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Blended Learning—Learning Makeover
The document discusses the principles and strategies for implementing blended learning in educational settings, emphasizing the combination of face-to-face and online learning to enhance student engagement and learning outcomes. It outlines the benefits of flexible learning and provides steps for designing effective blended courses, along with addressing challenges educators may face. The importance of motivation and engagement in the learning process is highlighted, alongside guiding principles and essential elements of blended learning.
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Blended Learning—Learning Makeover
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- 5. Agenda What? Why? Whynow?1 How? What are the steps? Design?2 How technology can facilitate?3 Sharing my own blend4 Abd Karim Alias@2015 Blend your own course5
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- 7. 7 Abd Karim Alias@2016 A bundle ofe-book for YOU!
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- 9. 9 Abd Karim Alias@2014 What are thecommon challenges you face in your classroom? https://todaysmeet.com/usmblend Say something here… Group activity (5 min)
- 10. 10 Abd Karim Alias@2014 What inspired youto learn about blended learning? https://todaysmeet.com/usmblend Say something here… Individual activity (5 min)
- 11. 11 Abd Karim Alias@2014 Think of onesmall change you can make but will have significant impact on your class? https://todaysmeet.com/usmblend Say something here… Group activity (5 min)
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- 13. 13 Image source: http://office.microsoft.com/en-us/clipart/ How well doestoday’s education prepare students for the 21st century? Abd Karim Alias@2015
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- 15. How do Imake this course more exciting…? interesting engaging fun Yet effective Image source: http://office.microsoft.com/en-us/clipart/ Abd Karim Alias@2015
- 16. 16 • Class periodsare too short • Not enough time for questioning& reflecting • Not enough time for interaction & discussion • Less opportunity for active learning Shortcomings of traditional classroom Abd Karim Alias@2015
- 17. ACTIVE LEARNINGCONTINUUM Abd KarimAlias@2015 SIMPLE COMPLEX
- 18. ACTIVE LEARNINGCONTINUUM Abd KarimAlias@2015
- 19. Lower level thinking Higher level thinking Generatingnew ideas, being innovative, viewing things in different ways Bloom Taxonomy (revised) Abd Karim Alias@2015
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- 21. 21 Blending F2F withTechnology Abd Karim Alias@2015
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- 23. Abd Karim Alias@2014 “pedagogical approach thatcombines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment.” http://www.educause.edu/ir/library/pdf/ERB0407.pdf Dziuban et al. (2004)* BLENDED LEARNING
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- 25. Abd Karim Alias@2014 Flexible Learning ‘Flexible learning’provides opportunities to improve the student learning experience through flexibility in time, pace, mode of study, teaching approach, forms of assessment and staffing.
- 26. Abd Karim Alias@2014 BLENDED/FlexibleLearning …to enrich learning experiences…optimisestudent engagement…to achieve deep, meaningful learning.
- 27. BLENDED LEARNING LEVELS ACTIVITY Activity-levelblending occurs when a learning activity contains both face-to-face and computer-mediated elements. COURSE Course-level blending is a combination of distinct face-to-face and computer-mediated activities. PROGRAM Program-level blending occurs when participants choose a mix between courses that have face-to-face courses and online courses or in which the combination between the two is prescribed by the program. ACTION INSTITUTIONAL Institutional-level blending occurs when there is a institutional-level commitment to blending face-to-face and computer-mediated instruction, and in which they create or endorse models at an institutional level.
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- 29. Transitioning from conventional toblended classroom 01 02 03 04 Macro blend Micro blend Formal blend Informal blend
- 30. Flexible in :Learning modes; learning space; assessment FLEXIBLE ENVIRONMENT LEARNING CULTURE Learner-centered approach that create rich learning opportunities & experiences. INTENTIONAL CONTENT Design content that will promote active learning and engagement of students, integrating knowledge, skills and values seamlessly. PROFESSIONAL EDUCATOR Constantly striving to enhance his/her knowledge, skills and practice; highly committed to deliver the best learning experience for his/her students. 4Pillarsof FlippedLearning Idea adopted from TeachThought, “4 Pillars of Flipped Learning” Abd Karim Alias; CC-BY
- 31. 3 EssentialElementsof blendedlearning ENGAGE INTERACT ACTION Designappropriate learning activities that would engage students at various levels of cognitive domain of Bloom Taxonomy. Design appropriate learning activities that would encourage students to interact with their peers. Design appropriate learning activities that would allow the students to DO and CREATE tangible output. Abd Karim Alias; CC-BY
- 32. 32 10 Guiding Principlesto Learning 1. Focus on Outcomes 2. Interaction 3. Redesign 4. Integration 5. Keep It Simple Starting (KISS) 6. Allocate Sufficient Time 7. Collegial Process 8. Organization 9. Student Expectations 10.Convenience,Convenience,Convenience Read more Abd Karim Alias@2016; CC-BY
- 33. Designingflipped classroom with BackwardDesign What will the students know, understand and will be able to do? IDENTIFY DESIRED RESULTS DETERMINE ACCEPTABLE EVIDENCE OF LEARNING PLAN LEARNING EXPERIENCE & INSTRUCTION How will the students know when they have reached the goals? What do I need to do in the classroom to prepare them for the assessment? Abd Karim Alias@2015
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- 35. 35 Abd Karim Alias@2011 Create your ownchannel at YouTube Edu
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- 47. Abd Karim Alias@2014Image source: http://science.howstuffworks.com/thinking-cap.htm/ “There is nosuch thing as an unmotivated student. There are, however, students in unmotivated states”. - Eric Jensen
- 48. 48 Motivation is aprerequisite for engagement; engagement is a prerequisite for LEARNING. Abd Karim Alias@2015
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- 51. 51 Strengthening Student Engagement:WhatDoStudents Want? (and whatreally motivates them)?
- 52. They are attractedto their work They take visible delight in accomplishing their work They persist in their work despite challenges and obstacles How do you know the students are engaged?
- 53. model of students engagement SSuccess OOriginality ReRelationship C Curiosity SCORe Adapted from Strong et al.(1995).Strengthening Student Engagement.Educational Leadership,53(1),8-12.
- 54. FOUR important questionsthat teachers must ask themselves in order to score the level of engagement in their classrooms. Under what conditions are students most likely to feel that they can be successful? When are students most likely to become curious? How can we help students satisfy their natural drive toward self-expression? How can we motivate students to learn by using their natural desire to create and foster good peer relationships? SCORe S C O Re the need for mastery the need for understanding the need for self-expression the need for involvement with others