PLU: Baby Steps to Blended Learning


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Presented as part of our "Blended Learning" month at PLU, this presentation covers the basics of blended learning and why it is an effective means of instruction.

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PLU: Baby Steps to Blended Learning

  1. 1. “BABY STEPS TO BLENDED LEARNING” Presented by Dana Bodewes and Steve Sosa
  3. 3. Definitions & Terms
  4. 4. Definitions & Terms • No universal definition • Attributes of blended learning: • Generally, blended combines f-2-f with online learning • Shift to more “student-centered” learning
  5. 5. Definitions & Terms
  7. 7. Research & Benefits Growing body of research supports blended instruction • Department of Education • ECAR – Center for Analysis and Research • MISO – Measuring Information Service Outcomes
  8. 8. Research & Benefits “Blended is more effective than fully face-to-face or fully online instruction.” U.S. Department of Education Evaluation of Evidence-Based Practices in Online Learning, 2010
  9. 9. Research & Benefits “Students prefer and learn most in blended learning environments” ECAR 2013 Study of Undergraduate Students and Information Technology
  10. 10. ECAR Study of Undergraduate Students and Information Technology, 2013 Research & Benefits Why do students prefer blended learning?
  11. 11. Research & Benefits 76% Extends learning beyond the classroom 72% Gives them control of their own learning 66% Better prepares them to enter workforce 48% Makes learning creative 47% Makes learning fun ECAR Study of Undergraduate Students and Information Technology, 2013 Student believe technology:
  12. 12. Research & Benefits Are we taking advantage of student access to, preference for, and interest in technology? Can we connect something they enjoy to learning? +
  13. 13. Research & Benefits Why is this important? What does it mean for PLU? • Research shows its more effective • Students prefer it • Part of our core elements “…will do what I see will be needful, advantageous, and wholesome for my neighbor.” “…profound commitment to the common good.” How do we take the first steps towards blended learning?
  14. 14. BEFORE THE FIRST STEP: Examine Course Goals DB
  15. 15. Examine Course Goals • Course goals focus course design • Start with the end in mind and work backwards • Technology supports pedagogy, not reverse
  16. 16. Examine Course Goals Technologies Assessments Activities Instruction Course Goals
  17. 17. Examine Course Goals • What goals do students struggle with the most? • What elements of the course could be changed to improve learning?
  18. 18. BABY STEP ONE: Engage Beyond the Classroom SS
  19. 19. Engage Beyond the Classroom “PLU professors are committed to a teaching and learning environment that introduces students…to search for truth.” (Core Elements in Lutheran Higher Education)
  20. 20. Engage Beyond the Classroom Classroom • Confined space • Limited access/availability • Single location • Engaging students in the classroom
  21. 21. Engage Beyond the Classroom Environment • Limitless space • Constant access, availability • Multiple locations • Engaging the world around us
  22. 22. So, how do we begin to engage students beyond the classroom?
  23. 23. Engage Beyond the Classroom Enable access • Utilize the learning management system (LMS) • Not just to upload our syllabus, but for actual engagement
  24. 24. Engage Beyond the Classroom Continue the conversation • Whatever we begin in-class can continue online • Discussion boards topics • Give all students a voice and chance to be heard
  25. 25. Engage Beyond the Classroom Gauge student understanding • Create online polls • Understand their understanding or struggles with material • Starting point for tomorrow’s course
  26. 26. BABY STEP TWO: Repurpose Class Time for Peer Learning DB
  27. 27. Repurpose Class Time for Peer Learning • Reduce time spent on lecture • Engage students more in the learning process • Peer learning is most powerful type • Technology enhances group work
  28. 28. Repurpose Class Time for Peer Learning Provide a platform for collaboration • Google Sites, included in Google Apps • Allows students to share work with the class and world • Encourages personalization, engagement, and creativity
  29. 29. Repurpose Class Time for Peer Learning • Create video projects • Lets students creatively demonstrate learning • Encourages thorough planning and preparation • Allows for editing and sharing better than live presentations
  30. 30. BABY STEP THREE: Personalize Student Learning and Incorporate Choice SS
  31. 31. Personalize Learning and Incorporate Choice
  32. 32. Personalize Learning and Incorporate Choice Variety of online resources • Gives students control over what interests them most • Student choose preferred medium or content • Access enables further learning • Supports students at multiple levels TEXTBOOK ARTICLE VIDEO SIMULATION APP
  33. 33. Personalize Learning and Incorporate Choice • Desire to personalize • What personalization accomplishes
  34. 34. Personalize Learning and Incorporate Choice Incorporate choice in content creation • Assignment objectives are always met • Submissions might include essays, interviews, blog posts, videos • Match learning preferences with content generation • Increases student motivation and effort • Utilizes individual talents to increase success
  35. 35. BABY STEP FOUR: Make Homework More Interactive and Engaging DB
  36. 36. Make Homework Interactive and Engaging • Practice is necessary to learn new skills • But, can be difficult to sustain attention and focus • What makes work more interesting? • Competition • Interactivity • Peers • Immediate feedback
  37. 37. Make Homework Interactive and Engaging Publish student blogs • Encourages student accountability and ownership of work • Engages peers with social media elements • Encourages creativity and professionalism
  38. 38. Make Homework Interactive and Engaging Explore online simulations/games • Allows practice and failure in “safe” environments • Motivates students • Provides immediate feedback
  39. 39. ACTIVITY Blending a Personal Connection SS
  40. 40. Personal Connection Importance of the human connection • “Nobody cares how much you know, until they know how much you care.” Theodore Roosevelt • Before you win their minds, you must win their hearts • Establishing trust, allowing them to relate to you
  41. 41. Personal Connection First day of class, instructor introduction • Establish rapport • Syllabus review • Expectations What could that mean in a blended course? What if you shared this same information before they arrived?
  42. 42. Personal Connection Activity: Create an Blended Introduction • Goal is to connect with students • What topics would your introduction contain? • Background • Interests (pets, travel, entertainment) • Hobbies (sword fighting, body building, jewelry making)
  43. 43. Your Personal Introduction Activity: Create an Blended Introduction • Blended options might include: • Personal blog • Digital artwork/collage • Video • Other What medium would you use for an online introduction? What topics would you cover within that medium?
  44. 44. Your Personal Introduction Activity: Create an Blended Introduction • What medium did you choose and why? • What topics did you include in your introduction?
  45. 45. NEXT STEPS DB
  46. 46. Next Steps • Keep Going: • Using Instructional Video to Meet Student Needs, Feb 20 • Instructional Technologies Faculty Lunch, Feb 28 • Stayed tuned for more opportunities • Get Assistance: • Instructional Technologies
  47. 47. THANK YOU See You at the Next Workshop!