Are You Blended Yet?

Are you Blended yet? A Blended Learning Guide for Educators by Anil Vasudevan : 

Are you Blended yet? A Blended Learning Guide for Educators by Anil Vasudevan

What is Blended Learning? : 

Blended Learning.. ‘combines face to face instruction with distance education delivery systems’ ( Osguthorpe & Graham, 2003) “…is the ability to combine elements of classroom training, live and self paced e-learning and advanced supportive learning services in a manner that provides a tailored learning..” (Fox, 2002) combines or mixes modes of web-based technology ( e.g live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio and text)and face to face instructor led instruction to accomplish an educational goal. What is Blended Learning?

Why use a ‘blended’ learning approach?: 

Why use a ‘blended’ learning approach? Those who use blended learning environments “are trying to maximise the benefits of both face-to-face and online methods – using the web for what it does best and using class time for what it does best” – ( Osguthorpe & Graham, 2003) “If technological advances are used expeditiously and teachers are less shackled by the need to provide students with access to knowledge, their skills in pedagogy can be directed towards higher level thinking abilities, and developing a climate of positive, enthusiastic learning contexts in which rigorous intellectual work can flourish. This in turn will enhance students’ self-image as effective learners. From such confidence the ability to be self-directed can develop” (Arnold & Ryan, 2003 ).

Six goals that educators might espouse as they design blended environments (Osguthorpe and Graham, 2003): 

Six goals that educators might espouse as they design blended environments ( Osguthorpe and Graham, 2003) Pedagogical Richness – a myraid of educational possibilities are created in a blended environment which a pure ftf setting cannot accomplish Access to knowledge – anytime, anywhere and multi-modes Social Interaction – Social contact in a ftf situation that can continue in the virtual space creates a strong collaborative community Personal Agency – more personal control of student goals and instructor learning objectives Cost Effectiveness – a well planned blended course is cost effective when compared to a full ftf course Ease of Revision

Success in blended learning is dependent on..: 

Success in blended learning is dependent on.. The understanding of the strengths of the different mediums, how learners engage in this type of learning process and how they use information from each different medium and how they can handle online and the traditional teaching methods in a combined form ( Reay , 2001).

A short introduction to blended learning models by Dr Ian Robertson: 

A short introduction to blended learning models by Dr Ian Robertson

Strategies for teaching and curriculum design for Blended Learning – A 6-Step Guide (prepared based on GIHE Good Practice Guide on Blended Learning prepared by Professor Kerri-Lee Krause) : 

Strategies for teaching and curriculum design for Blended Learning – A 6-Step Guide (prepared based on GIHE Good Practice Guide on Blended Learning prepared by Professor Kerri-Lee Krause) 1. Assess the fitness for purpose of blending in your class/course/program Why do you want to move some of your students’ learning activities out of the campus-based classroom and into an online environment? What value does the technology add? What are the limitations? If you do decide to integrate face-to-face and online learning, what is the optimal blend in the context of what you want your students to learn?

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2. Consider learner differences Your students range in age, background experience, level of computer literacy and ability to access information in different ways. When considering blended learning strategies, take account of the learning needs of your students, particularly those with disabilities and those who may not have easy access to high-speed internet services off campus.

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3. Decide on the appropriate blend for your context Having decided to blend face-to-face class interaction with online learning activities, you may select from a range of blending options.

Blending Options: 

Blending technologies Consider the range of technologies available, including: use of MP3 files, SMS messaging, online discussion forums, interactive CDs and simulations. Also, think about how you might make the most of wireless technologies and laptop computers when students are working together in face-to-face groups. What blend of technologies will best suit your purposes? Blending time ICTs enable you and your students to engage synchronously (at the same time, eg , instant messaging, videoconferencing) or asynchronously (not all parties are present at the same time, eg , email or discussion boards). Blending the locus of learning. Use ICTs to connect with students, and their supervisors, on work placements or in other work-based learning environments. Send students on a virtual fieldtrip to a series of websites or research databases, followed by a report back session to the class, face-to-face or online . Blending Options

Blending Options…(cont’d): 

Blending Options…(cont’d) Blending participants Bring the external into the classroom through a live videoconference with industry partners or community members. Establish links with a comparable class of students in another university. Use online discussion boards or instant messaging technology to involve students in shared problem-solving activities. Involve a guest lecturer who makes a scheduled synchronous contribution to a real-time online discussion group, or who provides an expert contribution to an asynchronous online discussion forum.

Blending Options…(cont’d): 

Blending teaching approaches Try using ICTs to move between teacher-centred approaches ( eg , powerpoint slides in a lecture) and learner-centred approaches ( eg , students using ‘clicker’ technology in lectures, followed by brief small group discussion or an independent written activity ) Blending learning and assessment activities Combine large-class learning in a lecture theatre with self-paced online quizzes or interactive computer-based activities. Use e-portfolios to motivate students to document and publish their work. Develop online discussion groups that continue the discussion or debate that you stimulate in your face-to-face classes each week. Create a wiki site where students work together in groups to formulate, organize and present their solutions online. For instance, students might work together to build a wiki-based glossary of the key terms learned during their course. Provide electronic feedback on student assignments (electronically submitted) using track changes or a bank of appropriate feedback comments. Follow up or precede with a whole group feedback session in a lecture to achieve the best blend of face-to-face and online feedback . Blending Options…(cont’d)

Blending Options…(cont’d): 

Blending roles Develop a range of skills among your students by giving them different roles in online discussions or assignments. Roles could include: organiser, main researcher(s), online discussion moderator, editor(s) responsible for final submission and online publication of a group task. These roles may be an extension of small group activities in face-to-face environments. Blending Options…(cont’d)

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4. Use technology to build community, develop responsibility and achieve outcomes A primary goal of higher education is to develop independent learners who have the capacity to think creatively and critically. Social networking (or Web2.0) technologies, such as blogs, wikis, podcasting and RSS-feeds can be particularly useful for engaging students in online learning communities using familiar technologies. Consider how you might use these ICTs to build learning communities, both on and off the web. The main success factor is to integrate them into your curriculum in educationally purposeful ways.

Blend Progressively: 

Blend Progressively 5. Start small and blend progressively. If you are considering blended learning for the first time, or planning to expand your repertoire of blended learning strategies, remember to start simply, with a focus on learning processes and outcomes. What learning goals do you want your students to achieve? Then, what technology tools will best suit the purposes, needs and skill sets of yourself, your teaching team and your students?

Finally, Evaluate: 

Finally, Evaluate 6. Monitor , evaluate, review and revise Once you have decided on your blended learning approaches and strategies for the semester, monitor the success of these progressively. Talk to students and colleagues about their view of the ICT-face-to-face blend. Evaluate formally and informally. Review and revise your curriculum in light of your evaluation . Adapted from document by Professor Kerri-Lee Krause)

An excellent example of transformation brought upon by a blended learning approach in a University Course by Satish Patel Great ideas for schools too!: 

An excellent example of transformation brought upon by a blended learning approach in a University Course by Satish Patel Great ideas for schools too! *Video by Satish Patel via Vimeo

Planning & Development of the Blended Course – A summary: 

Planning & Development of the Blended Course – A summary Source: ADDIE model

The Unit Lesson Design – A Summary Use this to guide your planning (Source:http://www3.hants.gov.uk/unit2-p5-lessondesign): 

The Unit Lesson Design – A Summary Use this to guide your planning ( Source: http :// www3.hants.gov.uk/unit2-p5-lessondesign )

Bloom’s Digital Taxonomy by Andrew Churches: 

Bloom’s Digital Taxonomy by Andrew Churches Has it roots in Bloom’s Taxonomy and Bloom’s Revised Taxonomy Was suggested to account for new behaviours, actions and learning opportunities emerging as technology advances and becomes ubiquitous It is not restricted to the cognitive domain, rather it contains cognitive elements as well as methods and tooling. The learning process can be initiated at any point It is a good starting point for educators to explore how to achieve higher order thinking and activities in a blended environment

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This work is licensed under a Creative Commons Attribution- NoDerivs 3.0 Unported License . Author: Samantha Penney, samantha.penney@gmail.com Blooms Digital Taxonomy in an easier form Click on Image to go to site with links to the suggested spaces

In Conclusion: 

In Conclusion A good blended learning course has to be well planned taking into account many factors Educators today need to have a good understanding of pedagogy, content and technological knowledge as well as how to link the three. Technological pedagogical content knowledge (TPAK) is what will distinguish the good teacher from the great teacher in future.

Technological Pedagogical Content Knowledge (TPAK) summary diagram: 

Technological Pedagogical Content Knowledge (TPAK) summary diagram Source: http://tpack.org/

Technological Pedagogical Content Knowledge: 

Technological Pedagogical Content Knowledge “…the intersection of all three elements is Technological Pedagogical Content Knowledge (TPACK). True technology integration is understanding and negotiating the relationships between these three components of knowledge. A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert (say a mathematician or a historian), a technology expert (a computer scientist) and a pedagogical expert (an experienced educator). Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, [transactional] relationship between all three components” - Mishra & Koehler, 2006

Have Fun Blending and Good Luck! : 

Have Fun Blending and Good Luck! Further Reading: 7 Reasons why Blended Learning Makes Sense By Michael Spencer

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References: Arnold, R., & Ryan, M. (2003). The transformative capacity of new learning . Melbourne, Australia: Australian Council of Deans of Education. Fox, M. (2002). Keeping the blended promise. E-Learning, 3 (3), 26-29. Osguthorpe , R. T., & Graham, C.R.(2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4(3), 227-233 Reay , J. (2001). Blended learning - a fusion for the future. Knowledge Management Review, 4 (3), 6. Websites: http :// www.griffith.edu.au/gihe/pdf/gihe_tipsheet_web_bl.pdf http://www.tpck.org / http:// www.usi.edu/distance/bdt.htm