Blended learning

Blended (Hybrid) LearningTanya JoostenInterim Director, Learning Technology CenterLecturer, Department of CommunicationUniversity of Wisconsin - Milwaukee tjoosten@uwm.edu | @tjoosten | professorjoosten.blogspot.com LTC.uwm.edu | hybrid.uwm.edu

This presentation is available at:SLIDESHARE.COM/TJOOSTEN

What is blended (hybrid)?At the 2005 Sloan-C Workshop on Blended Learning, the followingwas adopted by the participants and will serve as the accepteddefinition of blended learning for this paper:1. Courses that integrate online with traditional face-to- face classactivities in a planned,pedagogically valuable manner; and2. Where a portion (institutionally defined) of face-to-face time isreplaced by online activity [2]. (Picciano, 2006, p. 97).http://professorjoosten.blogspot.com/2009/12/defining-blended-learning.html

Sloan-C Blended Learning Report Allen, Seamen, and Garrett (2007) define blended courses and programs as having between 30 percent and 79 percent of the course content delivered online.

An institutional definition of hybrid courses Hybrid 1 Hybrid 2 Hybrid 3 21 - 50% 51 - 80% 81 - 99% Online with Online with Online with commensurate commensurate commensurate reduction reduction reduction in seat time in seat time in seat timeWeb-enhanced Hybrid Online 0 - 20% 21 - 99% 100%

UWM definitionBlended/hybrid courses are courses where 20%or more of the traditional face-to-face classroomtime is replaced by online assignments andactivities. Students spend less time in theclassroom and more time working andinteracting online, providing greater flexibilityregarding when and where coursework can becompleted.

Redefining blended F2F  Online Low tech  High tech Integration of online and f2f Active  Passive learning

Breakout: Think – pair – shareReview the 10 questionsConsider which question you find most important, intriguing,problematic, or surprising?Pair with a partner, share which question you identified andyour response in considering the question in your owncourse design.Share with rest of us one highlight from your discussion

Course Redesign Course Content • Ten questions • Decision rubric for • Online vs. F2F - Integration content choices • Designing learning modules • Learning objects Course Evaluation Online Learning Community• Progressive/summative Transitioning to• Before, during, and after • Synchronous/asynchronous blended • Establishing voice• Self evaluation• Peer evaluation teaching • Discussion forums• Student evaluation • Small groups Course Management Assessment Plan Helping Your • Staying organized Students • Rubrics • Managing workload • CATs • Avoiding course and a half • Managing expectations • Templates • Time management • Traditional formats • Technology support

Five issues in “perfecting” the blend “Course and a half” syndrome Re-examining course goals and objectives Building presence, enhancing connectivity, and building community Community building Managing your time and staying organized

Blended Learning Research Sloan sponsored 13 chapters, many data- based Designing and delivering hybrid courses, student interaction and student satisfaction, strategies for training and preparing faculty and other related topics.

Breakout: Group brainstormingEach group will be assigned one challenge area to explorefurther.Review the findings of our research and the correspondingquestion(s).Brainstorm potential strategies to overcome this potentialchallenge.Share your discussion with the larger group.

Question 1: “Course and a half” syndromeNow that you delivered your first blendedcourse and have experienced course and ahalf, what strategies can one use to streamlinethe course and help manage instructorworkload to avoid course and a half?

Next Steps: “Course and a half” syndrome Focus on learning objectives and outcomes Take advantage of LMS reporting features Seek help or feedback from colleagues Cut approximately 20% of your course Join or create a community of instructors Keep teaching logs for reflective practice Use progressive and summative evaluation

Question 2: Re-examining course goals andobjectivesHow can one identify and build upon the successfulelements of learning objectives in the blended model?Specifically, was the learning environment (face-to-faceor online) appropriate for the assigned activity andachievement of each learning objective?Did it provide the evidence or documentation that thelearning objective was met?

Next Steps: Re-examining Goals & Objectives What should students be able to do Discipline-specific language, more active verbs: ● compile, create, plan, articulate, revise, apply, design, analyze, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, judge, distinguish, compare/contrast, critique… F2F, online & integrated learning modules/exercises Assessing online AND *f2f* work Usually NOT „think critically‟, „know‟, „understand‟… A good test: If it could apply to any learning module/exercise, it might be an essential learning outcome (i.e., revise the objective!)

Question 3: Building presence, enhancingconnectivity, and building communitySometimes we can lose the connection and our abilityas instructors to build presence in the mediatedenvironment. Instructors need to develop skills andstrategies to meet these needs in the blended format.What are some ways one can successfully enhancesocial presence and connectedness with students?

Next Steps: Presence, Connectivity, & Community Social presence ● Rich media ● Interactivity ● Informal Voice Connectivity ● Peer connections and learning ● Social media ● Informal, social discussions spaces

Question 4: Community BuildingMany times when we introduce a mediatedenvironment, we find out course design needed moreopportunity for collaborative learning for students toengage students and assist them in building peernetworks.Where can your course lends itself in assisting studentsin building community with other students? theinstructor? and, the public?

Next Steps: Community Building Unlike a F2F course, instructor must encourage and manage community building Collaborative learning opportunities increases online community Active learning strategies increases online community Bridge course work with extra-curricular Build-in synchronous opportunities for peer interaction and group work

Question 5: Managing your time and stayingorganizedMany students enroll in blended courses because of the flexibilityassociated with time shifting. At the same time, they may overbook theirschedules or not allocate time for studying. What strategies did students employ to balance their schedules and manage their in- and out-of-class time effectively? What effective instructional strategies can one employ to help students stay on track? Are there any additional strategies one could implement the next time the course is delivered to help students stay organized, assessed student readiness, and manage student expectations?

Next Steps: Managing your time and stayingorganized Course Scheduling: Manage time carefully Explain and inform Keep good records Manage student expectations Avoid course and a half

Tanya Joosten, University of Wisconsin - Milwaukeetjoosten@uwm.edu | @tjoosten | tanyajoosten.comResources: hybrid.uwm.edu https://pantherfile.uwm.edu/groups/sa/ltc/www/blendedpresentations/ professorjoosten.blogspot.com blend12nextquestions.wikispaces.com search.twitter.com, enter #blend12 sloanconsortium.org

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Blended learning

by Tanya Joosten on Jun 19, 2012

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