Upload
reach-your-potential-llc
View
4.688
Download
0
Tags:
Embed Size (px)
DESCRIPTION
The following presentation is an overview of the what, the why, and the how to transition to blended learning.
Citation preview
Michelle Post, Ph.D.
Elliott Masie (2006) states,
“All learning is blended learning.”
“Great learning is blended.”
10/12/2012 2 ©Michelle Post, Ph.D.
Definition of Blended Learning
Why Blended Learning
Importance of Blended Learning
Six Issues of Blended Learning
Advantages / Disadvantages of Blended Learning
Different Levels of Blended Learning
Categories of Blended Learning
Pedagogical Techniques for eLearning
10/12/2012 3 ©Michelle Post, Ph.D.
Transitioning Faculty to Blended Learning
Hoffman’s BL Train-the Trainer Training Agenda
Tools for Faculty Teaching in a Blended Learning Format
What Does the Future Hold for Blended Learning
Emerging Technologies for eLearning
Future Trends in Blended Learning
References
Resources
10/12/2012 4 ©Michelle Post, Ph.D.
“Blended learning systems combing face-to-face instruction with computer-mediated instruction.” (Graham, 2006, p. 5)
10/12/2012 5 ©Michelle Post, Ph.D.
Per Osguthorpe and Graham (2003) there are six reasons for the use of blended learning.
1. Pedagogical richness
2. Access to knowledge
3. Social interaction
4. Personal agency
5. Cost-effectiveness
6. Ease of revision
10/12/2012 6 ©Michelle Post, Ph.D.
“American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry” (Rooney, 2003 as cited in Bonk & Graham, 2006, p. 3)
The President of Pennsylvania State University was quoted as saying, “that the convergence between online and residential instruction was the single-greatest unrecognized trend in higher education today” (Young, 2002, as cited in Bonk & Graham, 2006, p. 3)
10/12/2012 7 ©Michelle Post, Ph.D.
1. The role of live interaction
2. The role of learner choice and self-regulation
3. Models for support and training
4. Finding balance between innovation and production
5. Cultural adaptation
6. Dealing with the digital divide (Graham, 2006, p. 14)
10/12/2012 8 ©Michelle Post, Ph.D.
Advantages Disadvantages
Opportunities to create learning communities
Less class time with use of Internet
Flexibility Increased interaction
from students Best of both worlds (F2F
and BL) Improved technology
skills Asynchronous
communications
Time requirements Faculty to student
relationship Technology support Learning curve for both
faculty and student in learning the technologies
Longer prep time when teaching in a blended environment
Faculty perceptions of blended learning
Student perceptions of blended learning
10/12/2012 9 ©Michelle Post, Ph.D.
Graham (2006) identify four levels of blended learning
1. Activity-Level Blending – this level occurs “when a learning activity contains both face-to-face and computer-mediated (CM) elements.”
2. Course-Level Blending – this level is the most common way to blend and is a “combination of distinct face-to-face and CM activities used as part of a course.”
10/12/2012 10 ©Michelle Post, Ph.D.
3. Program-Level Blending – blending at this level could be one of two models: (1) a learner chooses a mix in his/her program of face-to-face with online, or (2) the learner’s program is prescribed with a mixture of face-to-face and online already.
4. Institutional-Level Blending – this model is where the institution has chosen to blend its course offerings in a blended model with face-to-face and CM instruction.
10/12/2012 11 ©Michelle Post, Ph.D.
Enabling blends – focuses on addressing issues of access and convenience
Enhancing blends – focuses on incremental changes to the pedagogy but do not radically change the way teaching and learning occurs
Transforming blends – focuses on a radical transformation of the pedagogy (Graham, 2006, p. 13)
10/12/2012 12 ©Michelle Post, Ph.D.
Bonk, Kim, & Zeng (2006) identified the following 12 pedagogical techniques.
1. Group problem-solving and collaborative tasks
2. Problem-based learning
3. Discussion
4. Case-based strategies
5. Simulation or role play
6. Student-generated content
10/12/2012 13 ©Michelle Post, Ph.D.
7. Coaching and mentoring
8. Guided learning
9. Exploratory or discovery
10. Lecturing or teacher-directed activities
11. Modeling of the solution process
12. Socratic questioning
10/12/2012 14 ©Michelle Post, Ph.D.
The Organization (Support) – Has the budget and staff to support blended learning development. The organization needs to view a move to blended learning as a change initiative. The organization needs to be ready, willing, and able to make the change to a blended learning environment. (Hofmann, 2006, p. 39)
The Course Designers – “Blending technologies that take advantage of learning styles, learner convenience, and the best practices of instructional design enable course developers to create programs that engage the learner and maximize learning retention” (Hofmann, 2006, p. 29).
Faculty - “. . . The entire blended learning experience, including the self-directed components, is instructor led” (Hofmann, 2006, p. 35).
Learners (customers) – Learners can aid in the creation of life long relationships through blended learning
10/12/2012 15 ©Michelle Post, Ph.D.
Facilitators need to approach a blended environment just as they would a traditional teaching environment
Facilitators need to learn from their mistakes --- and not be afraid to make mistakes
Facilitators need to participate in as many blended learning opportunities as possible
Facilitators need to learn ALL of the technologies of a blended learning environment
Facilitators need to know how to facilitate each individual technologies
Practice, Practice, Practice
10/12/2012 16 ©Michelle Post, Ph.D.
Learn How to Learn Online
E-Learning 101
The Basics of Blending
Collaboratory! Ready, Willing, and Able
Session 1 Session 2 Session 3 Session 4 Session 5
Focuses on learning in the online environment; demystifies the technology for the participants so they have a positive learning
Addresses definitions and terminology, demonstrates various delivery technologies, and introduces the changing roles of instructional designers, facilitators, and learners
Introduces blending asynchronous, synchronous, and traditional learning technologies
Hands-on, experiential interaction with various delivery technologies
Addresses preparing the learners for online learning
10/12/2012 17 ©Michelle Post, Ph.D.
More on Blended Learning Design
Facilitating Online
Learning
Creating Materials for the Blended Classroom
Final Project Implementing E-Learning Within the
Organization
Session 6 Session 7 Session 8 Practicum Session 9
After introducing a media selection matrix, participants work in breakout rooms to create blended solutions based on case study examples
Focuses on online interactions and the nuances of facilitating synchronous, asynchronous deliveries, and blended; teaches the critical steps to prepare to train online.
Provides design strategies for creating learner-centered materials that tie together synchronous and asynchronous components of blended online programs.
In this individualized project, participants design, assemble, and deliver a blended program.
Discusses partnering with IT, vendors, consultants , and management and the marketing of the e-learning initiative to ensure its acceptance and success.
10/12/2012 18 ©Michelle Post, Ph.D.
Dr. Post (2012) Suggests: “There is no limitation on the tools to aid a faculty in the
teaching of a blended learning course. The number of potential tools that can be incorporated into a
blended learning course is only limited by the faculty’s imagination and experience.
The best tool a faculty member can use for a blended learning course is their own willingness to learn about a variety of technologies, play with the technologies, and then try a technology in their course (one at a time). Not all technologies will work in a blended learning course.
There are so many resources available from books, blogs, websites, and more. A faculty member just needs to take at least one hour a week to research ways to enhance the blended learning course.”
See the Resource slide for some websites and blogs to review.
10/12/2012 19 ©Michelle Post, Ph.D.
Graham (2006) states, “We live in a world in which technological innovation is occurring at breakneck speed and digital technologies are increasingly becoming an integral part of our lives” (p. 16).
Ross and Gage (2006) states, “that the future learning systems will be differentiated not based on whether they (institution) blend, but rather how they blend” (p. 14).
10/12/2012 20 ©Michelle Post, Ph.D.
Bonk, Kim, & Zeng (2006) identified the following emergent technologies.
Digital portfolios
Assistive technology
Simulations and games
Digital libraries
Peer-to-peer collaborative tools
Wireless technology
Reusable content objects
10/12/2012 21 ©Michelle Post, Ph.D.
1. Mobile blended learning
2. Greater visualization, individualization, and hands-on learning
3. Self-determined blended learning
4. Increased connectedness, community, and collaboration
5. Increased authenticity and on-demand learning
10/12/2012 22 ©Michelle Post, Ph.D.
6. Linking work and learning
7. Changed calendaring
8. Blended learning course designations
9. Changed instructor roles
10. The emergence of blended learning specialists
10/12/2012 23 ©Michelle Post, Ph.D.
Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: Global perspectives, local designs. San Francisco, CA: John Wiley & Sons.
Bonk, C. J., Kim, K., & Zeng, T. (2006). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk & C. R. Graham, The handbook of blended learning: Global perspectives, local designs. San Francisco, CA: John Wiley & Sons.
Dziuban, C., Moskal, P., & Hartman, J. (n.d.). Higher education, blended learning and the generations: Knowledge is power no more. Orlando, FL: University of Central Florida.
Hoffman, J. (2006). Why blended learning hasn’t (yet) fulfilled its promises: Answers to those questions that keep you up at night. In C. J. Bonk & C. R. Graham, The handbook of blended learning: Global perspectives, local designs. San Francisco, CA: John Wiley & Sons.
10/12/2012 24 ©Michelle Post, Ph.D.
Masie, E. (2006). The blended learning imperative. In C. J. Bonk & C. R. Graham, The handbook of blended learning: Global perspectives, local designs. San Francisco, CA: John Wiley & Sons.
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning systems: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-234.
Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Management, 55(5), 26-32.
Ross, B., & Gage, K. (2006). Global perspectives on blending learning: Inside from WebCT and our customers in higher education. In C. J. Bonk & C. R. Graham, The handbook of blended learning: Global perspectives, local designs. San Francisco, CA: John Wiley & Sons.
Young, J. R. (2002, March 22). “Hybrid” teaching seeks to end the divide between traditional and online instruction. Chronicle of Higher Education, p. A33.
10/12/2012 25 ©Michelle Post, Ph.D.
Center for Learning & Performance Technologies - http://c4lpt.co.uk/
Classroom 2.0 - http://www.classroom20.com/ Educause - http://www.educause.edu/ Edudemic - http://edudemic.com/ FacultyFocus - http://www.facultyfocus.com/ Free Tech 4 Teachers -
http://www.freetech4teachers.com/ International Society for Technology in Eduation
(ISTE) - https://www.iste.org/ Merlot -
http://www.merlot.org/merlot/index.htm TES - http://www.tes.co.uk/
10/12/2012 26 ©Michelle Post, Ph.D.
Michelle Post, Ph.D., MBA Email: [email protected]
Web: http://reachyourpotential.info/
Linkedin: http://www.linkedin.com/in/michellepostphd
Twitter: http://twitter.com/michellepost
Slideshare.net: http://www.slideshare.net/mpostphd
10/12/2012 27 ©Michelle Post, Ph.D.