Blended Delivery and Multiple Ways of Knowing - CIEL @ VIU · BLENDED DELIVERY And Multiple Ways of...
Transcript of Blended Delivery and Multiple Ways of Knowing - CIEL @ VIU · BLENDED DELIVERY And Multiple Ways of...
BLENDED DELIVERY
And Multiple Ways of Knowing Alison Taplay, Instructor / Coordinator, Vancouver Island University
May 4, 2016
School & Community Support Worker
Consultation with Pat Andercheck; and with the CIEL research blended and online teaching and learning (Garrison); consultation with our faculty. coordinate course development.
FIRST DELIVERY
Review by University Planning and Analysis – surveys and focus groups; students successful in course and in practice; employer feedback; sustainable program in Powell River.
Agenda
1. Benefits and Challenges of Blended Learning
2. Key Concepts to Inform Practice
3. Strategies and Design Principles
4. Examples
5. Questions
1. What excites you about blended delivery models?
2. What concerns you?
3. What are you hoping to get from this workshop?
What excites you about blended delivery
models? 1. They allow for flexibility in scheduling, as well as maintaining the on-site, in
person feature that I believe facilitates a relationship between students with one another and with the faculty. I also see it as a way to utilize exciting new media.
2. The flexibility for the students. I find more and more students are busy with children, part time work, family matters, etc, and if some of the program could be done online at hours that suit them, we might have a better retention rate.
3. The ability to have students prepare more thoroughly prior to coming to class so that we can focus more on the application that the definitions.
4. The ability to use different methods of delivery for different learning styles.
5. The flexibility for students and faculty.
6. The ability to track performance/understanding by Learning Objective allowing me to adjust the in class portion to address any areas of deficiency and avoid spending time on areas where it is not necessary.
7. In math, we often have students that are not well-prepared for the course, or have certain holes in their knowledge. Class time never allows enough time to cover exactly the right topics for every single student. I would like the students to be able to customize their learning to optimize their time and mine.
What’s on your mind? Concerns 1. Some students may have trouble using technology.
2. I worry that students will not show the initiative to cover topics adequately on their
own, and will come to class unprepared
3. There can be less student interaction and potentially a lower sense of learning
community. For example, I assign a forum assignment or small team collaboration
but many students do not participate or wait until 30 minutes before the deadline to
contribute. In a classroom environment I can direct discussion and get an
immediate sense of engagement and understanding. Even more than that, I like
seeing them face-to-face every week and getting to know their faces, names,
personalities etc.
4. The opportunity for academic misconduct.
5. Email is a difficult way to get some of the “subtleties” of communication
across. Some of my students have major challenges in communicating/getting their
point across positively via email.
6. There are those in post-secondary education that believe that traditional delivery is
the best and only way and that online/blended delivery is inferior and therefore
should not be used.
7. Trades instructors don't have the time to put into creating online components to their
courses. We are in the classroom 10 months of the year with almost no PD time.
This is usually spent keeping up with all the new equipment and tools.
What are you hoping to get from today?
1. Get some ideas for using blended learning techniques. I am
relatively new to this myself as an instructor.
2. I guess I'm most interested in ways to motivate students to do
more background work on their own, and anything else that can
help with the learning process.
3. Online instruction is probably the biggest innovation in education
since the blackboard. I have been moving to more online
“preparation” and activities in my traditional classes and I have
been assigned some online courses. I want to become more
effective at online instruction and would like to come away with
strategies/tactics to address the points above.
4. I'm hoping to learn some quick and easy techniques to create
some blended courses in a trades area.
Benefits of Online
• Access for distance learners including those in remote
areas
• Flexible schedule for student with employment of other
substantial commitments like family!
• Access to current information, guest speakers, etc.
• Better fit for many learning styles
Trends - Individualized Funding
Linda Perry, Executive Director
Vela Microboard Association
http://www.velacanada.org/
Introverts / Extroverts
Introverted students experience aspects of education in a very different way than
their extroverted peers, according to Emma Tranter. The author examines the
way that factors like in-class participation can accidentally disadvantage
introverted students, and how a misunderstanding of shyness or introversion
can cause instructors to incorrectly evaluate their students’ understanding of the
material. “I think one of the big problems we have is that we don’t ask both our
extroverted and our introverted students to push themselves beyond their
comfort zone,” says Montclair University Associate Professor Emily Klein, “we
ask introverted students to do it all the time, but we never ask extroverted
students to do it.”
University Affairs
Accommodation for Various Disabilities
• Mental Health / Anxiety / Depression / Etc.
• Autism Spectrum
• Learning Disabilities: Dyslexia, Dyscalculia, Dysgraphia,
Dyspraxia, Auditory Processing, Visual Processing
Disability Services at VIU (2014)
Chronic Health
Impairments 47
Cognitive Disability
12
Hearing Disability
22
Mental Health Disability
148
Multiple Disabilities
135
Neurological Disability
236
Physical Disability
43 Visual
Disability 19
Acquired Brain Injury
16
Speech Impairment
1
Other Disability
23
N=702
What is the greatest challenge for new
online learners?
A. Staying engaged / connecting
B. Self regulation / time management
C. Learning the technology
What is the greatest challenge for new
online learners?
A. Staying engaged / connecting
B. Self regulation / time management
C. Learning the technology
Safe Spaces
C onfidentiality
O penness
R esponsibility
E ngagement
Thanks to Raj Gill https://nvctraining.com/index.php?option=com_k2&view=latest&layout=latest&Itemid=568
The Four R’s
Respect
Relevance
Reciprocity
Responsibility
Susan Fair Cloth
Kirkness and Barnhardt (1991)
Learning Community
Guidelines
Arrive on time for Webinars
Minimize distractions during Webinars
Listen to one another
Share the microphone i.e. take turns.
Be open to new ideas and learning
Show respect to others
Ask for help when you need it
Offer help when you are able to provide it
Communicate effectively using D2L and email
Learn to work effectively in groups
http://www.danielgoleman.info/
Use
Emotional
Intelligence
VIULearn (D2L)
• Navigation
• News Items
• Calendar
• Tasks
• Bookmarks
• Discussions
• User Progress
• Grades
Conscious Competent Learning Model
Adapted from http://www.businessballs.com/consciouscompetencelearningmodel.htm
Orientation
• Technology
• Study habits and time management
• Deep learning
• Engagement / building community
• Mental Health – Expectations / Normalize
• APA – citing, referencing
Technology
Engagement Self
Regulation
Self Regulation
• Commit 6-10 hours / week minimum for each course
• Develop good study habits
• Plan the semester / then plan each week
• Schedule your time each week
• Develop discipline / set boundaries!
• Reduce distractions
• Take breaks
BIG ROCKS
• Course Outline
• Assignment Details
Franklin Covey’s The 7 Habits Video
Preview: Big Rocks
Semester
• Course Outline
• Assignment Details
Week
• VIU Learn Content TIP – Scan discussions & activities first
• Assignments
• Study
Hours
• Specific Content
• Specific Assignments
• Specific Study
How do People Learn?
What is the most important factor in successful
learning?
1. The intention and desire to learn
2. Paying close attention to the material as you study
3. Learning in a way that matches your own learning style
4. The time you spend studying
5. What you think about while you study
How do People Learn?
What is the most important factor in successful
learning?
1. The intention and desire to learn
2. Paying close attention to the material as you study
3. Learning in a way that matches your own learning style
4. The time you spend studying
5. What you think about while you study
Deep Processing
Subjective meaning –
relating new information to prior knowledge or giving it
personal meaning!
Engage
• Learn online etiquette
• Participate – used mixed media!
• Use student services – you are paying for them!
• Connect with peers online and offline
• Blackboard Collaborate
• Recognize patterns and take positive action
• Express your emotions as clearly as you can
The Tolerance Scale
(Iowa Civil Rights Commission)
This scale is based on five different ratings of
how people respond to others in terms of their
attitudes toward differences:
1. Repulsion
2. Avoidance
3. Tolerance
4. Acceptance
5. Appreciation ( Goal )
How Canadian universities are moving to indigenize
the academy
Many Canadian universities are undertaking processes of indigenization in an
effort to bring Indigenous peoples and their cultures into PSE strategy,
governance, academics, research, and recruitment, writes Moira MacDonald for
University Affairs. Indigenizing the academy is “really about transforming the
university at its very core,” said Shauneen Pete, associate professor of education
and executive lead for indigenization at the University of Regina. “It’s about
recentring Indigenous world views as a starting point for that transformation and
it’s a process of institutional decolonization.” MacDonald notes that this process
does not and must not look identical at every institution, as differences in
programs, demographics, and histories exist that must inform indigenization
strategies. The article includes summaries of the many indigenization initiatives
and projects underway at Canadian colleges and universities.
University Affairs
Marriage Statistics
1/3 met
online
http://www.nydailynews.com/life-style/one-
third-u-s-marriages-start-online-dating-study-
article-1.1362743
Online Activities
• Use technology
• Use pen and paper
• Use creativity / art
• Engage with local community – research in home
community; PATH with family and friends; feedback
activity;
Scaffolding
• Groups intentionally formed
• Work together online
• Work together during Institutes
• Learn MBTI
• Learn theory of group work
• Independent Assignment - Learner Lead Topics
• Mandatory meeting times
• Information about time commitment and work required
• Independent debrief - essay
Scaffolding
• Introduced to Practitioners Triangle
• Introduced to several reflective models including
What? So What? Now What?
• Practice in various discussion forums
• Receive formative feedback
• SCSW 110 Foundations for Practice
• Essay – Human Service Worker Professional
• SCSW 140 Supporting and Understanding
Behaviour
• Journal Highlights Essay
References
Dell, C. A., Low, C. & Wilker, J. F. (2010) Comparing student achievement in online and face to face class formats. Journal of Online Learning and Teaching. 6(1). Retrieved from http://jolt.merlot.org/vol6no1/dell_0310.htm
Garrison, D. R. & Vaughan, N. D. (2008) Blended learning in higher education: Framework, principles, and guidelines. San Francisco: Jossey-Bass.
Kumar, K. L. & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education. 44(1). Pp. 125-147.
Smith, V. (2014). Innovations in learning: It’s all in the blend. Retrieved from http://www.universityaffairs.ca/features/feature-article/blended-learning/
Universal Design for Instruction: Quick-Start Checklist