What's so special about blended learning?


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  • What is Blended Learning?What is the difference between Blended,Mixed Delivery,Hybrid? Some say when 20 - 80 % of the work is done online we have Blended course. The Online and Traditional classroom lecture models help to define Blended delivery. Traditional face-to-face is considered the classroom lecture format. Students come to class listen to the lecture go home and read the text (study), come back and take the test. Even in the face to face it is hard not to find technology enhanced instruction today.Fully Online is considered to be asynchronous - at the convenience of the learner (and instructor) - all interactions take place online - could be 5 AM, noon, during the work day, before and after supper, 2:00 AM.Blended is a mixture - some of the study takes place at a designated time and place (although the place part is being challenged with technologies such as Adobe Connect).
  • Blended delivery is a matter of balancing time and place,and can be more flexible in terms of time - by reducing seat time and shifting at least some of the interactions to asynchronous online delivery. In this respect, blended learning is more sustainable than traditional face-to-face.
  • The first thing we need to recognize is that adoption of online learningis being driven by flexibility - flexibility in regards to time and place. Online enrollments are displacing traditional face-to-face enrollments - not only for distance learning, but on-campus as well.
  • Why teach in a Blended format?More convenient for both learner and instructor: potentially less travel time is we meet ½, ⅓, ¼ of the time “face to face”. (explain what motivates students to learn online) All about time and place.Students may prefer “some” face to face time - the regularly schedule meetings provide needed structure for students who are not self-sufficient, organized, motivated. This also adds a level of [intimacy] that the fully online asynchronous may lack to many.Provides an opportunity for students to build confidence in their technology skills and help prepare them for success in the fully online class.Other benefits may include making better use of classroom space, faculty ability to teach multiple sections in the same space and time, conserves campus parking, reduces travel time and costs.
  • Web-conferencing is an example of a technology that provides more flexibility in regards to place, although the synchronous nature of web-conferencing requires scheduling of a specific class time, it is more sustainable than having to meet at a designated location.
  • To what degree do onlinetechnologies support opportunities for learning interactions - student to student, student to instructor, and student to content. Being able to view and to carry around the content is one thing, but does the technology allow you to research, edit, publish, and share with others?
  • How is Blended Design unique?Making the best use of our time together and allowing students to take more responsibility for their own learning. Students interactions with the content can be more engaging when they take responsibility for researching the material - they are provided the question rather than the answer. Students can learn collaboratively - sharing what they find and discussing, evaluating, synthesizing the findings (using critical thinking skills) as they interact with one another. Faculty make themselves more accessible by providing online forums outside of class to answer questions or provide direction.Classroom time can be reduced to lab activities, exams/quizzes, asking questions about materials and clarifying assignments, student presentations, hands on practice with technologies.Technologies: threaded discussion, blogs, journals, wikis (collaborative writing), journals, mobile learning (see Twitter recording), assessments tool, assignment tool, research projects, peer review, media projects (video/audio/graphics), presentations, virtual worlds (simulations, role playing), etc.
  • The Internet allows us not only the ability to research virtually any discipline, but also to adopt Web-bases solutionsallowing us to interact with, modify, and share content: Google Docs, Skype, Twitter Flickr, Youtube, WordPress, Slideshare, and others.
  • • Who is doing blended well (case studies)?University of Wisconsin – Milwaukee, Hybrid Courses, http://www4.uwm.edu/ltc/hybrid/Simmons Collegehttp://at.simmons.edu/blendedlearning/learnhow/simmons_case_studies.phpBlended Learning Initiative at University of Illinois at Chicago, http://exedweb.cc.uic.edu/blended/blendedlearninginitiative.html
  • What's so special about blended learning?

    1. 1. What’s so special about Blended Learning?<br />
    2. 2. Balancing Time and Place<br />
    3. 3. Flexibility is Key<br />
    4. 4. Anytime/anywhere work<br />Ease of schedule <br />Improved control <br />Freedom from large classes<br />Flexibility <br />Convenience<br />Student Involvement in Online Learning, Dziuban, et al<br />What motivates studentstoenroll in online courses?<br />
    5. 5. Place can be more flexible<br />
    6. 6. Mobile Learning adds convenience<br />
    7. 7. 1) take it easy<br />2) focus on design, not technology<br />3) use resources already available (open content, etc.)<br />4) don’t go it alone<br />5) manage your students’ expectations<br />6) anticipate problems<br />University of Wisconsin - Milwaukee<br />Tips on Hybrid Courses<br />
    8. 8. Interactions outside the classroom<br /><ul><li>threaded discussion, blogs, journals,
    9. 9. wikis (collaborative writing),
    10. 10. mobile learning (see Twitter recording),
    11. 11. assessments tool,
    12. 12. assignment tool,
    13. 13. research projects,
    14. 14. peer review,
    15. 15. media projects (video/audio/graphics),
    16. 16. presentations,
    17. 17. virtual worlds (simulations, role playing)</li></li></ul><li>Web-based technologies<br />
    18. 18. Who is doing Blended Well?<br />
    19. 19. Babson Survey Research Group, Class Differences: Online Education in the United States, 2010, The Sloan Consortium<br />Dabbagh, Nada, The Online Learner: Characteristics and Pedagogical Implications, Contemporary Issues in Technology and Teacher Education, 7 (3), 217-226<br />Howard, Samuel B, The Benefits of Face-to-Face Interaction in the Online Freshman Composition Course, MERLOT Journal of Online Learning and Teaching Vol. 5, No. 4 December 2009 <br />Mendernach B., et al, Learner Attribute Research Juxtaposed with Online Instructor Experience: Predicors of Success in the Accelerated, Online Classroom, Journal of Educators Online, Vol 3, No. 2 July 2006<br />Dziuban, Charles, et. al. Student Involvement in Online Learning, Alfred P Sloan Foundation, October 2007<br />University of Wisconsin – Milwaukee, Hybrid Courses, http://www4.uwm.edu/ltc/hybrid/<br />Blended Learning at Simmons College http://at.simmons.edu/blendedlearning/<br />Blended Learning Initiative at University of Illinois at Chicago, http://exedweb.cc.uic.edu/blended/blendedlearninginitiative.html<br />References & Resources:<br />
    20. 20. Ekapadakapotasana variation by Kelly Loves Whales<br />Scale by fortinbras<br />Skype Brothers by Andrew Scott<br />MacbookAir and SandiskCruzer by NoWin<br />University of Chicago, Eckhart Hall By jsutcℓiffe<br />Cloud_Queen by lennysan<br />Layers by Incase.<br />What’s the Story ebook on iPad… by shiftstigma<br />Augmented reality game… by nilsmengedoht<br />All images Licensed under Creative Commons BY-NC-SA<br />