This document discusses blended and hybrid learning strategies for higher education. It provides examples of blended courses that incorporate online content delivery and live lectures. The document examines factors to consider when deciding what type of blended approach is suitable, such as teaching philosophy, student needs, subject discipline demands, and available resources. Web 2.0 technologies are changing education by allowing more student-generated content, collaboration, and knowledge construction. Advanced blended course designs focus on developing 21st century skills through open content, multimedia projects, and e-portfolios.

1. COHERE
Blended learning: a strategy for online higher education research
Calgary, October 17-19, 2012
DESIGNING UNIVERSITY
TEACHING TO MEET THE
NEEDS OF 21ST CENTURY
STUDENTS
Dr. Tony Bates,
Tony Bates Associates Ltd
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2. Overview
Why the move to blended/hybrid
learning?
What kind of course? How to decide
Pedagogical developments
Why web 2.0 is changing the game
Advanced course designs
Conclusions
Discussion
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3. Joseph Kim’s blended class
Joseph Kim: Introductory Psychology: McMaster
University:3,500 students in class
• Weekly 30 minute web modules
(main content):
• Short ‘lecture’ videos
• Extra media
• Feedback via chat, CMAs
• Weekly live lecture
• Weekly tutorials with TAs
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4. Why the move to blended/hybrid
learning?
• Large lecture classes
• Recognition that students can
learn ‘some things’ online
• Demands of knowledge society:
21st century skills
• New, easy to use technologies
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5. 21st century skills
good communication skills
independent learning
ethics/responsibility
teamwork
flexibility
thinking skills
knowledge navigation
IT skills embedded in subject area
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6. Hybrid learning
• ‘Flipped’ teaching: move towards re-
design
• BUT: it can be so much more
• Rationales for hybrid learning:
• More interaction/student activity
• Use classroom time ‘better’
• What is the best use of face-to-face
time? What is the right mix?
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7. What kind of courses?
distributed learning
blended learning
hybrid fully online
face-to- classroom
(reduced f2f + (distance)
face aids online)
no e-learning fully e-learning

8. What kind of course?
where on the continuum should
my course or program be?
four deciding factors:
teaching philosophy
targeted students
demands of subject discipline
(content + skills)
resources

9. How do you want to teach online?
From this:
to this?
+
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10. Pedagogical developments to drive
blended learning
• Collaborative learning
• Knowledge construction
• Use of multimedia
• Learner control and choice
• New program structures
• New forms of assessment
• Self-directed learning
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11. Students
Who benefits from online learning?
lifelong learners wanting new
qualifications/upgrading
full-time students wanting more
flexibility
students needing 21st century skills
independent learners
remote, isolated students

12. Subject requirements
What do students need to know?
(content)
Content: haematology
What must they be able to do with
their knowledge? (skills)
Skills: identify analytes, analyze
glucose and insulin levels,
interpret results

13. Subject requirements
Learning objectives

14. Resources
• Instructor’s time ( workload;
course design)
• LT support
(instructional/web design)
• experienced colleagues
• technology (e.g. LMS)
• open educational resources

15. Blended, hybrid or distance?
Determine by analysis of:
Teaching philosophy
+
(potential) students
+
needs of discipline
+
resources available

16. Who should decide?
• Face-to-face, hybrid, fully online?
• Individual instructor; program team;
senior admin?
• Best decided at program level: a
progression?
• One course, multiple delivery, for
different students?
• What mechanisms for this decision?
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17. Questions
• How are decisions made in
your institution about
delivery mode (hybrid or
fully online)?
• Who do you think should
make these decisions?
• How do you decide what
should be done online and
what face-to-face?
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18. The growth of web 2.0 in
education
• Mobile learning
• blogs/WordPress, e.g. ETEC 522
• wikis, e.g. UBC Latin American studies
• video and audio, e.g. showing
dynamic change, talking through images
• e-portfolios
• open educational resources

19. Features of web 2.0
• Portability/mobility
• End-user control/authoring
• Collaboration and sharing
• Collective intelligence
• Low-cost/free, adaptive software
• Rich media

20. Educational implications
• learners have powerful tools
• personal learning
environments
• ‘open’ access, content, services
• learners can
find/create/add/adapt content
• power shift from teachers to
learners
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21. From e-learning 1.0 to e-learning 2.0
E-LEARNING 1.0 (before web 2.0)
• Use of learning management system
• Instructor determines content
• Assessment by instructor
• Learning environment managed by
instructor
• Any web 2.0 tools added by instructor

22. From e-learning 1.0 to e-learning 2.0
E-LEARNING 2.0
• Learning managed by learner
• Peer-to-peer collaboration
• Access to open content
• Learning demonstrated by
creating multi-media materials
(e.g. e-portfolios)
• Development of 21st century skills

23. Role of instructor in learning
1. Downes and Siemens: no role;
learners are autonomous, self-
directed
2. Guide-on-the side: facilitate,
guide, interact, organize, but
learner controls
3. Teacher controls: web 2.0 extra
tools for developing
competencies

24. When to use web 2.0
Learning as development: a move from
dependent to independent or inter-
dependent learning
Use of web 2.0 depends on:
• needs of learners
• requirements of accreditation
• your educational philosophy
Web 2.0 excellent tools for learner-centered
teaching/developing 21st century skills.

25. ‘Advanced’ online course design
core skill: knowledge management
how to find, analyze, evaluate
and apply information
open content within a learning
design
student-generated multimedia
content: online project work
assessment by e-portfolios
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26. ‘Advanced’ course designs (1)
ETEC 522: UBC: Set up an e-learning
business; course uses WordPress
Students explore new apps/potential
for learning (via web, in groups)
Learn about creating a start-up
business
Develop plan for new business
Develop a video ‘elevator’ pitch to an
investor; critiqued by class
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27. Advanced course designs (2)
Loyalist College Ontario: Border Simulation
for CSBA
• Fully operational ‘virtual’ border post
• Built in Second Life at Loyalist
• Students play roles, with avatars, in
separate rooms
• ‘Virtual’ cars can be dismantled
• Virtual students score 37% higher
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28. Why not rethink a course to….?
Develop skills as well as content
Increase learner engagement/activity
Increase interaction with/between
students
Get students to find/analyze/apply
information
Get students to demonstrate learning
through multimedia – and assess
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29. Conclusions
• For many students real benefits from
hybrid learning: flexibility; 21st
century skills
• We know how to teach effectively
online; need to follow best practices
• Ensure students maximize the
campus experience in a hybrid course
• Make students do the work
• Innovate and share
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30. Questions
Is hybrid learning the future for
your institution?
If so, what needs to happen for
you to move in this direction?
Will it affect the reputation of
the institution – if so, in what
way or how?
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