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Our story:Evolution of blended learning environmentSharon Hu, Instructional DesignerNatasha Boskic, Senior Manager, Learning DesignUniversity of British Columbia
Who we are
Recent external developments
Incorporate hybrid components
Why hybrid?
Best of both worlds
Use mature infrastructure and technology
Broaden student catchment
Traditional blended learning
Real-time
Our blended learning
2009 2012
Number of programs with hybrid components (prior to May, 2012)
As of May, 2012Each UBC credit course has an online course shell in LMS
How do we keep up with the demand?
1. Enhance student engagement
Our 4 guiding principles
2. Increase teaching & learning effectiveness as new technology becomes available
3. Build general capacity
4. Comply with Faculty of Education’s strategic plan:
Deliver enriching and relevant programs that prepare students for educational practices within teaching professions and the community-at-large, and for educational leadership locally, nationally, and internationally. http://educ.ubc.ca/community/strategic-plan
With these guiding principles in mind, we use the ADDIE process.
Analysis DesignDevelopmentImplementationEvaluation
A D D I E
• Who are the learners and what are their characteristics?
• Is it feasible?• Environment scan of available
technology
A D D I E
• With this change, what is gained/lost in communication and relationships?
A D D I E
• What kind of activities we can create and support?
• How ready is an instructor to change his/her practice?
A D D I E
• Figuring out the cost/logistics• Create prototype
A D D I E
• What does the change bring to teaching and learning?
• What kind of interaction/engagement we would like to achieve?
A D D I E
• Construction of the environment
• Realizing the limitations and opportunities and using the best choices
A D D I E
• Training for students, instructors, and support staff
• Gather information for best practices
A D D I E
• Troubleshooting, but also observing and providing feedback and suggestions on class dynamics
A D D I E
• Gather information for best practices.
• When are they engaged the most?
• What works?
A D D I E
• Formative – tweak the delivery method as the course/program continues, the best set-up, the most compatible equipment depending on the instructor’s style, course content, activities.
A D D I E
• Summative – end of course student surveys, interview with instructors, and with administrators: cost-benefit analysis
Lecture capture
Lecture capture
A D D I E
• Minimal technical knowledge and learning curve
• Captured the classroom dynamics
Lecture capture
A D D I E
• Minimal change to instructor’s practice
• Minimal change to students’ study practice
• Transcription is available
Lecture capture
A D D I E
• Unclear text• Long recording and post-editing • Live session means more
chances of things “go wrong”• Long video clip, may result in
cognitive overload
Lecture capture
• Lecture Capture• Synchronous learning
A D D I E
A D D I E
• Unclear text• Long recording and post-editing • Live session means more
chances of things “go wrong”• Long video clip, may result in
cognitive overload
Lecture capture
?
Voice over PowerPoint
A D D I E
• Content is editable• Content is high resolution• Content is in digestible chunks• Instructor is speaking directly
to the viewers
Voice over PowerPoint
A D D I E
• Relies heavily on the the speaker’s ability to use the medium effectively
• Can feel a bit sterile, and lacking the human elements
Voice over PowerPoint
A D D I E
• Content limited to whatever is on the PowerPoint slide
Voice over PowerPoint
• Lecture Capture• Synchronous learning
A D D I E
A D D I E
• Medium not used effectively• Content felt a bit sterile• Content limited to the Powerpoint
slides
Voice over PowerPoint
?
Screen capture lecture
A D D I E
• Quick turn-around with minimal editing
• The added visual gives the recordings a human touch
Screen capture lecture
A D D I E
• Build in breaks, discussion point prompts
• Content can include websites, YouTube videos, or specialized software
Screen capture lecture
A D D I E
• Instructor can not easily interact with the content
Screen capture lecture
• Lecture Capture• Synchronous learning
A D D I E
A D D I E
• Can not interact with the content
Screen capture lecture
?
SmartBoard lecture capture
A D D I E
• Maintaining the ability to modify content
• Preserving the natural flow and movement of a face-to-face session
SmartBoard lecture capture
A D D I E
• Isolated learning with no direct feedback peer-peer/peer-instructor
• Discussion is separated from the video content
SmartBoard lecture capture
• Lecture Capture• Synchronous learning
A D D I E
A D D I E
• Isolated learning• Discussion is separated from
the video content
SmartBoard lecture capture
?
Collaborative annotation
A D D I E
• Adds a social layer to the teaching/learning process
• Discussion is integrated with the video
• Platform is programmed to be mobile friendly
Collaborative annotation
A D D I E
Collaborative annotation
Collaborative annotation
1 out of 17
A D D I E
• Technology overload: Steep learning curve to using the platform
Collaborative annotation
A D D I E
• Suitability of the topic• Presenter’s style• Expectations of using the system
Collaborative annotation
Where are we now?
As of May, 2012Each UBC credit course has an online course shell in LMS
