Blend It & Share It Advies van de werkgroep Onderwijsvernieuwing / Blended Learning FNWI December 15 th 2015 Peter van Baalen Professor of Information Management and Digital Organization Director of College of Economics and Business Members working group Educational Innovation / Blended Learning Peter van Baalen (FEB, chair working group) Brigitte Widdershoven (AZ, secretary working group) Klaas Visser (FMG Psychology) Arthur Salomons (FdR) Etienne van Eyck (FdG, AMC) Andy Pimentel (FNWI) Leon Raijman (ICT Services) till April 1st 2015 Annemarie Zand Scholten (FMG Peagogiek en Onderwijskunde) Nynke Bos (till March 1st 2015) Ilse Blomberg student-member since May 2015 Lina van Hirtum student-member since May Questions 1. What are the most important technological and non-technological trends relevant for higher education? 2. What are the implications for the UvA and her schools? 3. What could be our response from a blended learning perspective? 2 Changing higher education context Continuous growth # students ( : increase 54%) Increasing diversity student population w.r. prior knowledge and cultural background (international classroom) Decreasing financial contribution government per student ( : decrease from to euro). Massification of higher education and quality standards Increasing output performance norms w.r. research and education (and criticism) Personalization and flexibility: tailor made programs and diplomas Decreasing (economic) value of academic degree? Competition new commerical players in the market for education Open online education / courseware (MIT Open Courseware, MOOCs, Kahn Academy, SkilledUp etc.) Pervasive impact of ICT in education and society 3 UvA werkgroep Blended Learning4 Changing higher education context Continuous growth # students ( : increase 54%) Increasing diversity student population w.r. prior knowledge and cultural background (international classroom) Decreasing financial contribution government per student ( : decrease from to euro). Massification of higher education and quality standards Increasing output performance norms w.r. research and education (and criticism) Personalization and flexibility: tailor made programs and diplomas Decreasing (economic) value of academic degree? Competition new commerical players in the market for education Open online education / courseware (MIT Open Courseware, MOOCs, Kahn Academy, SkilledUp etc.) Pervasive impact of ICT in education and society 5 Unbundling and Rebundling in higher education Threat: unbundling Mass education and decreasing quality of education Fragmentation of education Disconnection education and research Competition commercial non-university players Blurring boundaries resulting from digitization Opportunity: rebundling Meaningful and innovative rebundling of education from a strong educational perspective 6 Blended Learning Meaningful combinations of offline and online learning activities from a strong educational perspective 7 Blended Learning: The best of both worlds 8 Strengths of offline education Strengths of online education Rich and direct contact student-teacher and student-student Social engagement with lecturers, students and university Time and place independency Accessibility Rich course material + Educational philosophy UvA Research-driven education 9 Current use of ICT in education UvA Hundreds of unconnected or loosely connected ICTO - projects Educational strategy: deepening and broadening with Blended Learning 10 Deepening: intensify student - teacher / student student and student course material interaction Broadening: connecting to (potential) stakeholders in society Deepening with Blended Learning Small scale classes Flip the classroom Research-driven education Rich digital course material Personalization, differentiation and flexibility Learning analytics Peer learning Role of the campus 11 Accessibility Internationalization Life Long Learning Collaboration with private and public organizations Collaboration with university and non-university partners Open educational resources / open courseware 12 Broadening with Blended Learning Strategic choices blended learning University level School level 13 Sustainable education innovation capability University level School level Recommendations 14 Strategic choicesSustainable innovation University level School level Aligning choices and innovation at two levels Scale Scope Strategic choices blended learning: university level Educational strategy: deepening and broadening; Aligning central and decentral blended learning infrastructures; Aligning and orchestrate decentral initiatives; Collaboration with university and non-university partners; Financing blended learning; Use of and participation in open educational resources / open courseware; Revise the Contacturensysteem. 15 Strategic choices blended learning: school level Develop strategic plan blended learning at school level deepening and broadening Resource allocation (time, money, expertise); Develop incentive structure for teaching staff; Develop blended learning at curriculum level; Make or Buy decision on digital course material; Strategic decisions on expensive course material production (e.g. MOOCs, digitaal werkboek). 16 Sustainable education innovation capability: university level Set up research program Blended Learning and appoint full professor Blended Learning to support evidence-based blended learning (see UvA Instellingsplan ); Develop multidisciplinairy expertise (pedagogy, didactics, instructional design, edcational software engineering, project management); Set up UvA Blended Learning Platform to support the exchange of knowledge and experience and the development of new course material Appoint dean of blended learning to orchestrate the platform and decentral blended learning initiatives. 17 Sustainable education innovation capability: school level Give priority to the development and professionalization of teaching staff with respect to blended learning; Appoint an blended learning coordinator to initiate and support BL initiatives within the schools and to align initiatives between school and university level; Emphasize team productions instead of individual productions in the development of digital course material; Make high demands on the quality of the production, usage and licensed (proprietory and open source) digital course material; If possible, develop digital courses on a modular basis (to reuse them) Invest in the development and use of learning analytics 18 Thank you for your attention! 19 20 Student - ContentStudent - TeacherStudent - Student Interactions in teaching and learning Traditional focus Research on interactions (Bernard et al, 2009) All three types of interactions have significant effect on study performance No differences between online, offline and blended learning modalities For student content interaction, the more the better (time on task) For student teacher interaction, focus on comprehension and high order thinking skills not on lower level factual information, procedural information of a course, and assessment issues 21 Interactions in blended learning 22 Student - ContentStudent - TeacherStudent - Student Offline Student - ContentStudent - TeacherStudent - Student Online Double Helix = instruction Schumpeterian view on higher education 23 As long as we anchor our teaching and learning in the Double Helix theres an almost infinite number of neue Kombinationen in higher education Large scale lecture Small scale lecture S -T S - C S -T Large scale lecture Small scale lecture S -T S - CS -T Large scale lecture Small scale lecture S -T S - CS -T Traditional sequence S - C S - S S -TS - CS - TS - CS -TS - CS - SS - TS - S Neue Kombinationen (e.g. flip the classroom) 24 Socrates and his student: Painter: Johann Friedrich Greuter, 1590: (San Francisco, Achenbach Foundation for Graphic Arts) Bates:chapter/4-2-transmissive-lectures/ Visible Learning and Teaching What is most important is that teaching is visible to the student, and that learning is visible to the teacher. The more the student becomes the teacher and the more the teacher becomes the learner, then, the more successful are the outcomes. (Hattie, 2009: 25) 25 Double Helix: visible learning and teaching UvA werkgroep Blended Learning 26 Student co-produces in teaching: asking for feedback Teacher co-produces in learning: signalling students comprehension Learning Teaching Double Helix 27 Artist: Laurentius de Voltolina; Liber ethicorum des Henricus de Alemannia; Kupferstichkabinett SMPK, Berlin/Staatliche Museen Preussiischer Kulturbesitz, Min Old Lecture Rise of Parallelism Teaching Learning Bates:chapter/4-2-transmissive-lectures/ Attention Please! 28 29 Paralellism vs Double Helix in Teaching and Learning 30 Parallelism Teaching Learning Teaching Double Helix