adetajan2007

Inquiry through Blended Learning: 

Inquiry through Blended Learning Norm Vaughan, Ph.D Teaching & Learning Centre, University of Calgary nvaughan@ucalgary.ca

Overview: 

Overview 1) Inquiry through blended learning (ITBL) 2) Using information communication technologies (ICT) to support ITBL 3) Examples & scenarios 4) Resources

Reflecting on Inquiry Based Learning: 

Reflecting on Inquiry Based Learning Inquiry Based Learning ? ? ? ?

Inquiry Based Learning – Your Thoughts: 

Inquiry Based Learning – Your Thoughts Concept Mapping Resources: Cmap Smart Ideas Inspiration FreeMind

Inquiry: 

Inquiry Is problem or question driven Typically has a small-group feature Includes critical discourse Is frequently multi-disciplinary Incorporates research methods such as information gathering and synthesis of ideas

Practical Inquiry Model – PhasesGarrison, D. R., Anderson, T., & Archer, W. (2000): 

Practical Inquiry Model – Phases Garrison, D. R., Anderson, T., & Archer, W. (2000)

Inquiry Based Learning Activities: 

Inquiry Based Learning Activities What is one example of an IBL activity that you are currently using or would like to use within your teaching?

Blended Learning: 

Blended Learning Thoughtful integration of face-to-face and online learning. An opportunity to enhance the classroom experience and extend learning through the innovative use of Internet communication and information technology. Not an add-on; redesign approaches (e.g., replace lectures, add online activities)

Using Information Communication Technologies to Support Inquiry through Blended Learning: 

Using Information Communication Technologies to Support Inquiry through Blended Learning Before class During class After class Next class

1. Before Class: 

1. Before Class

Community Web Space: 

Community Web Space

Pre-readings: 

Pre-readings

Social Book Marking: 

Social Book Marking

Macromedia Breeze: 

Macromedia Breeze

Podcasting: 

Podcasting

Self-assessment Quizzes (knowledge probes): 

Self-assessment Quizzes (knowledge probes)

Inquiry Cycle – Before Class: 

Inquiry Cycle – Before Class

2. During Class: 

2. During Class

Quiz & Survey Feedback: 

Quiz & Survey Feedback

Classroom Response Systems: 

Classroom Response Systems

Digital Learning Objects/Resources: 

Digital Learning Objects/Resources

Displaying Assignments/Student work: 

Displaying Assignments/Student work

Inquiry Cycle – During Class: 

Inquiry Cycle – During Class

3. After Class: 

3. After Class

Anonymous end of week survey: 

Anonymous end of week survey

Announcements: 

Announcements

Class email list: 

Class email list

Student- led Online Discussion Forums: 

Student- led Online Discussion Forums

Team Formation Tool: 

Team Formation Tool

Group Project Areas: 

Group Project Areas

Virtual Classrooms: 

Virtual Classrooms

Weblog – Reflective Journaling Tool: 

Weblog – Reflective Journaling Tool

Wikis – Collaborative Writing Tool: 

Wikis – Collaborative Writing Tool

Peer Review Tools: 

Peer Review Tools

Opportunities for further exploration: 

Opportunities for further exploration

Inquiry Cycle – After Class: 

Inquiry Cycle – After Class

4. Next Class: 

4. Next Class

Anonymous survey feedback: 

Anonymous survey feedback

Archive survey feedback: 

Archive survey feedback

Inquiry Cycle – Next Class: 

Inquiry Cycle – Next Class

Triad Model: 

Triad Model Erhmann (2002) http://www.marshall.edu/it/cit/flashlight/AuthorGuidelines.htm#triad

Scenario One - Economics: 

Scenario One - Economics Introductory Micro and Macroeconomics Goal to increase: student engagement with course material outside of class time opportunities to apply theory to practical problems access and quality of tutorial resources Solution: Replacement of scheduled classroom tutorials with interactive online tutorials and assignments (Blackboard and Aplia.com)

Scenario Two – Communication & Culture: 

Scenario Two – Communication & Culture International Development Studies Goal to increase: Student peer interaction and critical dialogue during class time Solution: Lectures replaced by Macromedia Breeze presentations (narrated PowerPoint with embedded videos and self-assessments) accessed outside of class time Class time used exclusively for group work (60 students - 20 meet on Monday, 20 meet on Wednesday and 20 on Friday)

Scenario Three – Nursing: 

Scenario Three – Nursing Child and Youth Health Promotion in Schools Goal to increase: Course scheduling flexibility Exposure to diverse perspectives Solution: Weekend course workshops Virtual presentations by online guests through the Elluminate Live! system and related discussions “hosted” within the Blackboard learning management system

Blended Learning Instructor Survey: 

Blended Learning Instructor Survey What do you like most about BL? Increased access and flexibility Variety of approaches Increased communication Assessment & feedback efficiencies Increased opportunity for student reflection Richer classroom interactions Development of a learning community

Blended Learning Instructor Survey: 

Blended Learning Instructor Survey What do you like least? Increased instructor workload Nothing Students challenged to contribute online (i.e., take responsibility for their learning) Technology challenges

BL Student Survey – Winter 2006: 

BL Student Survey – Winter 2006 Nine courses 241 completed in-class, paper-based surveys 76% return rate 50% first yr 78% female Average age 21.4 yrs

BL Student Survey: 

BL Student Survey Interaction - amount With other students 77.6% increased; 15.8% nd group work was primary reason With instructor 55.2% increased; 27.4% nd accessibility was primary reason

BL Student Survey: 

BL Student Survey Interaction – quality With other students 68.9% increased; 25.3% nd group work was primary reason With instructor 58.5% increased; 27.8% nd accessibility was primary reason

ITBL Student Survey – Advantages: 

ITBL Student Survey – Advantages Most effective aspects of ITBL courses group work discussions – face to face and online increased interaction with other students and instructors online resources greater flexibility self directed learning opportunities application of learning variety of assignments and methods of assessment integration of online and in-class learning

ITBL Student Survey – Challenges: 

ITBL Student Survey – Challenges Least effective aspects of ITBL courses lack of clear course expectations, structure, organization and direction online component increased workload poor or lack of communication technological “glitches” and problems

Action/Future Plans: 

Action/Future Plans Student Orientation Blended learning course calendar designation Pre-course Web sites and Adobe Breeze presentations Two page Tip sheets about common inquiry & blended learning issues (i.e., inquiry, student orientation) Future plans for a formal first year student orientation to inquiry program (i.e., for-credit module of study) Scholarship of Teaching & Learning (SoTL) Recent hiring of an evaluation specialist to coordinate the collection & analysis of data and the dissemination of results for SoTL studies Alignment of the student survey and instructor interview questions with the National Survey of Student Engagement (NSSE) instruments

Questions, Comments, Discussion: 

Questions, Comments, Discussion PowerPoint Slides and Resources Available at: http://www.ucalgary.ca/~nvaughan/norm/presentations.htm

Resources: 

Resources Erhmann, S. (2000) What is a “Triad”? Focusing on how technology is used and why. Narrated Microsoft PowerPoint Presentation http://www.tltgroup.org/media/fl/Triad.htm Garrison, D.R. & Anderson, T. (2003). E-Learning in the 21st Century: A Framework for Research and Practice. London: RoutledgeFalmer. Novak, Greg (1999). Just-in-Time Teaching. http://webphysics.iupui.edu/jitt/what.html/ Portland State University (2001). Classroom Assessment Techniques: Examples. http://www.oaa.pdx.edu/CAE/cat.html Twigg, C.A. (2006). The National Centre for Academic Transformation. http://thencat.org University of Wisconsin @ Milwaukee (2002). Hybrid Course Website. http://www.uwm.edu/Dept/LTC/hybrid.html/