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Challenge Based Learning
An Approach for Our Time
Allan Carrington
Learning Designer
Blended Learning 2009
UQ Brisbane
Friday, 13 September 13
Introducing Allan
University of Adelaide
Centre for Learning and
Professional Development
Adelaide South Australia
Telephone: +61 8 8303 8085
Email: allan.carrington@adelaide.edu.au
Learning Designer with the CLPD
Two Masters Degrees - Education (online) &
Interactive Multimedia
Apple Distinguished Educator
Background in printing, publishing, web
development & educational multimedia
Worked in corporate & VET sectors
Travelled to 20+ countries & led schools in
Hawaii, Texas & Paraguay
Taught communications, market research, print
production & using the internet for education
Passion for online collaboration & facilitation
Learning Designer with the CLPD
Two Masters Degrees - Education (online) &
Interactive Multimedia
Apple Distinguished Educator
Background in printing, publishing, web
development & educational multimedia
Worked in corporate & VET sectors
Travelled to 20+ countries & led schools in
Hawaii, Texas & Paraguay
Taught communications, market research, print
production & using the internet for education
Passion for online collaboration & facilitation
Friday, 13 September 13
Engage and learn
This is a two way interaction
not a one way broadcast
Questions are
compulsory ...
Please write them down and
hand them to Trish. Then we
will do a podcast episode
and talk about them and
publish to the podcast blog
Friday, 13 September 13
Transfer the vision: An
Introduction to CBL
It’s all in the timing: Using
JiTT to focus your teaching,
engage and reach your
learners.
What about the other 93%:
Using more than text to
teach ... the power of voice
Where we are heading
“When you are through changing you are through” Will Rogers
Friday, 13 September 13
Steve Ballmer
CEO Microsoft
Forbes 2008: 43rd
richest person in the
world
Very successful
Unconventional
Friday, 13 September 13
Interactive
Engaging
Relevant
to...
Educators Educators
Educators Educators
Educators Educators
Educators Educators
Educators Educators
Educators Educators
Make your teaching...
Interactive
Engaging
Relevant
Interactive
Engaging
Relevant
Interactive
Engaging
Relevant
Interactive
Engaging
Relevant
Interactive
Engaging
Relevant
Interactive
Engaging
Relevant
Interactive
Engaging
Relevant
love...I... teach!
Interactive
Relevant
Engaging
Friday, 13 September 13
Use mashups and arouse the
IRE of the Copyright Police
Combination of multiple sources of
video - which usually have no relevance
to each other
Ongoing shift towards a more
interactive & participative web (Web 2.0)
More user-defined content and services
"The Web was originally designed to be mashed up. The
technology is finally growing up and making it possible."
- Aaron Boodman, quoted in BusinessWeek online
“The best way to have a good idea is to have a lot of ideas” .......... Dr Linus Pauling
Combination of multiple sources of
video - which usually have no relevance
to each other
Ongoing shift towards a more
interactive & participative web (Web 2.0)
More user-defined content and services
Friday, 13 September 13
http://newali.apple.com/cbl/
Visit the
Website
Friday, 13 September 13
Challenge-based learning is a
collaborative learning
experience in which teachers
and students work together to
learn about compelling
issues, propose solutions to
real problems, and take
action. The approach asks
students to reflect on their
learning and the impact of
their actions, and publish
their solutions to a worldwide
audience
CBL
a working
definition
“Even when you are on the right track, you’ll get run over if you just sit there” Will Rogers
Friday, 13 September 13
Unique to CBL
A unique feature of challenge-based learning is
that probems are tied to an idea of global
importance (war, say, or the sustainability of
water). Students are able to research the area of
the challenge in terms of events taking place in
the world around them, strengthening what they
learn in the classroom and what they perceive
outside it.
Collaboration leads to disruptive innovation
Friday, 13 September 13
CBL: The Pilot
Friday, 13 September 13
CBL Framework
Big Idea
Essential Questions
The Challenge
Guiding
Questions
Guiding
Activities
Solution - Action
Assessment
Publishing - Student
Samples
Publishing - Student
Reflection/Doc
Guiding
Resources
Friday, 13 September 13
CBL Framework
The big idea is a broad concept that can be explored in multiple ways, is
engaging, and has importance to high school students and the larger
society. Examples of big ideas are Identity, Sustainability, Creativity,
Violence, Peace, and Power.
Big Idea
Friday, 13 September 13
Essential Questions
By design, the big idea allows for the generation of a wide variety of
essential questions that should reflect the interests of the students and
the needs of their community.
.
CBL Framework
Friday, 13 September 13
The Challenge
CBL Framework
From each essential question a challenge is articulated that asks students
to create a specific answer or solution that can result in concrete,
meaningful action.
Friday, 13 September 13
CBL Framework
Generated by the students, these questions represent the knowledge
students need to discover to successfully meet the challenge and create a
map to guide the learning process.
Guiding
Questions
Friday, 13 September 13
Guiding
Activities
Guiding
Resources
CBL Framework
These lessons, simulations, games, and other types of activities use a
variety of resources to help students answer the guiding questions and
set the foundation for them to develop innovative, insightful, and realistic
solutions.
Friday, 13 September 13
CBL Framework
Each challenge is stated broadly enough to allow for a variety of solutions.
Each solution should be thoughtful, concrete, actionable, clearly
articulated, and presented in a publishable multimedia format such as an
enhanced podcast or short video.
Solution - Action
Friday, 13 September 13
CBL Framework
Big Idea
Essential Questions
The Challenge
Guiding
Questions
Guiding
Activities
Solution - Action
Assessment
Publishing - Student
Samples
Publishing - Student
Reflection/Doc
Guiding
Resources
Friday, 13 September 13
From Questions to Concepts
“You can forget facts but you cannot forget understanding”
Prof Eric Mazur Harvard University
After the video be
prepared to share:
What grabs you as
the concept most
valuable to you
Any “ah ahas” ....
personal revelations
Friday, 13 September 13
What concept is most valuable to you
21st Century learners want to make a difference
A. Require learners to read, listen, think and
reflect on content before you teach face-to-face
(f2f) - find out what they want you to cover
B. Use online technologies to connect,
communicate and collaborate with learners -
monitor their learning
C. Teach both online and f2f by questioning rather
than telling
D. Use technologies to get feedback e.g. clickers
or Votapedia (http://www.votapedia.com)
E. Teaching by questioning engages the learner
and forces them to develop models
A. Require learners to read, listen, think and
reflect on content before you teach face-to-face
(f2f) - find out what they want you to cover
B. Use online technologies to connect,
communicate and collaborate with learners -
monitor their learning
C. Teach both online and f2f by questioning rather
than telling
D. Use technologies to get feedback e.g. clickers
or Votapedia (http://www.votapedia.com)
E. Teaching by questioning engages the learner
and forces them to develop models
Friday, 13 September 13
Just-in-Time Teaching (JiTT for short) is a
teaching and learning strategy based on
the interaction between web-based study
assignments and an active learner
classroom. Students respond
electronically to carefully constructed
web-based assignments which are due
shortly before class, and the instructor
reads the student submissions "just-in-
time" to adjust the classroom lesson to
suit the students' needs.
JUST-IN-TIME TEACHING: Blending Active Learning with Web Technology
by Novak G.M., Patterson E.T., Gavrin A.D. and Christian W. (c) 1999
JiTT: A web based
teaching approach
Friday, 13 September 13
1.encourages students to spend more time reading
assignments and preparing for a class
2.increases student-to-student interaction
3.increases contact between student and instructor
4.provides prompt feedback to students
5.facilitates the development of student meta-
cognition
Just-in-Time Teaching: A Web-Based Teaching Approach
Benedict J.O. and Apple K.J. © 2004
http://teachpsych.lemoyne.edu/teachpsych/eit/eit2004/
eit04-07.rtf
The pedagogical
benefits of JiTT
Friday, 13 September 13
Allan Carrington and Ian Green
ASCILITE Poster 2007
Friday, 13 September 13
Intro Australian Law
JiTT
Pilot
Friday, 13 September 13
The preparatory lecture material was stimulating
It was useful to hear what others students thought
about the issues
Viewing prior to attending improved my
engagement with issues discussed
Like to attend similar style lectures in the future *
66% agreed or strongly agreed -
* further 15% neither agreed or
disagreed
Evaluation
Friday, 13 September 13
Student
Comments
Konrad Romaniuk: “The online lecture was really cool,
and during the lecture, on Tuesday, it actually felt like
we were putting into practice what we had learnt. Also
it was cool how you had overheads with the survey
results so that we could see other students'
perspectives. I have to say that this was the best
lecture I have been to so far”.
Friday, 13 September 13
Student Comments
Fantastic really enjoyed
Content before lecture helped
reflection & active engagement
More prepared than any other lecture
this year
No downside
Prefers to recorded lectures after
Learnt much more
Help for struggling students
Great subject for this type of lecture
Influenced seminar interaction
Wants more of this style of teaching
Noela Washyn
Friday, 13 September 13
Voice adds more of the
communicated message. 7%
are words. voice adds nuance
and inflection
The human voice adds
power ... the teacher is talking
to “me”!
Greater clarity & understanding
Reaches more effectively the
aural learners
Why use voice
... I’m so used to text
Can you think of others?
Friday, 13 September 13
Add instructor’s voice to enhance presence
Build engaging & reusable course content
Create and distribute podcasts
Verbally explain complex material
Author narrated web tours
Add spoken announcements to course sites
Engage in audio-based threaded discussions
Send voice comments on papers & assignments
Teach pronunciation, rhythm, stress & emphasis
Wimba Voice Tools can...
Friday, 13 September 13
Tool Overview
Voice Authoring: Record and listen
to voice on a web page ... e.g. a type
of MyUni object or item
Voice Email: Send & Listen to voice
through email messages
Voice Direct: A live synchronous
conference/chat facility.
Voice Presentation: Add web content
alongside vocal messages. Audio
narrated presentations
Wimba Podcaster: Create or upload
podcasts for user subscription
Friday, 13 September 13
Voice
Presentation
Board
Friday, 13 September 13
A Better Way
Innovative pedagogy and blending Wimba
Voice Tools with your LMS
Use podcast tool to push
episodes with introductory
content & “goodfors”
Use presentation tool to
manage engaging
multimedia & audio
narration
Embed LMS quizzes,
surveys, activities &
webpages
Teach by questions and
encourage feedback
Friday, 13 September 13
Voice Presentation Set Up
Speak to web content ... but so much more
Name as a
piece of
curriculum
Write a more
detailed
descitpion
Recommend
Good Quality
Set the max message
length not too short
Allow students
to comment on
slides
Friday, 13 September 13
Default Welcome
will be replaced by
first slide
•New add a slide - audio, text
and point to web address
•Edit your slides
•Comment add audio to slide
in a thread way
•Delete messages
•Options includes import
•Subject: name the slide
•URL: brings address to RH frame
•Audio Recorder: speak to the web page
•Text area: add content
Compose Interface
Voice Presentation Interface
Speak to web content ... but so much more
Friday, 13 September 13
Default Welcome
will be replaced by
first slide
•New add a slide - audio, text
and point to web address
•Edit your slides
•Comment add audio to slide
in a thread way
•Delete messages
•Options includes import
•Subject: name the slide
•URL: brings address to RH frame
•Audio Recorder: speak to the web page
•Text area: add content
Compose Interface
Voice Presentation Interface
Speak to web content ... but so much more
Friday, 13 September 13
Interactive Learning Modules
Articulate plus audio feedback from learners
http://tinyurl.com/voicemodule01
Friday, 13 September 13
A vision of students today
Friday, 13 September 13
References
© Allan Carrington 2009. This presentation contains material which has been copied
and communicated pursuant to Part VA of the Copyright Act 1968 (Cth) and is subject
to copyright. No further copying or communication of this presentation may be made
without the written consent of Allan Carrington.
All online references in this presentation will be available at:
http://www.delicious.com/allanadl/BLNDLEARN2009
Telephone: +61 8 8303 8085
Skype and AIM/iChat Username: AllanSYD
Email: allan.carrington@adelaide.edu.au
Website: http://www.adelaide.edu.au/directory/allan.carrington
Friday, 13 September 13
Feel DifferentBelieve DifferentThink DifferentDo DifferentFeel DifferentBelieve DifferentThink DifferentDo DifferentBe DifferentBe Different
Interactive EngagingRelevant
Make your teaching...
Please talk to me on
Skype or email me
Skype name: allansyd
allan.carrington@adelaide.edu.au
Friday, 13 September 13

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Blended learning: Introducing Challenge Based Learning

  • 1. Challenge Based Learning An Approach for Our Time Allan Carrington Learning Designer Blended Learning 2009 UQ Brisbane Friday, 13 September 13
  • 2. Introducing Allan University of Adelaide Centre for Learning and Professional Development Adelaide South Australia Telephone: +61 8 8303 8085 Email: allan.carrington@adelaide.edu.au Learning Designer with the CLPD Two Masters Degrees - Education (online) & Interactive Multimedia Apple Distinguished Educator Background in printing, publishing, web development & educational multimedia Worked in corporate & VET sectors Travelled to 20+ countries & led schools in Hawaii, Texas & Paraguay Taught communications, market research, print production & using the internet for education Passion for online collaboration & facilitation Learning Designer with the CLPD Two Masters Degrees - Education (online) & Interactive Multimedia Apple Distinguished Educator Background in printing, publishing, web development & educational multimedia Worked in corporate & VET sectors Travelled to 20+ countries & led schools in Hawaii, Texas & Paraguay Taught communications, market research, print production & using the internet for education Passion for online collaboration & facilitation Friday, 13 September 13
  • 3. Engage and learn This is a two way interaction not a one way broadcast Questions are compulsory ... Please write them down and hand them to Trish. Then we will do a podcast episode and talk about them and publish to the podcast blog Friday, 13 September 13
  • 4. Transfer the vision: An Introduction to CBL It’s all in the timing: Using JiTT to focus your teaching, engage and reach your learners. What about the other 93%: Using more than text to teach ... the power of voice Where we are heading “When you are through changing you are through” Will Rogers Friday, 13 September 13
  • 5. Steve Ballmer CEO Microsoft Forbes 2008: 43rd richest person in the world Very successful Unconventional Friday, 13 September 13
  • 6. Interactive Engaging Relevant to... Educators Educators Educators Educators Educators Educators Educators Educators Educators Educators Educators Educators Make your teaching... Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant Interactive Engaging Relevant love...I... teach! Interactive Relevant Engaging Friday, 13 September 13
  • 7. Use mashups and arouse the IRE of the Copyright Police Combination of multiple sources of video - which usually have no relevance to each other Ongoing shift towards a more interactive & participative web (Web 2.0) More user-defined content and services "The Web was originally designed to be mashed up. The technology is finally growing up and making it possible." - Aaron Boodman, quoted in BusinessWeek online “The best way to have a good idea is to have a lot of ideas” .......... Dr Linus Pauling Combination of multiple sources of video - which usually have no relevance to each other Ongoing shift towards a more interactive & participative web (Web 2.0) More user-defined content and services Friday, 13 September 13
  • 9. Challenge-based learning is a collaborative learning experience in which teachers and students work together to learn about compelling issues, propose solutions to real problems, and take action. The approach asks students to reflect on their learning and the impact of their actions, and publish their solutions to a worldwide audience CBL a working definition “Even when you are on the right track, you’ll get run over if you just sit there” Will Rogers Friday, 13 September 13
  • 10. Unique to CBL A unique feature of challenge-based learning is that probems are tied to an idea of global importance (war, say, or the sustainability of water). Students are able to research the area of the challenge in terms of events taking place in the world around them, strengthening what they learn in the classroom and what they perceive outside it. Collaboration leads to disruptive innovation Friday, 13 September 13
  • 11. CBL: The Pilot Friday, 13 September 13
  • 12. CBL Framework Big Idea Essential Questions The Challenge Guiding Questions Guiding Activities Solution - Action Assessment Publishing - Student Samples Publishing - Student Reflection/Doc Guiding Resources Friday, 13 September 13
  • 13. CBL Framework The big idea is a broad concept that can be explored in multiple ways, is engaging, and has importance to high school students and the larger society. Examples of big ideas are Identity, Sustainability, Creativity, Violence, Peace, and Power. Big Idea Friday, 13 September 13
  • 14. Essential Questions By design, the big idea allows for the generation of a wide variety of essential questions that should reflect the interests of the students and the needs of their community. . CBL Framework Friday, 13 September 13
  • 15. The Challenge CBL Framework From each essential question a challenge is articulated that asks students to create a specific answer or solution that can result in concrete, meaningful action. Friday, 13 September 13
  • 16. CBL Framework Generated by the students, these questions represent the knowledge students need to discover to successfully meet the challenge and create a map to guide the learning process. Guiding Questions Friday, 13 September 13
  • 17. Guiding Activities Guiding Resources CBL Framework These lessons, simulations, games, and other types of activities use a variety of resources to help students answer the guiding questions and set the foundation for them to develop innovative, insightful, and realistic solutions. Friday, 13 September 13
  • 18. CBL Framework Each challenge is stated broadly enough to allow for a variety of solutions. Each solution should be thoughtful, concrete, actionable, clearly articulated, and presented in a publishable multimedia format such as an enhanced podcast or short video. Solution - Action Friday, 13 September 13
  • 19. CBL Framework Big Idea Essential Questions The Challenge Guiding Questions Guiding Activities Solution - Action Assessment Publishing - Student Samples Publishing - Student Reflection/Doc Guiding Resources Friday, 13 September 13
  • 20. From Questions to Concepts “You can forget facts but you cannot forget understanding” Prof Eric Mazur Harvard University After the video be prepared to share: What grabs you as the concept most valuable to you Any “ah ahas” .... personal revelations Friday, 13 September 13
  • 21. What concept is most valuable to you 21st Century learners want to make a difference A. Require learners to read, listen, think and reflect on content before you teach face-to-face (f2f) - find out what they want you to cover B. Use online technologies to connect, communicate and collaborate with learners - monitor their learning C. Teach both online and f2f by questioning rather than telling D. Use technologies to get feedback e.g. clickers or Votapedia (http://www.votapedia.com) E. Teaching by questioning engages the learner and forces them to develop models A. Require learners to read, listen, think and reflect on content before you teach face-to-face (f2f) - find out what they want you to cover B. Use online technologies to connect, communicate and collaborate with learners - monitor their learning C. Teach both online and f2f by questioning rather than telling D. Use technologies to get feedback e.g. clickers or Votapedia (http://www.votapedia.com) E. Teaching by questioning engages the learner and forces them to develop models Friday, 13 September 13
  • 22. Just-in-Time Teaching (JiTT for short) is a teaching and learning strategy based on the interaction between web-based study assignments and an active learner classroom. Students respond electronically to carefully constructed web-based assignments which are due shortly before class, and the instructor reads the student submissions "just-in- time" to adjust the classroom lesson to suit the students' needs. JUST-IN-TIME TEACHING: Blending Active Learning with Web Technology by Novak G.M., Patterson E.T., Gavrin A.D. and Christian W. (c) 1999 JiTT: A web based teaching approach Friday, 13 September 13
  • 23. 1.encourages students to spend more time reading assignments and preparing for a class 2.increases student-to-student interaction 3.increases contact between student and instructor 4.provides prompt feedback to students 5.facilitates the development of student meta- cognition Just-in-Time Teaching: A Web-Based Teaching Approach Benedict J.O. and Apple K.J. © 2004 http://teachpsych.lemoyne.edu/teachpsych/eit/eit2004/ eit04-07.rtf The pedagogical benefits of JiTT Friday, 13 September 13
  • 24. Allan Carrington and Ian Green ASCILITE Poster 2007 Friday, 13 September 13
  • 26. The preparatory lecture material was stimulating It was useful to hear what others students thought about the issues Viewing prior to attending improved my engagement with issues discussed Like to attend similar style lectures in the future * 66% agreed or strongly agreed - * further 15% neither agreed or disagreed Evaluation Friday, 13 September 13
  • 27. Student Comments Konrad Romaniuk: “The online lecture was really cool, and during the lecture, on Tuesday, it actually felt like we were putting into practice what we had learnt. Also it was cool how you had overheads with the survey results so that we could see other students' perspectives. I have to say that this was the best lecture I have been to so far”. Friday, 13 September 13
  • 28. Student Comments Fantastic really enjoyed Content before lecture helped reflection & active engagement More prepared than any other lecture this year No downside Prefers to recorded lectures after Learnt much more Help for struggling students Great subject for this type of lecture Influenced seminar interaction Wants more of this style of teaching Noela Washyn Friday, 13 September 13
  • 29. Voice adds more of the communicated message. 7% are words. voice adds nuance and inflection The human voice adds power ... the teacher is talking to “me”! Greater clarity & understanding Reaches more effectively the aural learners Why use voice ... I’m so used to text Can you think of others? Friday, 13 September 13
  • 30. Add instructor’s voice to enhance presence Build engaging & reusable course content Create and distribute podcasts Verbally explain complex material Author narrated web tours Add spoken announcements to course sites Engage in audio-based threaded discussions Send voice comments on papers & assignments Teach pronunciation, rhythm, stress & emphasis Wimba Voice Tools can... Friday, 13 September 13
  • 31. Tool Overview Voice Authoring: Record and listen to voice on a web page ... e.g. a type of MyUni object or item Voice Email: Send & Listen to voice through email messages Voice Direct: A live synchronous conference/chat facility. Voice Presentation: Add web content alongside vocal messages. Audio narrated presentations Wimba Podcaster: Create or upload podcasts for user subscription Friday, 13 September 13
  • 33. A Better Way Innovative pedagogy and blending Wimba Voice Tools with your LMS Use podcast tool to push episodes with introductory content & “goodfors” Use presentation tool to manage engaging multimedia & audio narration Embed LMS quizzes, surveys, activities & webpages Teach by questions and encourage feedback Friday, 13 September 13
  • 34. Voice Presentation Set Up Speak to web content ... but so much more Name as a piece of curriculum Write a more detailed descitpion Recommend Good Quality Set the max message length not too short Allow students to comment on slides Friday, 13 September 13
  • 35. Default Welcome will be replaced by first slide •New add a slide - audio, text and point to web address •Edit your slides •Comment add audio to slide in a thread way •Delete messages •Options includes import •Subject: name the slide •URL: brings address to RH frame •Audio Recorder: speak to the web page •Text area: add content Compose Interface Voice Presentation Interface Speak to web content ... but so much more Friday, 13 September 13
  • 36. Default Welcome will be replaced by first slide •New add a slide - audio, text and point to web address •Edit your slides •Comment add audio to slide in a thread way •Delete messages •Options includes import •Subject: name the slide •URL: brings address to RH frame •Audio Recorder: speak to the web page •Text area: add content Compose Interface Voice Presentation Interface Speak to web content ... but so much more Friday, 13 September 13
  • 37. Interactive Learning Modules Articulate plus audio feedback from learners http://tinyurl.com/voicemodule01 Friday, 13 September 13
  • 38. A vision of students today Friday, 13 September 13
  • 39. References © Allan Carrington 2009. This presentation contains material which has been copied and communicated pursuant to Part VA of the Copyright Act 1968 (Cth) and is subject to copyright. No further copying or communication of this presentation may be made without the written consent of Allan Carrington. All online references in this presentation will be available at: http://www.delicious.com/allanadl/BLNDLEARN2009 Telephone: +61 8 8303 8085 Skype and AIM/iChat Username: AllanSYD Email: allan.carrington@adelaide.edu.au Website: http://www.adelaide.edu.au/directory/allan.carrington Friday, 13 September 13
  • 40. Feel DifferentBelieve DifferentThink DifferentDo DifferentFeel DifferentBelieve DifferentThink DifferentDo DifferentBe DifferentBe Different Interactive EngagingRelevant Make your teaching... Please talk to me on Skype or email me Skype name: allansyd allan.carrington@adelaide.edu.au Friday, 13 September 13