David will ask the class what they think blended learning means and is through a flip chart method. Remind the class to take notes throughout the presentation.
Combines traditional face-to-face methods with computer-based activitiesAttempt to stimulate all learning styles: visual learners; auditory learners; kinesthetic learners
Blended Learning Components (Slide)What are They for Visual Learners?What are They for Auditory Learners?What are They for Kinesthetic Learners?(slide notes based on classroom feedback)Visual Learning Examples: visual aids- pictures, diagrams, overhead slides, handoutsAuditory Learning Examples: tapes, discussions, lectures, listeningKinesthetic Learning Examples: experience, experiments, moving, doing, touching, projects, doing
Meets different learning stylesInterest/attention spansvariations of time needed to master a specific learning taskmotivate creativityproblem solving differences The development and delivery of blended courses can be used to address a variety of institutional, faculty, and student needs.For universities, blended courses can be part of a strategy to compensate for limited classroom space, as well as a way to think differently about encouraging faculty collaboration.For faculty, blended courses can be a method to infuse new engagement opportunities into established courses or, for some, provide a transitional opportunity between fully face-to-face and fully online instruction.For students, blended courses offer the conveniences of online learning combined with the social and instructional interactions that may not lend themselves to online delivery (e.g., lab sections or proctored assessments)
Arrive in class better prepared Write more effective papersEarn higher scores on examsCreate higher quality projectsEngage in more meaningful discussionsDemonstrate a better understandingSucceed at an equal or higher rate
This is a widely adapted learning model devised by the great people at lominger in conjunction with center for creative leadership.This model expresses that learning should be done in three segments: relational, formal, and experiential learning.These three segments can also be referred to as “pre-work”, “coursework”, and “post-work”.Some examples relationships or prework: Mentoring and Coaching, Pre-training Assessment (ex: DISC assessment), Buddying, feedback from role modelsFormal: Any work done within a physical or electronic classroom. This can also include WBTs and any formal lecture or trainingExperiential Learning: Include on the job learning, social networking, video and podcasts, practice, projects, 21 day action plansIn each of these learning models elements of blended learning is incorporated. Many formal programs like situational leadership implement the use of blended learning elements while following this learning model.
As future facilitators, trainers, and curriculum developers its important to understand the many blended learning elements and what can fit best for the course you are teaching or building. Creating a course using blended learning can be exciting and new, but throwing all your eggs in one basket can leave your students with a brain overload and confused.Be conscious of the cognitive load you are putting onto your students, by mixing elements that work together and researching what techniques will work best for your learners and your course work. Blended learning elements and how they communicate with the learning (cognitive load/brain)Share some examples and its impression on the cognitive load. It’s important to mix it up but not too much to make sure the learning is not being overloaded with information.
Here is a sample class to give you all an idea of what a course using blended learning can entail. This course is based on learning Adobe Flash CS5Pre-work:(Tutorial) The student starts by taking a SkillSoft course on Adobe Flash CS5, this course covers the application and minimal activities(Assessment) The student take a short assessment of the understanding of the program so the instructor can view it when they reach the formal classroomFormal Training:The class will be centered around: Tell. Show. Do. Review. Tell (Lecture) The class will be done in person with an experienced instructorShow (video/multimedia samples) the class sample flash media found on various websites or youtubeThe class is also given a book.Do (Exercises) The facilitator have case files and exercises for the class to completed during the course of the training. This will be a majority of the trainingReview (the facilitator will review the correct way to do various exercises with the class and give a learning assessment to the class to see their success after the courseThe facilitator will also provide them with tools and resources to better understand the flashExperiential Learning:Up to the student to take it to the next stepForums/social networkingCollaborating with othersVideosReviewing book from classAudio and video castsUsing Apps for development/mobile learning
Explain the elements of a traditional course and how its essential to make sure each element is hit even when you are using a blended learning solution.
Will share the scenario with the class to then have class help tammy create the optimal blended learning course
These are the various examples that can be used in a blended learning classroom. The class will be able to see these examples when they develop their own course.
To conclude this presentation, it’s important to note that this model is not static. As shown in class examples and scenarios each blended learning course can be delivered differently. There is no cookie cutter model to follow when creating or facilitating blended learning courses. Each course can be different and adapt to the students and their learning styles or experience. Blended learning is not meant to be the same course after course. This model is ever evolving and will continue to evolve as we make revelations in learning and technology.
Pre-workTutorial AssessFormal Class Tell Show DoWorkboo Revie Lecture Multimedia Exercise Assess k w sExperiential LearningPodcast Multimedi Mobile Collaboratio s a n
Creating the Course The BlueprintCourse Description Instructional MethodGeneral Course Goals Organization of the Course ContentLearning Objectives Defining Interaction and AssessmentLearning Outcomes Communication Logistical Considerations
Class Scenario Tammy Teacher is doing a lesson plan on the history of war. Her class consists of students ages 18-50. 70% of the class has taken an online class. 27% of the class define themselves as kinesthetic learners, 41% visual, 32% auditory
Lectures ReadingVideo WBTsWeb & Audio casts Group CollaborationRole Play MentoringCase Study Intranet & InternetStory Telling Flash AnimationGames AssessmentProblem Based Job AidsDebates Blogging/ForumsPresentations Mobile LearningWriting Action Projects Components of Learning