate time consumption
  • 47. Idea 3: Transparency of team work • Kanban board? …or just facebook updates of studying activities • Check in and out backlog itemsA simple Kanban board, wikimedia Commons By Jeff.lasovski (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons Image from Trrello.com
  • 48. Idea 4: Daily Standup, (Daily Scrum Meeting)• Short update, 3 questions, standing up, max 15 minutes duration: – What did I do yesterday? – What am I going to do today? – Are there any problems? Sprint/Scrum master is managing an impediment list, impediments should be removed within 24 hours In courses – weekly and online, for all? ”Status reports”
  • 49. Space-time• Spatiotemporality• Spatialization of time• Temporalization of space• Time compression• Space compression
  • 50. Disposition• Small-talk, my context of the talk• ”Blendedness” of learning• ”Space /Place” perspective on blending• Perspective change; Time and blending – Synchronous / Asynchronous shift – Agile frameworks, applied for pacing• Future transition ”blended” – ”new normal”• Q&A
  • 51. ”Blended” as a ”creation myth”• As it once happened, it will always continue?• …a distance learning teacher used his methods in a campus class…• …or a traditional teacher became ambitious (or lazy) and used new tools…• The first happening is a pattern to follow rigourously?• Our forefathers made it right, then it deteriorates…?• …but must we be that conservative?
  • 52. When will we stop talking about ”blended”?• Is the printed book a problem? (once was…)• When technology becomes useful and works, we don´t call it technology any longer (Hinssen)• Re-ontologization (Floridi)• Dialectical pattern? Conflict thesis and antithesis becomes a synthesis?• …containing both but being something new?• New normality of education is forming?
  • 53. Thanks for listening and patience!anders.norberg@edusci.umu.se