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Michelle Post, Ph.D.

Transitioning to blended learning

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The following presentation is an overview of the what, the why, and the how to transition to blended learning.

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Page 1: Transitioning to blended learning

Michelle Post, Ph.D.

Page 2: Transitioning to blended learning

Elliott Masie (2006) states,

“All learning is blended learning.”

“Great learning is blended.”

10/12/2012 2 ©Michelle Post, Ph.D.

Page 3: Transitioning to blended learning

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.

Page 4: Transitioning to blended learning

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.

Page 5: Transitioning to blended learning

“Blended learning systems combing face-to-face instruction with computer-mediated instruction.” (Graham, 2006, p. 5)

10/12/2012 5 ©Michelle Post, Ph.D.

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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

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“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)

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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)

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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

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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.”

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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.

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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)

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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

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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

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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

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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

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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

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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.

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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.

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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.

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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

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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

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6. Linking work and learning

7. Changed calendaring

8. Blended learning course designations

9. Changed instructor roles

10. The emergence of blended learning specialists

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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.

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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.

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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/

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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.