team based intervention to promote innovation in learning design and assessment practices by academic course teams.
Dynamic FAQ tool - anonymous web-based program and mobile SMS phone through which students can consult with each other and lecturer; students can search system for answers; schedule: concepts lecture, practical; concept lecture, practical; assessed tutorial F2F meeting summaries are posted online for those who did not attend (attendance optional)
Acquisition model and Participation Model. Acquisition Model = pre-determined learning activities.Participation Model = focused on learning activities where students interact and communicate with each other in a learning community
Pedagogy in Blended Courses
PEDAGOGY IN BLENDED COURSES Patricia McGee, Ph.D. The University of Texas @ San AntonioThis work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0License . To view a copy of this license, visit http://creativecommons.org/licenses/nc-
2. Pedagogy Three Studie s 1. Best 3. ModelsPractices
METHOD: PEDAGOGY What pedagogical patterns exist among blended course designs? Qualitative meta-analysis 66+/- cases: higher education only, any discipline research non-research that reports results Levels: 23 graduate, 39 undergraduate, 3 instructor Authors: Institutions, non-academic units, academic units, individual faculty members
DEFINITIONS: BEST PRACTICESTwo variations: Combined elements of face-to-face and online courses Provides a substantial portion (30-79%) of content online, typically relying on discussions within a planned and pedagogically driven design
DEFINITIONS: PEDAGOGY No definition Standard definition: classroom + online Pedagogical Definition, e.g., Adventure Learning, Carpe Diem Intervention Contextual definition, e.g., virtual worlds
ONLINE FOCUS1. Process Content2. Discussion3. Groups/Collaboration4. Assessments
TECHNOLOGY W/A PURPOSE1. Communicating E.g., Dynamic FAQ tool*2. Disseminating Content E.g., F2F meeting summaries are posted online3. Collaborative/Group/Team work * Ngambi, D., & Brown, I. (2009). Intended and unintended consequences of student use of an online questioning environment. British Journal of Educational Technology, 40(2), 316-328.
FOCUSED E-INTERACTIONS1. Discussion2. Narrated PPT3. Group/team 1. Organize in F2F4. Peer2peer
[ONLINE] STRATEGIES?Active Learning ExamplesInquiry LearningCELL (Contributing, Exchanging, and Linking for Learning)Collaborative LearningAcquisition Model + Participation ModelDebate
TIME Frameworks Strategies Many: no mention of Content review and rehearsal time before F2F E.g., virtual lab, streaming 50/50 or once a week lecture/podcast, reading, A few flexible quizzes) attendance “Release the instructor from lecturing “ Optional Attendance E.g., six optional F2F meetings; 5 units - discussion, assigned article & text readings
HOLDOVERSGuest speakersClassroom content presentations by instructorOnline extension of F2F
MINIMAL ATTENTION TO “BLEND”Template-based pedagogy: 1) Revisit past learning (last week, summary) 2) Integrate current (analysis, interpretation, translation for classmates, creating transparency) 3) Foreshadow (upcoming content; thoughtful reading and summary, aimed at student) Fulkerth, R. (2009). A case study from Golden Gate University using course objetives to facillitate blended learning in shortened courses. JALN, 13 (1), 43- 54.
FLEXIBLE LEARNING? Weekly online lecture, supplemented with an instructor- directed laboratory once a week. Online video lectures (narrated PowerPoint) were accessible by the students via their course website. At the conclusion of each video lecture, students were prompted to submit questions concerning the newly covered content through an electronic posting system. After the completion of the online lectures, students were administered a hybrid online survey. The willing student participants completed the survey. To conclude the course, students were administered the same 50 item comprehensive final examination as the students who participated in traditional instruction Ernst, J. V. (2008). A comparison of traditional and hybrid online instructional presentation in communication technology. Journal of Technology Education, 19(2), 40-49.
SUBTLE DIFFERENCES BEST PRACTICES PEDAGOGYFocus on objectives to Focus on activity todetermine the blend determine the blendIntegration between F2F & Report online, F2Fonline importanceVaried interactivity Pedagogical template vs. routine activityActive learning Active learning
BEST PRACTICE: PEDAGOGYProduct• Focus on practice through isolated or progressive activitiesProcess• Assignments and activities support the development of a well-defined outcome that documents and illustrates the learner’s mastery of course contentProject• Assignments and activities support an ongoing step-by-step set of activities and assignments with benchmarks so students know they have accomplished objectives
IS IT REALLY BLENDED? In the face-to-face class, the professor would first introduce the topic for the week with a short lecture and then pose questions or a short case for students to apply the taught concepts. The weeks topic and concepts were then carried onto the electronic discussion board where the professor poses questions for students to respond to, and for them to work with each other in clarifying each others responses. Hwang, A. A., & Arbaugh, J. B. (2009). Seeking feedback in blended learning: Competitive versus cooperative student attitudes and their links to learning outcome. Journal of Computer Assisted Learning, 25 (3), 280-293.
WORKFORCE BLENDED/HYBRIDMODELTwo or more forms of distinct methods of instruction, such as Classroom + online (traditional blended) Online + mentor or coach (e.g., independent study) Simulations with structured classes (e.g., Second Life™ and FTF) On-the-job training + informal learning (e.g., internships) Managerial coaching + eLearning (e.g., practicum) (Maisie, 2002, p. 59)
REVISED DEFINITION?Blended course designs involve mixed delivery modes - typically face-to-face and technology mediated accomplish learning outcomes that are pedagogically supported through assignments, activities, and assessments as appropriate for a given mode bridge course environments in a meaningful manner
NEXT STEPS Instructor Study Design Study Institutional Study Models Analysis
THANK YOU! Dr. Patricia McGeePatricia.firstname.lastname@example.org This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License . To view a copy of this license, visit http://creativecommons.org/licenses/nc-