Hybrid Learning: Keys to Student and Instructor Success Technology of Learning Conference

Hybrid Learning:

Keys to Student and Instructor Success

Technology of Learning Conference

Edmonton, CA, November 13, 2002

Using Technology in Learner-Centered Education

Concluding Keynote by David G. BrownWake Forest University

• Student-Centered Learning—Remember it’s all about students learning, not professors teaching!

• Hybrid Learning—Redesign use of time with more tools within time-tested theories, not mush!

• Interactive Learning--Get students dialoging with each other about things they partially understand!

Takeaway Themes of the Conference

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Takeaway One Liners

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•Technology is today’s Trojan Horse of Pedagogy.•A Lecturer is someone who talks while someone else sleeps.•Hybrid learning is sexy!•Interaction centered•Less I teach the more they learn•Personalize don’t standardize

• Write down your favorite among MY passions! (card one)

• Write down one of your “passions” about learner-centered teaching that should be a candidate for my list! (card one, side two)

• Pass Card One to the aisle!---------------------------------------------• Write down two actions you will take in the

next several weeks because you came to this conference! Be honest! Use card 2 and keep it!

• Let’s interact!

Your Turn!!!

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CLUB CC

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CLUB CC

COMMUNICATION

BLENDED-HYBRID

LEARNER-CENTERED

UBIQUITOUS

COMPARATIVE ADVANTAGE CHUNKSICCEL -- Wake Forest University, 2002ICCEL -- Wake Forest University, 2002

Communication-Interaction

Computers Enhance Teaching & Learning Via--

PresentationsBetter--20%

More Opportunities toPractice & Analyze--35%

More Access to SourceMaterials via Internet--43%

More Communication with Faculty Colleagues, Classmates,and Between Faculty and Students--87%

ICCEL ICCEL ICCEL ------ Wake Forest University, 2002Wake Forest University, 2002Wake Forest University, 2002

COMMUNICATION

• To understand a liberal arts education as an opportunity to study with professors who think by their own set of concepts

• To learn how to apply economic concepts• To learn how to work collaboratively• To learn computer skills• To improve writing and speaking

FIRST YEAR SEMINARThe Economists’ Way of Thinking:

Students = 15All FreshmenRequired Course

COMMUNICATION

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Communication-Interaction

•1247 emails •Announcements•One Minute Quiz•Student Profiles

COMMUNICATION

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Collaboration-Teams

Examples---•2 Students Submit 1 Answer•Edit Rough Draft Papers•PowerPoint in Class•Listserv Between Classes•Public Web Page

•Professors Share Resource Materials•Students Study Together•Departments Create Shared Databases

COMMUNICATION

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Student

Teacher

•My.yahoo•Custom learning team•Custom delivery•Custom learning resources

LEARNER-CENTERED

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• to belong to more communities

• to be more actively engaged in each community

• with more people

• over more miles

• for more months and years

• TO BE MORE COLLABORATIVE

Computers allow people---

LEARNER-CENTERED

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Different Strokes for Different Folks

•Cybershows (lectures, demos)

•Personal Notes (email again)

•Hierarchy of Help

•Muddiest Point

•Hyperlinks

•Just In Time TeachingJust In Time Teaching

LEARNER-CENTERED

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• IBM Laptops for all• Printers for all• New Every 2 Years• Own @ Graduation• 31.000 Connections• Standard Software• 99% E-Mail• Start 1995, 4 Year Phase In• +15% Tuition for 37 Items• +40 Faculty and 30 Staff

THE WAKE FOREST PLANIBM A30, Pentium III, 1.13GHz Processor, 30GB Hard-drive, 384 MB RAM15”ActMatrix Screen, CD-RW/DVD, Floppy, 56k modem, 16MB Video Ram,

10/100 Ethernet, USB&Serial&Parellel&Infrared Ports

Standard Load Includes—MS Office, Dreamweaver, SPSS, Maple,Acrobat, Photoshop, Shockwave, Flash,Net Meeting, Real Producer & Player,Media Player, Windows XP Moviemaker,Apple QuickTime, Netscape & Explorer,Netscape Calendar & Communicator, Windows XP Professional

UBIQUITOUS

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• +SAT Scores & Class Ranks

• +Retention & Grad Rates

• +Satisfaction

& Learning

• +Faculty

Recruitment

Consequences for Wake ForestUBIQUITOUS

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The Millennium Context

• Teams of Professionals Support Learning

• “Houses” instead of Disciplines

• Hybrid Courses (80-20 and 20-80)

• University of Central Florida Research http://pegasus.cc.ucf.edu/~irps/

BLENDED-HYBRID

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Consultants-Adjuncts

•Alumni Editors

•Globe Theatre

•Session with Expert

•Disciplinary Colleagues

•Previous Students

BLENDED-HYBRID

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Face-to-Face Vs Virtual(illustrative numbers)

Activity Face to Face

Virtual Comparative Advantage

Lecture Monologue

100% 90% Virtual

12 Way Discussion

100% 25% Face to Face

Repetitious Exercises

60% 100%

Team Problem Solving

100% 100%

COMPARATIVE ADVANTAGE

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CHUNKS

•Loose-Leaf Chunks•Decade of Pedagogy•KISS & Accessible•Separate Perishable & Permanent

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1.Communication2.Learner-Centered3.Ubiquitous4.Hybrid5.Comparative Advantage6.Chunks

My Six Passions[CLUB CC]

Your Turn: Choose Your Favorite!ICCEL -- Wake Forest University, 2002ICCEL -- Wake Forest University, 2002

• Write down your favorite among MY passions! (card one)

• Write down one of your “passions” about learner-centered teaching that should be a candidate for my list! (card one, side two)

• Pass Card One to the aisle!---------------------------------------------• Write down two actions you will take in the

next several weeks because you came to this conference! Be honest! Use card 2 and keep it!

• Let’s interact!

Your Turn!!!

ICCEL -- Wake Forest University, 2002ICCEL -- Wake Forest University, 2002

• Support for faculty and students (5)• Equipping instructors to do job more efficiently• Accessibility– approachable technology—the

simple tools are often the most powerful• Accessibility– constituencies otherwise denied• Creating institutional change• Collegiality and working together• Developing new skills adding to our own

knowledge• If you’ve come to learn, you will not fail• Separate permanent & perishable chunks• Clarify objectives and outcomes

Your Favorite T-L Passions

• New ways to get knowledge to students• Repetition until work satisfies everyone• Adaptability (3)• Many ways to learn• Engage your students• Technology is a tool, not an end-all• Partnerships with students, peers, administration• Make learning FUN• Student responsibility and preparedness• Use the computing power of the computer• Make PowerPoint interactive• Tell stories

Your Favorite T-L Passions

• Faculty and student learn together• Computers foster creativity• Smorgasbord of learning models. Hybrid learning

offers more choice for students• Start where students are• Feedback is essential• Stress exploration by students• Work together (collegiality)• Authentic assessment (2)• Computers allows updating of materials• Media must be well designed

Your Favorite T-L Passions

• Create institutional change• Encourage integration of knowledge• Love the futurist stuff (fun to be a pioneer)• E-learning is in its infancy• Personalize teaching• Different strokes for different folks• Required is a strong community infrastructure• Don’t be afraid not to use the technology• Reuse, don’t rebuild• Virtual learning let’s one set own pace• Interactive learning (4) • Quality teachers build relationships

Your Favorite T-L Passions

CLUB CC

COMMUNICATION

BLENDED-HYBRID

LEARNER-CENTERED

UBIQUITOUS

COMPARATIVE ADVANTAGE CHUNKSICCEL -- Wake Forest University, 2002ICCEL -- Wake Forest University, 2002

• Learner-Centered Learning—Remember it’s all about students learning, not professors teaching!

• Hybrid Learning—Redesign use of time with more tools within time-tested theories, not mush!

• Interactive Learning--Get students dialoging with each other about things they partially understand!

Takeaway Themes of the Conference

ICCEL -- Wake Forest University, 2002ICCEL -- Wake Forest University, 2002

Computers Make A Difference!

Hu and Kuh (CSEQ data from 18,000+ students) http://epaa.asu.edu/epaa/v9n49.html

CSEQ Questionnaire http://www.indiana.edu/~cseq/overview.html and http://www.indiana.edu/~nsse/html/mbp/confra1.html

Johnson and Howell (Grant MacEwan) www.artsci.gmcc.ab.ca/people/johnsong

ICCEL -- Wake Forest University, 2002ICCEL -- Wake Forest University, 2002

David G. BrownWake Forest University

Winston-Salem, NC 27109336-758-4878

email: brown@wfu.eduhttp//:www.wfu.edu/~brown

fax: 336-758-4012

ICCEL -- Wake Forest University, 2002ICCEL -- Wake Forest University, 2002