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Sue Hines
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Teaching a Blended Course
Partners in LearningSue Hines & Bob Andersen
Saint Mary’s University of MN
Blended Learning
What do you think it is?
What do the experts say? Blended learning is an instructional delivery approach
where
traditional face-2-face instruction&
online instruction
is combined.
It’s blended in such a way that
each format is made better and
enhanced by the presence of the
other
Types of Blending Models
According to the Pew Foundation Project, there 3 models:
1. Supplemental model: Additional online learning is added to the full traditional f2f course.
2. Replacement model: Online learning replaces some of the class time (i.e. seat time) of the f2f course.
3. Emporium model: Entire traditional f2f is replaced with a learning resource center with computer mediated-instruction and live assistance. Source: Penn State University
Which model represents your idea of a “blended course”?
1. Supplemental model: Additional online learning is added to the full traditional f2f course.
2. Replacement model: Online learning replaces some of the class time (i.e. seat time) of the f2f course.
3. Emporium model: Entire traditional f2f is replaced by a learning resource center with computer mediated-instruction and live assistance.
Which model is a “flipped classroom”?
1. Supplemental model: Additional online learning is added to the full traditional f2f course.
2. Replacement model: Online learning replaces some of the class time (i.e. seat time) of the f2f course.
3. Emporium model: Entire traditional f2f is replaced by a learning resource center with computer mediated-instruction and live assistance.
Which model sounds cool but Saint Mary’s doesn’t offer it?
1. Supplemental model: Additional online learning is added to the full traditional f2f course.
2. Replacement model: Online learning replaces some of the class time (i.e. seat time) of the f2f course.
3. Emporium model: Entire traditional f2f is replaced by a learning resource center with computer mediated-instruction and live assistance.
Determining a Blend
• The f2f and online blended structure is determined for you.
• But how you design the f2f and online learning experience is up to you.
• There is no one set way to do it.
• However, it’s not simply portioning out the course content between f2f and online sessions.
It’s your choice
Think about an integrated design
• What is best learned online?• What is best learned face-to-face?
• When and how long do we meet?• When and how long do we not meet?
• How can a blend of online and f2f learning, given the schedule, result in the best learning outcome?
Other Dimensions of Blended Delivery
• Synchronous & asynchronous• Self-directed and instructor-led• Self-paced or live & collaborative• Deliberate & experiential• Individual & group• Passive & active learning
Delivery mode suggestions:
In-Class / Face to Face• Course introduction• Collaborative processing• Complex dialogues• Project presentations• Question / answer sessions• Demonstrations• Practice and debrief• Debates• Role Plays• Peer reviewing
Out of class / online• Course content• Preparatory learning• Quizzing• Videos • Contemplative discussion• Reflective work• Resource listing/sharing• Collaborative products
Module Design Models
Flipped classroom: Content knowledge is initiated out-of-class, application is in-class (Bergman & Sams, 2012)
Explore, Explain, Apply Learning Cycle: (Musallam, 2012)
In-class inquiry, out-of-class content knowledge, in-class application
Experiential Learning Model: (Kolb, 1983)
Act – Reflect – Conceptualize - Apply
Modified Experiential Learning Model: (Kolb, 1983; McCarthy, 1980)
Current conceptions - add new knowledge – practice - apply
So, a blended course might look like this:
So, what do you think so far?
Do you see any advantages?
Disadvantages?
Concerns?
Reasons to smile?
If you ask “blended” students…(and researchers have),
What they want most in a blended course is:
• Structure and organization– Oftentimes, this is more important than content
• Integration between f2f and online learning– They want to feel a unified instructional experience– Not a collection of activities thrown together
Ausburn, 2004 ; Aycock, 2002
The instructional designing process is key
• Designing a blended course is best accomplished with an instructional designer and SME.– Bob & Sue; and you
• Approach the process as a course “redesign” opposed to “conversion”
• Realize that it takes time and effort
Indicators of effective blended learning:
Clear expectations Student expectations for participation and criteria for academic success is clearly stated and understood. Directions for weekly activities is key!
Instructor as facilitator The instructor moves from distributor of knowledge to facilitator of learning.
Students as self-directed learners Instructor orients students to the “blended design” of the course. Success = Being responsible for your learning.
A community of learners The instructor and student work together to co-create the learning experience.
Integrated learning experience The learning experience represents an well-crafted integration of reading, online/out-of-class learning, and in-class activities to achieve the course learning
Delivering a Blended Course5-step approach
1. Diagram the f2f and online course structure
(Using your program’s online/f2f structure)
2. Establish learning goal/s for each learning module 3. Create an instructional plan for each module4. Determine the instructional materials5. Construct the learning modules
1. Diagram course meeting structure
OUT OF CLASS
IN CLASS
Alternating weeks
Or maybe it looks like this
OUT OF CLASS
IN CLASS
Seat time in-class is low; Online time is high
Or this…
OUT OF CLASS
IN CLASS
In-class seat time is high: online is low (e.g. Saturdays are removed)
Or this..
OUT OF CLASS
IN CLASS
Online time is continuous; with 2-3 days in class (@beginning or end)
2. Establish learning goal/s for each learning module
Course Title:Student Learning Objectives:
F2f or online?
Topical course content Learning goal/s SLOs being taught
Module 1
What is the course content to be taught for this week?
Give it a title
What are the students expected to know, do, or appreciate by the end of the module?
Try to link the goals to the graded assignment/s
Which SLOs are being met?
Module 2
Module 3
3. Create an instructional plan for each session
Module #:Learning Goal/s:Online or F2F?:Evidence of learning
Learning activity Description Length of time
How will I determine or measure the student is proficient in this learning goal?
What learning activity would allow for “the evidence of learning” to occur?
What does the activity involve?
Describe it so you can duplicate it in the future
How long does this activity take?
Think of incremental developmental steps
4. Determine the instructional materials
Module #:Learning Goal/s:Online or F2F?:Evidence of learning
Learning activity Description Length of time Materials Needed
What could the students do to show they are learning (i.e. meeting the learning goals)
What learning activity would allow for the evidence of learning to occur?
What does the activity involve?
Describe it so you can duplicate it in the future
How long does this activity take?
What instructional technology is needed?
What content materials?
Think of incremental developmental steps
What physical materials?
5. Construct the learning modules
• Build out each module in Blackboard
• This can be time consuming
• Take advantage of the tools in Blackboard
• If possible build out the entire course before it’s launched
Want to see an example?
See the Blended Course Example handout
Blended
Need more examples of how to create content?
Take it away……..…Bob!
Did you create a blended course? Care to share with us?