Blended Learning: Create time; Create conversation; Create depth

Francine Glazer, PhDAssistant Provost and Director,

Center for Teaching and LearningNew York Institute of Technology

October 17, 2013

After this session, you will be able to:

• Identify benefits of a blended format in enhancing student learning

• Use one or two simple active learning structures in class

• Envision a way to “dip your toes in the water”

Definitions

• Online courses– 80 – 100% of their contact hours online

• Blended courses– 30 – 80% of their contact hours online– Content delivery, active learning both online and

face-to-face• Enhanced courses– 0 – 30% of their contact hours online

3

Definitions

• Blended courses– 30 – 80% of their contact hours online– Content delivery, active learning both online and

face-to-face• Flipped courses– 100% of their contact hours face-to-face– Content delivery online, in advance– Contact hours used for active learning

4

Flipped Courses

• Online learning = lower-order cognitive skills– Remembering– Understanding– Applying

• In class activities = higher-order cognitive skills– Analyzing– Evaluating– Creating

Blended Courses

• F2F + OL activities = lower-order cognitive skills– Remembering– Understanding– Applying

• F2F + OL activities = higher-order cognitive skills– Analyzing– Evaluating– Creating

Why blend a course?

• Students are more engaged– 100% participation– Creation of a learning community

• Focus is on content, not speed– Level playing field– Higher quality discussions

• Online component supports group work:– Asynchronous = anywhere, anytime access

Blending works better when…

• Students use online time to– Reflect– Write– Discuss

– U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A

Meta- Analysis and Review of Online Learning Studies, Washington, D.C., 2009.

Blending is all about the layers

“…the thoughtful fusion of face-to-face and online learning experiences … such that the strengths of each are blended into a unique learning experience.

- Garrison and Vaughn (2008)

“Entry Ticket”

Front-load? or Back-load?

Where does each part fit best?

(cartoon removed due to copyright restrictions)

Sample module, F2F

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.

Sample module, BL

Senior Project – Animation

• Online: learn software; entry ticket• In class: “20-minute Creative Challenge”• Online: work on semester project

Blended Courses Create Conversation

Online: Classroom Assessment Techniques (2nd edition)– Muddiest Point (pre)– RSQC2 (post)

Minute Paper / Muddiest Point

• Use as an online, interactive activity• Students engage in the struggle with the

material– Post a question– Answer a question

• Metacognitive bonus

RSQC2

• Use as an online, interactive activity• Recall, Summarize, Question, Connect,

Comment• Good way to integrate lots of material

Blended Courses Create Conversation

Face-to-Face: Interactive Activities– Minute Paper– Think-Pair-Share– Quick-Thinks

Engage 3 ways

Content

Faculty

Student

Students

Take a Test Drive…

• Use a contract syllabus; give students options– Choose activities to add up to # points– “HyFlex” model; Music of Multicultural America

• Add an online activity to extend a class– Just-in-Time Teaching (JiTT)– Follow-up discussion questions

Discussions, online?

• Open-ended questions• Clear expectations for post, response• Gentle facilitation• Rubrics for easy grading

Create Time for Advanced Work

Take a Test Drive…

• Convert one module of a course• Convert one component of a course– Sustained work over semester– Integrative work– Case study, group project

Introduction to Physical TherapyModule 1: Online• History of PT• APTA/House of Delegates• Laws, Regulatory Practice Module II: F2F• Employment Opportunities• Code of Ethics Module III: Online• Guide to PT Practice• ICF Model

Module IV: F2F• Documentation• Cultural Competence Module V: OL / F2F• Related Professions

(Jigsaw) Module VI: F2F• Current Issues Debate

Principles of Genetics

• Team-Based Learning• Case Study: Genetically Modified Foods; Ethics– Complex topic required extensive research– Asynchronous groups– 5 roles, 1 / team– Staged case; part 1 F2F, part 2 OL, part 3 OL / F2F