How to design blended learning

based on outcomes

Stephen Bostock(Nov 2007)

“Blended learning”

“…combining established ways of learning and teaching and the new opportunities offered by technology in order to improve students' learning and increase flexibility in how, when and where they study” Blended Learning Unit (CETL), University of Hertfordshire, http://perseus.herts.ac.uk/, accessed 10-4-2007

That is, blend traditional learning activities and new ‘e-learning’ activities (online or face-to-face).

Here we concentrate on online e-learning, blended with campus teaching/learning activities (TLAs).

Macdonald, J. 2006Blended learning and online tutoring

“I think we still have a lot to learn about the ways in which asynchronous and synchronous [face-to-face or technology mediated] tutor-mediated support can be designed to complement each other.” (p54)

“If there is currently a recipe for a blended strategy, it is a broth of pedagogy, heavily peppered with pragmatism”

What is used in blended courses?

Macdonald, J. 2006, Blended learning and online tutoring Survey of blended learning courses 2004/5:

Asynchronous text conferencing (45 of 48 cases) Face-to-Face meetings (42) Course website (28) Online quiz/test (13) Email (10 – underestimated) Less than 10: Synchronous conferencing,

PowerPoint slides, telephone, digital audio/video, print, digital whiteboard, phone conference, digital lecture..)

A simplistic example:possibilities

Onsite Online

Lectures

Problem sheets in class

Tutorials

A field trip

A simplistic example:possibilities

Onsite Online

Lectures Web documents

Problem sheets in class Formative online quizzes

Tutorials Asynchronous text discussions

A field trip Computer simulation

A simplistic example:one design

Onsite Online

Lectures Web documents

Problem sheets in class Formative online quizzes

Tutorials Asynchronous text discussions

A field trip Computer simulation

Three tactics for adding online components

Having identified the possible online and onsite course elements, why select one or other or both?

1. Deficit technology provides support for a missing or non-accessible learning activity. E.g. online discussion in distance learning

2. Substitutionsubstitute a traditional element with a technology-based one. E.g. online tutorials replace onsite tutorials

3. Enrichment technology duplicates existing TLAs, allowing personalized experiences. E.g. lecture handouts on web, audio podcasts of notes, feedback from a quiz

Criteria for blendedness

Efficiency and effectiveness for learning, of course Just pick and mix? Or a recipe? Complementary, mutually supportive course

components? (technology-supported and traditional, online and onsite)

A balanced experience for students and teachers, according to their expectations and abilities

Flexibility of use, personalization, empowerment

Teaching Activities

to encourage students to behave in ways that will promote the learning outcomes

Intended learning outcomes

written with active verbs describing the learning to be demonstrated, at threshold level and possibly at higher grades of performance

Assessment Tasks

to enable students to demonstrate learning in particular contexts, consistent with the verbs in the ILOs

What the teacher does

What the students do

Learning activities

Actual learning outcomes

Constructive AlignmentJohn Biggs 2003

Generating options

Assessment tasks

Online/CAA

Assessment tasks Onsite

/traditional

Intended learning

outcomes

Teaching-Learning Activities

Online

Teaching-Learning Activities

Onsite

1

2

3

4

Selecting options: example TLAsIntended learning

outcomeTeaching-Learning

Activity: OnlineTeaching-Learning

Activity: Onsite

Recall information X

Web documents & links

Reading a set book, lectures

Perform skill Y Formative quizzes Problem sheets in class

Contribute to discussion on Z

Asynchronous text discussions

Tutorials

Apply knowledge and skills to W

Computer simulation

A field trip

A notional TLA selectionIntended learning

outcomeTeaching-Learning

Activity: OnlineTeaching-Learning

Activity: Onsite

Recall information X

Web documents & links

Reading a set book, lectures

Perform skill Y Formative quizzes Problem sheets in class

Contribute to discussion on Z

Asynchronous text discussions

Tutorials

Apply knowledge and skills to W

Computer simulation

A field trip

A simple toolIntended learning

outcomeTeaching-Learning

Activity: OnlineTeaching-Learning

Activity: Onsite

ILO1

ILO2

ILO3

ILO4

e-TLA3

e-TLA4

TLA1

TLA2

TLA4

What should drive the design of blended learning courses?

Analysis Especially Intended Learning Outcomes

(central to course design: Biggs) Other aspects of needs analysis?

Learning activities Specific ones of a current course General types, from a theory e.g.

Laurillard’s, modified Constructivist, REALS Modes of engagement