Blended learning
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BLENDED LEARNING: A DISRUPTIVE INNOVATION BEYOND HYBRID COURSES Steve Sorden Mohave Community College LATTE Technology Expo December 15, 2011
Transcript of Blended learning
BLENDED LEARNING:A DISRUPTIVE INNOVATION BEYOND HYBRID COURSES
Steve Sorden
Mohave Community College
LATTE Technology Expo
December 15, 2011
Today’s Topics
Informal Open Discussion
Faculty share blended learning experiences/plans
Throw out some of my crazy ideas
Talk about blended learning models
My Philosophy (Solely mine)
• Ground and DE Programs Need Each Other• Job of DE is to protect MCC from outside
online schools by offering quality instruction.• Job of ground campuses is to offer dynamic,
innovative instruction and services in ways that can’t be matched online.
• Together we provide a complete, quality educational package to MCC communities.
• Social Cognitive Theory (Bandura) people learn by watching what others do
• Social Constructivism (Vygotsky)groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings
• Andragogy (Knowles) “Adult Learning Theory”The role of the educator is minimized. The central idea in the context of adult learning is that it is only after convincing him- or herself of the rationale of learning, will an adult decide to learn.
Learning Theories
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Connectivism/Networked Learning
• Theory by George Siemens
• Composed primarily of three concepts: – chaos theory– importance of networks– the interplay of complexity and self-organization
• We can no longer personally experience everything. There is too much. We create networks to learn more than we can as individuals.
• A learning theory which is based on the premise that knowledge exists in the world rather than simply in the head of an individual.
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Self-Regulated Learning
• Zimmerman (2000, 2001)• Winne & Hadwin (1998)• Pintrich (2000)
• Cognitive Constructs– Motivation– Goal Setting– Reflection– Self-Explaining Behaivors
Socially-Shared Regulation of
Learning
Coregulated Learning
Self-Regulated Learning
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Cognitive Theory of Multimedia Learning
• Theory developed by UCSB psychologist Richard E. Mayer
• Theory is based on three main assumptions: – There are two separate channels (auditory and visual) for
processing information– there is limited channel capacity – learning is an active process of filtering, selecting, organizing,
and integrating information
• The theory includes a series of principles that provide guidelines on how to design online lessons using multimedia.
Blended vs. Hybrid
What’s the difference?
Is there a difference?
Hybrid Courses at MCC
A hybrid course meets at least 50% of the time in the classroom. The other part of the course is held online.
MCC Distance Education FAQs
http://www.mohave.edu/pages/212.asp
Policies & Procedures Section 2 – Instruction and Academic Support
Policy 2.040.10.02.02.03 on Hybrid Courses states:
Hybrid courses integrate online and in-class instruction in a complementary manner to combine the best features of both. Classroom time is reduced but not eliminated. Class meeting times are to be listed in the schedule. Hybrid courses require student access to a computer and the same hardware, software and Internet connectivity requirements as online courses.
Definition of Blended Learning
Blended Learning is an approach to course design that brings together the best of both face-to-face and online strategies.
This combination aims to build from each approach to create an innovative and effective learning experience for students.
Why Blended Learning?
• Several studies report increased student satisfaction with the blended model over either face-to-face or online approaches. (Clusky, Hodges, & Smith, 2006)
• A new approach—not combination of online and f2f.
Online learning grew rapidly because of student preferences, but blended learning is a pedagogically-oriented innovation that will be driven by students AND faculty. (Albrecht, 2006)
The Metamorphosis of Blended Learning
What if the focus of Blended Learning changed from “brick and mortar vs. online” to using the most appropriate methods for maximizing learning?
– Learner self-reflection– Collaboration with peers
If we consider this, the focus changes from learning space to learning design
So my question is…
• If it looks like there are real potential benefits to blending f2f (brick & mortar) and online.
• But if we use Collaborate or a similar program to deliver the f2f, can a completely online course be considered blended if it applies the methodology and theories?
• Something to think about while we look at the next few slides.
Where is learning headed?
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Personalized Learning
The Snowflake Effect (Eric Duval and Wayne Hodgins)
“Massive Hyper-Personalization”
Personalized Learning as a “Disruptive Innovation”
Christensen, Johnson & Horn (2008)
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Interactivity
Digital media should do something when it is
touched or clicked on.
Social Media
Learning outside of this world will not be relevant.
The Cloud
Learning materials and
status must be available anywhere
(24/7) on any device.
21st Century Learners Will Expect (Very Soon)
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• Learning-Centered
• Personalized
• Interactive, Social & in “The Cloud”
• Mobile: Anytime, Anywhere
• What They Want (Buyers Market)
21st Century Learners will increasingly demand that their experience is:
In the very near future…
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Education is Now a Buyer’s Market
It doesn’t matter whether you agree with what students want from their educational experience.
If you don’t provide it, they will go somewhere else.
ICT in education will make this very easy.
Pew Foundation Three Models of Blended Learning
• The Program in Course Redesign, funded by the Pew foundation, identified three types of blended learning:
– The Supplemental Model– The Replacement Model– The Emporium Model
http://www.thencat.org/PCR/Proj_Model.htm
The Supplemental Model
The supplemental model retains the basic structure of the traditional course and
a) supplements lectures and textbooks with technology-based, out-of-class activities, or
b) b) also changes what goes on in the class by creating an active learning environment within a large lecture hall setting.
The Replacement Model
The replacement model reduces the number of in-class meetings, or classroom "seat-time," and:
• replaces some in-class time with out-of-class, online, interactive learning activities
• makes significant changes in remaining in-class meetings.
Consequently, the nature of the in-class activities is changed as well. Instead of traditional lectures, in-class time is freed for more interactive, collaborative learning experiences.
The Emporium Model
The emporium model eliminates all class meetings and replaces them with a learning resource center featuring online materials and on-demand personalized assistance, using• an open attendance model • Or a required attendance model depending on
student motivation and experience levels.
The emporium model is a radical reconceptualization of the traditional course. Though attendance at the learning center can be required, there are no longer lectures in a traditional sense. Course content is delivered via online materials, and in-person help is provided in the learning resource center.
http://weblearning.psu.edu/blended-learning-initiative/the-emporium-model
http://math.gcsu.edu/~chiorescu/collegealgebra.html
6 Types of Blended Learning
• Face to Face Driver• Rotation• Flex
• Online Lab• Self-Blend• Online Driver
According to a report by the Innosight Institute, there are six major types of blended learning:
Staker, H. (2011) The rise of k12 blended learning. Chapel Hill, NC: Innosight Institute. http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/05/The-Rise-of-K-12-Blended-Learning.pdf
“Face to Face Driver” Blended Model
• The "face-to-face driver" model, in which a teacher in a traditional classroom instructional setting employs online learning for remediation or supplemental instruction;
“Rotation” Blended Model
• The "rotation: model, in which students move back and forth between online and classroom instruction.
“Flex” Blended Model
"Flex," a model in which the curriculum is delivered primarily through an online platform, with teachers providing onsite support;
“Online Lab” Blended Model
The "online lab" approach, wherein an online course is delivered in a physical classroom or computer lab;
“Self-Blend” Blended Model
"Self-blend," a model in which students choose on their own which courses they take online to supplement their schools' offerings.
“Online Driver” Blended Model
The "online driver" model, where the courses are primarily online and physical facilities are used only for extracurricular activities, required check-ins, or similar functions.
Review: At Least Two Classification Systems for Blended Learning
• Emporium • Face to Face Driver
• Rotation• Flex• Online Lab• Self-Blend• Online Driver
Recommended Uses for F2F Meetings
• Intro/technology overview • Collaborative small-group work • Advanced discussions • Project presentations • Guest speakers • Q&A sessions • Demonstrations • Lab work
Blended Learning Tools
Integration of Activities
When asked, 'What would I do differently?' Blended Learning instructors were united in their response:
'I'd devote more attention to integrating what was going on in the classroom with the online work.'
One instructor responded emphatically, 'Integrate online with face-to-face, so there aren't two separate courses.' We found it impossible to stress integrating face-to-face and online learning too much.“
(Aycock, Garnham, & Kaleta, 2002)
Interaction
Research indicates that student satisfaction with the blended format is highly dependent on the level of interaction with instructors and other students.
Instructors can address interaction issues by providing time during the face to face sessions for discussion, in addition to using available inline discussion tools such as ANGEL discussion forums.
CLSS Instrument in Studies
So & Brush (2008) Sorden (2011)
Collaborative Learning
Social Presence
Satisfaction
Demographic Variables
.586
Latino
.750 .541
P < .01
Dissertation Findings
Significant, moderate positive
correlation between student satisfaction and perceived social
presence
Significant, high positive correlation between student satisfaction and
perceived collaboration.
Significant, moderate positive
correlation between perceived collaboration and perceived social
presence.
No significant correlation
between any of the demographic
variables & three constructs with
exception of SP & Latinos
What Do Real Blended Models Look Like?
The Inverted Classroom (Flipped Classroom in K-12)
(Lage, Platt & Treglia, 2000)
ICT are used to deliver online readings, recorded lectures, narrated PowerPoint presentations, podcasts, and instructional videos so that learners have time for self-regulated exploration and discovery, and then time to reflect on it.
F2F is spent in activities that encourage interaction and collaboration, rather than passively sitting in the back row during a lecture.
http://youtu.be/brUZTton67s http://youtu.be/7_ejZ5OMIDE
Community of Inquiry Framework
The Community of Inquiry Framework (Garrison, Anderson & Archer, 2000; Garrison & Vaughan, 2008)
Reflection and Collaboration
Blending w/ Purpose: Multimodal Model(Picciano, 2009)
Social Cognitive Framework for Blended Learning
The Social Cognitive
Framework for
Blended Learning
• Social Cognitive Theory• Self-Regulated Learning• Cognitive Science• Networked Learning
Theory
• Social Influence Model (Rogoff, 1998)
Adding mLearning into the Mix
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Mobile Learning (mLearning)
• Handheld Computers & Smartphones
• Increasing Presence in Higher Ed
• Still Very Early • Ambient Technology
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Mobile Trend Towards Ambient Technology
Surrounding us with technology rather than
interacting through small screens and tiny
keyboards.
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Augmented Reality
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Augmented Reality – Google Goggles
The Future is Upon Us!
Layar is an augmented reality software developed by a company in Holland. Listen to their vision of the future.
http://youtu.be/HW9gU_4AUCA
Recommendations for Making the Most of a Blended Course
• At a minimum, allow six months lead time for course development; • Master the technology necessary to administer the course. Set aside time to learn
the requisite tools. • Hold an initial face-to-face kick-off meeting. (General orientation to the format of
the course, a review of technology requirements, and an opportunity for the students to socialize and get to know their peers and their instructor.)
• Make students aware of what a blended course entails. • Provide information on time management skills. Penn State online tutorial: http
://istudy.psu.edu/FirstYearModules/Time/TimeManagementLesson.htm • Be sure that the face-to-face class meetings are integrated into the course, and
hold value to the educational experience that connects with the online coursework. Students may become frustrated if they feel that the face-to-face sessions are simply thrown into the course, with no thought given to the role that the classroom time plays within the course.
Larry Ragan – Best Practices in Blended Learning: http://cnx.org/content/m15048/latest
Final Recommendation
Attend Our Moderator Training This Afternoon!
Faculty Discussion
Tony Noble
Kurt Spilker
Then Open Discussion
Ideas? Questions?
BLENDED LEARNING:IT’S MORE THAN JUST HYBRID
Steve Sorden
Mohave Community College
LATTE Technology Expo
December 15, 2011
