Designing Blended Learning Experiences

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These slides were used in my presentation at JALTCALL 2014 on June 7, 2014 in Nagoya, Japan. I start by asking participants to question their own assumptions about learning (i.e. their ontological and epistemological beliefs), go on to present four frameworks for thinking about curriculum/course design, and then proceed to some examples. The presentation highlights the work of L. Dee Fink (2002) on Significant Learning Experiences.

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Designing Blended Learning Experiences

  1. 1. Designing Blended Learning Experiences Brent A. Jones
  2. 2. Worldview (Ontology) Theory of Knowledge (Epistemology) Positivist Reality is out there to be studied, captured and understood How the world is really ordered; Knower is distinct from known Postpositivist Reality exists but is never fully apprehended, only approximated Approximations of reality; Researcher is data collection instrument Constructivist Multiple realities are constructed Knowledge as a human construction; Researcher and participant co- construct understandings Critical/Feminist The apprehended world makes a material difference in terms of race, gender and class Knowledge as subjective and political; Researchers’ values frame inquiry Poststructuralist Order is created within individual minds to ascribe meaning to a meaningless universe There is no “Truth” to be known; Researchers examine the world through textual representations of it Worldview & Theory of Knowledge (adopted from Hatch, 2002)
  3. 3. Nuremburg Funnel I hope we agree that this approach to education does NOT work.
  4. 4. Pragmatic Paradigm Frameworks Blended Learning Examples
  5. 5. Frameworks (for conceptualizing and undertaking curriculum/course design) Change Management 21st Century Skills Significant Learning Experiences Experience Economy
  6. 6. Change Management John Kotter
  7. 7. 8 Step Process of Successful Change - Create a Sense of Urgency - Pull Together the Guiding Team - Develop the Change Vision and Strategy - Communicate for Understanding and Buy In - Empower Others to Act - Produce Short-Term Wins - Don’t Let Up - Create a New Culture Kotter, 2002
  8. 8. Haidt, 2006 Heath & Heath, 2010
  9. 9. --DIRECT THE RIDER Follow the Bright Spots. Script the Critical Moves. Point to the Destination. ---------------------MOTIVATE THE ELEPHANT Find the Feeling. Shrink the Change. Grow Your People. -------------------------------------SHAPE THE PATH Tweak the Environment. Build Habits. Rally the Herd. Heath & Heath, 2010
  10. 10. 21st Century Skills (Partnership for 21st Century Skills, n.d.)
  11. 11. Significant Learning Experiences (Fink, 2003)
  12. 12. Backward Design What’s important now and years after the course? What should students do in the course to succeed? Forward Assessment Imagine students in a situation where they would use the knowledge and/or skills. Focus the learning on realistic meaningful tasks. Significant Learning Experiences (Fink, 2003)
  13. 13. 1. Identify important situational factors. 2. Identify important learning goals. 3. Formulate appropriate feedback and assessment procedures. 4. Select effective teaching and learning activities. 5. Make sure the primary components are integrated. Initial Phase: BUILD STRONG PRIMARY COMPONENTS
  14. 14. 6. Create a thematic structure for the course. 7. Select or create a teaching strategy. 8. Integrate the course structure and the instructional strategy to create an overall scheme of learning activities. Intermediate Phase: ASSEMBLE THE COMPONENTS INTO A COHERENT WHOLE
  15. 15. 9. Develop the grading system. 10. Debug the possible problems. 11. Write the course syllabus. 12. Plan an evaluation of the course and of your teaching. Final Phase: FINISH IMPORTANT REMAINING TASKS
  16. 16. Significant Learning Experiences (Fink, 2003) Castle-Top Model Possible to Flip
  17. 17. The Experience Economy (Pine & Gilmore, 1999) Progression of Value
  18. 18. Realms of Experience The Experience Economy (Pine & Gilmore, 1999)
  19. 19. Curtis Bonk
  20. 20. Face-to-Face Learning Online Learning Blended Learning
  21. 21. Jonathan Bergmann Aaron Sams
  22. 22. Examples Convergent/Divergent Tasks Peer Teaching Project Management Web Searches Self Study Your Ideas
  23. 23. Convergent/Divergent Tasks
  24. 24. Convergent/Divergent Tasks ClipRead
  25. 25. Convergent/Divergent Tasks
  26. 26. Peer Teaching Educreations
  27. 27. Peer Teaching Explain Everything
  28. 28. Project Management
  29. 29. Project Management
  30. 30. Web Searches
  31. 31. Self Study Quizlet
  32. 32. Self Study
  33. 33. Your Ideas #1 #2 #3
  34. 34. First Principles of Instruction Merrill (2006) The demonstration principle: Learning is promoted when learners observe a demonstration The application principle: Learning is promoted when learners apply the new knowledge The activation principle: Learning is promoted when learners activate prior knowledge or experience The integration principle: Learning is promoted when learners integrate their new knowledge into their everyday world The task-centered principle: Learning is promoted when learners engage in a task-centered instructional strategy
  35. 35. Examples Global Challenges Study Skills & Extensive Reading Japan Studies Appreciative Inquiry Project
  36. 36. Not an "easy out" DIY Students (Teaching students to make best use of our educational offering) Changes Teacher's Role Role model, cheerleader, resource, workshop facilitator OTHER CONSIDERATIONS
  37. 37. www.brentjones.com
  38. 38. Extra Slides
  39. 39. Kemp Model
  40. 40. Abstract: This workshop will walk participants through the course design and development process, with an emphasis on blended- learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills.
  41. 41. Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment (imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own curriculum, course and lesson planning endeavours

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