Time-based Blended Learning (TBL) … or a time perspective on the blending of teaching Anders Norberg From Wikimedia Common...
1,1 million 8,2 million Umeå University, the biggest and most enrolled university  (34 000 students) of sparsely populated...
Umeå university learning centers
Background <ul><li>Concentrated studies – one fulltime or two half-time courses at a time for the student </li></ul><ul><l...
<ul><li>Teaching space? </li></ul><ul><li>Learning space? </li></ul><ul><li>Teaching time? </li></ul><ul><li>Learning time...
BLENDED LEARNING AS A NEW LEVEL OF SPACE-TIME CONTINUUM?
” blended learning”
E-learning Distance learning Blended learning Synchronous learning Why do teachers mix up teaching with learning?  … nobod...
Is ”blended” a teacher thing?
” The Alchemist”: Woodcut by Peter Bruegel the Elder, 1553  Do ambitious teachers have  a blending dream ?  What is the in...
To imagine ”Blended Learning” as a student thing? <ul><li>Traditional teaching can be combined with social learning with u...
A blend of what? <ul><li>Classroom and LMS? </li></ul><ul><li>Residential and Distance Ed? </li></ul><ul><li>F2F and media...
What kind of blend? <ul><li>Mix?  </li></ul><ul><li>Combination?  </li></ul><ul><li>Harmonization? </li></ul><ul><li>Emuls...
+ = Oral transmission from classic sources Book printing Blended learning, 1.0?
Blended learning 1.0, what happened? Learning with technology hype? Education revolution? Students learn more? Teachers re...
 
space
 
Peter Tillberg, 1971, ”Blir du lönsam lille vän?” (”Will you become profitable, little friend?”)
If space is the perspective on blended learning… <ul><li>Digital materials and computing activities in classroom? </li></u...
<ul><li>I,  </li></ul><ul><li>the learner,  </li></ul><ul><li>am always here and now.  </li></ul>
time
<ul><li>” Well, this was my introduction lecture to the course. Until next time we meet, read texts X and Y do assignment ...
Time as a cornerstone of the industrial age – objective, self-evident, nothing to doubt…? If You want something done, sche...
Time is very basic for learning <ul><li>Time is always necessary for learning – but no specific place is necessary </li></...
The shift  between synchronous and asynchronous elements  in a course  is a key  to the understanding  and planning  of  b...
Graphic borrowed from Michael Power, Laval University
But aren´t a lot of the course activities here? … like studying…? Reading, thinking, doing assignments, etc?
 
 
Activities we do in a room? F2F? +Activities we do in e-meeting, video conf, chat sessions - OR… Introduction? Overview? F...
Social learning cross-border dimension?
This is very trivial, isn´t it? In a course we meet regularly, and we study by ourselves in between meetings.
Meetings and non-meetings…so what when adding IT? 1) We support and organize this work better with IT (LMS etc) 2) More po...
Meetings and non-meetings…so what when adding IT? 3) We move activities from here to here … and from here to here One-way ...
Meetings and non-meetings…so what when adding IT? 4) We replace some room meetings with other synchronous forms of meeting...
Meetings and non-meetings…so what when adding IT? 5) We connect easier activites here With activities here With deadline n...
Meetings and non-meetings…so what when adding IT? … and then everything is as before, only with a myriad of  additional po...
Synchronous + Co-location Possible Synchronous (Not Co-located) Communication Possible Asynchronous Work/ Communication  P...
Time-based blended learning enables ”combined study groups” in a course
The ” COMBINED STUDY GROUP ” <ul><li>Main group at a campus,  </li></ul><ul><li>Satellite group at a learning centre, </li...
” Combined study groups” <ul><li>Very hard from a space-based perspective </li></ul><ul><li>( How am I going to master all...
” Students here, near and far” (borrowed from UCF) for UmU <ul><li>HERE : within reasonable daily commuting distance to so...
New Categorization:  Two Education Distribution Forms <ul><li>Asynchronous web-based education : no times, no places – dem...
What are the synchronous and the asynchronous good and bad for in education? Perhaps there is a ”best of two worlds” scena...
Only example, make Your own
Thanks for listening! anders.norberg@adm,umu.se [email_address]
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Time Based Blended Learning

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From my presentation at the Sloan-C ALN conference in Orlando, november 2010.

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  • Varför finns UmU i regionen? Regional kontakt för näringslivet Utbildningar som svarar mot arbetsmarknadens behov Uppdragsutbildningar Regionala tillväxtprogrammet Bredda rekryteringen Decentraliserad utbildning
  • Time Based Blended Learning

    1. 1. Time-based Blended Learning (TBL) … or a time perspective on the blending of teaching Anders Norberg From Wikimedia Commons Einstein-Minkowski´s Space-Time
    2. 2. 1,1 million 8,2 million Umeå University, the biggest and most enrolled university (34 000 students) of sparsely populated North of Sweden Umeå University is nr 5 in age & size in Sweden (after Uppsala, Lund, Stockholm, Gothenburg universities) Flexible, decentralized and as distance education increases, campus attendance decreases.… Demographic youth dip expected 2012-2018
    3. 3. Umeå university learning centers
    4. 4. Background <ul><li>Concentrated studies – one fulltime or two half-time courses at a time for the student </li></ul><ul><li>No tuition fees </li></ul><ul><li>UmU now has 4 education distribution forms: </li></ul><ul><ul><li>F2F courses on main campus </li></ul></ul><ul><ul><li>Decentralized F2F courses (travelling teacher + LMS) </li></ul></ul><ul><ul><li>Video conference course to learning centres </li></ul></ul><ul><ul><li>Asynchronous courses (no meetings, no times but deadlines) </li></ul></ul>
    5. 5. <ul><li>Teaching space? </li></ul><ul><li>Learning space? </li></ul><ul><li>Teaching time? </li></ul><ul><li>Learning time? </li></ul><ul><li>… and how to blend it? </li></ul>Scene from Swedish movie, ”Hets” 1944, by Alf Sjöberg and Ingmar Bergman
    6. 6. BLENDED LEARNING AS A NEW LEVEL OF SPACE-TIME CONTINUUM?
    7. 7. ” blended learning”
    8. 8. E-learning Distance learning Blended learning Synchronous learning Why do teachers mix up teaching with learning? … nobody else does
    9. 9. Is ”blended” a teacher thing?
    10. 10. ” The Alchemist”: Woodcut by Peter Bruegel the Elder, 1553 Do ambitious teachers have a blending dream ? What is the ingredient we miss for successful gold making? (or effective, interesting teaching)?
    11. 11. To imagine ”Blended Learning” as a student thing? <ul><li>Traditional teaching can be combined with social learning with up-to-date tools </li></ul><ul><li>” Back-stage communication” has always been there – but now has modern forms </li></ul><ul><li>The student as a blender </li></ul>
    12. 12. A blend of what? <ul><li>Classroom and LMS? </li></ul><ul><li>Residential and Distance Ed? </li></ul><ul><li>F2F and mediated communication? </li></ul><ul><li>Classroom pedagogy and Net pedagogy? </li></ul><ul><li>Printed and digital course content? </li></ul><ul><li>Lectures F2F and later online </li></ul>
    13. 13. What kind of blend? <ul><li>Mix? </li></ul><ul><li>Combination? </li></ul><ul><li>Harmonization? </li></ul><ul><li>Emulsion? </li></ul><ul><li>Solution? </li></ul><ul><li>Synthesis? </li></ul><ul><li>More components for the </li></ul><ul><li>student to blend from? </li></ul><ul><li>A time-based dual-environment shifting pattern </li></ul>
    14. 14. + = Oral transmission from classic sources Book printing Blended learning, 1.0?
    15. 15. Blended learning 1.0, what happened? Learning with technology hype? Education revolution? Students learn more? Teachers redefine their job? Teachers fear for their jobs? And in a longer perspective…? Spreading of ideas gets easier The Catholic Church gets competition Advancement of Science Mass media Democracy Knowledge society We seem to overestimate effect of new technology in the short perspective, but underestimate the effect in the long perspective? ” First we shape our tools, then our tools shape us.” (Marshall McLuhan)
    16. 17. space
    17. 19. Peter Tillberg, 1971, ”Blir du lönsam lille vän?” (”Will you become profitable, little friend?”)
    18. 20. If space is the perspective on blended learning… <ul><li>Digital materials and computing activities in classroom? </li></ul><ul><li>Transmission of classroom events? </li></ul><ul><li>Recording of classroom events? </li></ul><ul><li>The online classroom? </li></ul><ul><li>Classroom 2.0? </li></ul><ul><li>LMS as an asynchronous classroom replication? </li></ul><ul><li>… we talk a lot about spaces and space problems in education – but is space as important as time? </li></ul>
    19. 21. <ul><li>I, </li></ul><ul><li>the learner, </li></ul><ul><li>am always here and now. </li></ul>
    20. 22. time
    21. 23. <ul><li>” Well, this was my introduction lecture to the course. Until next time we meet, read texts X and Y do assignment Z – why not meet with some friends, perhaps in the library and work together. Begin in time to read the course literature – there is much to study before the exam at the end of next month.” (a lot of time perspectives?) </li></ul>
    22. 24. Time as a cornerstone of the industrial age – objective, self-evident, nothing to doubt…? If You want something done, schedule it! The now is a product of the past and a start of the future Time as subjective and relative – all have their own time, dependent on movement, etc The now is all there is – but it contains a presence of the past and future What then is time ? If no one asks me, I know what it is. If I wish to explain it to him who asks, I do not know. St Augustine Teaching time? Learning time?
    23. 25. Time is very basic for learning <ul><li>Time is always necessary for learning – but no specific place is necessary </li></ul><ul><li>” Instructional time” </li></ul><ul><li>Different individual learning times </li></ul><ul><li>Course period and grading </li></ul><ul><li>Without time, no change </li></ul>
    24. 26. The shift between synchronous and asynchronous elements in a course is a key to the understanding and planning of blended learning
    25. 27. Graphic borrowed from Michael Power, Laval University
    26. 28. But aren´t a lot of the course activities here? … like studying…? Reading, thinking, doing assignments, etc?
    27. 31. Activities we do in a room? F2F? +Activities we do in e-meeting, video conf, chat sessions - OR… Introduction? Overview? Focusing time? Pacing, checking? Adding views? Checking progress? Deadlining? Discussion? Application? WHY? - Telling what´s in the books and what´s on the test???? Lecture, demo, lab, seminar etc Activities that can be done whenever and whereever Risk: procrastination, loneliness Book reading, thinking, doing assignments, worrying, etc WHY? Technology access Effectiveness Soul making Responsibility for own learning
    28. 32. Social learning cross-border dimension?
    29. 33. This is very trivial, isn´t it? In a course we meet regularly, and we study by ourselves in between meetings.
    30. 34. Meetings and non-meetings…so what when adding IT? 1) We support and organize this work better with IT (LMS etc) 2) More possibilities to do things asynchronously with IT
    31. 35. Meetings and non-meetings…so what when adding IT? 3) We move activities from here to here … and from here to here One-way lectures, demos, discussions, peer-to-peer work, etc?
    32. 36. Meetings and non-meetings…so what when adding IT? 4) We replace some room meetings with other synchronous forms of meetings … as video conferences, Second life meetings, webinars, chats, Skype meetings, etc
    33. 37. Meetings and non-meetings…so what when adding IT? 5) We connect easier activites here With activities here With deadline next time here Digested and discussed here … reported here
    34. 38. Meetings and non-meetings…so what when adding IT? … and then everything is as before, only with a myriad of additional possibilites for qualities, effectiveness, access
    35. 39. Synchronous + Co-location Possible Synchronous (Not Co-located) Communication Possible Asynchronous Work/ Communication Possible On/Off Line Any of the two possible Any of the two possible Any of the two possible All 3 forms possible Videoconference, chat, e-meeting, telepresence- meeting in time only Activities that need a special space AND time: meeting in a room Mutually Dependent? Mutually Dependent? Ordinary student study work, individually or in self-organized groups Virtual Learning Environments or similar Course Elements and Communication Environments
    36. 40. Time-based blended learning enables ”combined study groups” in a course
    37. 41. The ” COMBINED STUDY GROUP ” <ul><li>Main group at a campus, </li></ul><ul><li>Satellite group at a learning centre, </li></ul><ul><li>Individuals at workplaces </li></ul><ul><li>– in the same course group </li></ul><ul><li>We have a lot of these study group setups already at Umeå university…to our own surprise! </li></ul>
    38. 42. ” Combined study groups” <ul><li>Very hard from a space-based perspective </li></ul><ul><li>( How am I going to master all these students out there that are not present here in the classroom? Broadcast? Record? Double up with an LMS for discussions?) </li></ul><ul><li>Easier from a time or process perspective </li></ul><ul><li>(How do I lead and plan a learning process under these circumstances with a mix of synchronous and asynchronous elements?) </li></ul><ul><li>We perhaps have to drop the classroom as a paradigm for teaching and concentrate on time, resources and processes? </li></ul>
    39. 43. ” Students here, near and far” (borrowed from UCF) for UmU <ul><li>HERE : within reasonable daily commuting distance to some of UmU:s campuses, and with whole day at disposal </li></ul><ul><li>NEAR : North Sweden outside commuting distance to campus and/or working students with some daytime accessible </li></ul><ul><li>FAR : Nationally, globally and/or students who are occupied all day </li></ul>
    40. 44. New Categorization: Two Education Distribution Forms <ul><li>Asynchronous web-based education : no times, no places – demanding but flexible. Global offering of university specialities and for studies at work. Students FAR </li></ul><ul><li>” Blended learning”, X – everything else , scalable and adaptable after actual needs. Shifting of synchronous (same time) och asynchronous (not at the same time) course components. Highly adaptable. Students HERE and NEAR </li></ul><ul><li>= Courses where a teacher leads, adjusts, helps and inspires step by step and helps students to distribute study work over time, a more social kind of learning </li></ul>
    41. 45. What are the synchronous and the asynchronous good and bad for in education? Perhaps there is a ”best of two worlds” scenario…? ?+++ ?- - - ?+++ ?- - -
    42. 46. Only example, make Your own
    43. 47. Thanks for listening! anders.norberg@adm,umu.se [email_address]

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