blended learning: 6 steps and flipped
TRANSCRIPT
Blended Learning: six
steps and flipped
Dr Barbara Newland
Assistant Head, Centre for Learning and Teaching
Adam Bailey
Learning Technologies Adviser, IS
Overview What is Blended Learning (BL)?
Student expectations
BL policies and support at Brighton
6 steps to BL
Examples of BL
Communications – Ofcom
2014
Tablet ownership over four in 10
households (44%) now have a tablet -
up from a quarter (24%) a year ago.
“Children aged 12-15 are turning away from talking on the telephone. Just
3% of their communications time is spent making voice calls, while the vast
majority (94%) is text based - such as instant messaging and social
networking”
Smartphones - continued to increase rapidly over the
past year, with six in ten adults now claiming to own
one (61%)
We’re communicating more
than sleeping The average UK adult now spends more time using
media or communications (8 hours 41 minutes) than
they do sleeping (8 hours 21 minutes - the UK
average).
Among the adult population, it's the 16-24s who spend
the most time on media and communications. They're
cramming over 14 hours of media and communications
activity into 9 hours 8 minutes each day by multi-
tasking, using different media and devices at the same
time.
Areas of emerging technologyHorizon Report that will have significant impact on HE
Time to adoption: One Year or Less
Flipped Classroom
Learning Analytics
Time to adoption: Two to Three Years
3D Printing
Games and Gamification
Time to adoption: Four to Five Years
Quantified Self
Virtual Assistants
ECAR infographic http://net.educause.edu/ir/library/pdf/ss14/Eig1406.pdf
The University recommends the appropriate use of BL
as part of the student learning experience within
modules and courses. It is expected that BL will be an
integral part of student learning.
http://www.brighton.ac.uk/clt/resources/blended-
learning/bl-at-brighton/
BL policies at Brighton
Advise Learning and Teaching Committee on
institutional policy developments in relation to Blended
Learning including Electronic Management of
Assesment and the use of course development and
review mechanisms for e-learning
Advise on Blended Learning requirements e.g. estate
developments and make recommendations to LTC on
systems for possible funding
Blended Learning Development
Group
CLT
http://www.brighton.ac.uk/clt/resources/blended-
learning/bl-at-brighton/
Learning Technology Advisors
http://blogs.brighton.ac.uk/elearning/
Where can you get support?
1. Identify the learning objectives
2. Look at the curriculum to decide what is best face-to-face (F2F) and what is best as eLearning
3. Consider the integration and relationship between the F2F and eLearning
4. Develop the most appropriate eLearning activities to achieve the learning objectives
5. Decide how will you assess these activities
6. Choose the most appropriate technology
6 Steps to Blended Learning
Integration How are f2f and online integrated?
Will students be able to see clearly how they connect?
Relationship Is f2f dependent on the online or vice versa?
Will students be able to succeed if they complete one and not the other
Accountability How will you ensure students engage with and complete the
online part of the module?
When will work be due?
(EDUCAUSE, Diaz and Strickland, 2009)
Relationship of F2F and
online
“Blended teaching is not just a matter of transferring a portion of your current course to the Web. Instead it involves developing challenging and engaging learning activities” (Garrison, Vaughan, 2008)
Integrate within the curriculum – replace and not just supplement
Consider the balance throughout the module and across the whole student experience – from induction through whole degree programme
Designing BL
TechDis is a leading UK advisory service on technologies for inclusion funded by JISC
http://www.techdis.ac.uk/
Accessibility
Resources
Passive eg static web page
Interactive eg simulation
Read the notes before the lecture?
Read a journal article?
Find information on …
Communication and collaboration
Email, announcements
Discussions – eg asynchronous forum or synchronous online chat, skype
Collaborative and co-production through eg blogs and wikis
Assessment
Formative, summative
Self, peer, tutor
Quizzes, contributions to discussion forum, blogs etc, essays
Blended Learning examples
Experiences of flipping the classroom: reflection on the implementation of flipped teaching in a Built Environment and Civil Engineering module
Dr Hannah Wood – School of Environment and Technology
• Large module – 160 students (this year 180) –compulsory for all Level 4 students in the division
• 2 hour weekly lecture to cover content – no scheduled tutorial time
• Large amount of mathematical content • Wide range of ability due to diversity of courses• Difficult to pitch at a level/pace to suit all –
therefore some students were getting lost and others got bored!
• Resulted in lots of additional tutorials outside of the lecture time
Module overview
Implementing flipped teaching
Pre recorded lectures -Lecture slides with voiceover using Camtasia
Students watched lectures before attending face to face session –working through the example in the lecture at their own pace (See fig 1)
Students attended a 1hr tutorial (instead of the 2 hr lecture) to work through examples/apply knowledge with support of lecturer
Student engagement
• Students did engage and watch the videos before attending class
• Videos were used extensively for exam revision and around coursework submission
• Significant reduction in the need for additional tutorials
255026002650270027502800285029002950300030503100
Videoset 1
Videoset 2
Videoset 3
Videoset 4
Videoset 5
Videoset 6
Videoset 7
Views per video set
Impact
• Attendances was reduced in the middle of the module but improved at the start and end – engagement with videos however did not drop in the middle of the module
• Marks were not significantly affected, slightly higher achievement of first and 2.1, slightly lower 2.2 and 3rds, similar failure rate
0%
20%
40%
60%
80%
100%
1 2 3 4 5 6 7 8 9 10
Attendance before and after flipped implementation
2012-13 2013-14
0%
5%
10%
15%
20%
25%
30%
35%
40%
>70% 60-69% 50-59% 40-49% 30-30% <30%
Grades before and after flipped implementation
2012-13 2013-14
Feedback• “I can watch the videos in my
own time and rewind as I need to. There’s less chance of me getting lost/losing interest like I could do live”
• “The video allows us to have a more one to one learning approach, with the major benefit of being able to pause the video to take notes, and then resume whereas in a class, if we were taking lots of notes, we can easily miss out on things you say”
0%
56%33%
11%
Would you like the flipped model in other modules?
Yes - in all Yes - in some No Don’t mind
• “This module feels like distance learning. I am paying to be taught not teach myself online. I prefer to be engaged by an actual teacher”
•Reflection
Benefits
• Lectures can be watched as many times as required
• Students can work at their own speed - less chance of getting lost or bored
• Significant reduction in the need for additional tutorials
• More meaningful and useful contact time
• Revision was easier for students
Challenges
• Students perceptions - some felt short changed (not able to ask questions/"not paying to teach myself")
• Tutorials in large lecture theatres can be difficult to manage
• Requires significant input before the module starts to prepare lectures
Pharmacy
Dr. Bhavik Patel• Issues:
– Decreasing attendance.
– Reduced engagement with content.
– Students actively recording lectures.
– Limited time to deliver content.
– Poorly structured guided study.
• Large classes.
• Online learning package. (50% of student time)
• Study prior to taught session.
History of Art & Design
Preparation activities
http://uk.pinterest.com/historyofartand/
Charlotte Nicklas
Graphic Design & Illustration
Demonstrations• Video tutorials
• Workshop techniques
• Recorded on iPad
• Fuse App & CamtasiaRelay
• http://blogs.brighton.ac.uk/hg2
Helen Gibbs
Learning
outcome
Topic Learning
activity
F2F
eLearning
activity
Connection
between
F2F and
eLearning
Timing Assessme
nt
Exists/
Develop
Understand-
ing
pedagogies
BL Each
student led
on their
theory
Collaborative
learning –
using a wiki
students
contributed
initially on
nominated
theories
eLearning first
and then F2F
discussions
2 weeks
online
before
F2F
Pedagogic
understand-
ing
assessed in
their final
assignment
Create a
wiki in
studentcent
ral
Module – curriculum design
Learning
outcome
Topic Learning
activity
F2F
eLearning
activity
Connection
between
F2F and
eLearning
Timing Assessme
nt
Exists/
Develop
Awareness
of History of
Design
concepts
BL None Find online
visual sources
in response to
trigger source
and pin these
on Pinterest
board –
preparation
activity
Preparation
activity is used
in initial
lectures as
starting point
for academic
practice.
2 months Formative
review
Create
board,
create
trigger case
studies, find
trigger
sources.
History of Art & Design
Learning
outcome
Topic Learning
activity
F2F
eLearning
activity
Connection
between
F2F and
eLearning
Timing Assessme
nt
Exists/
Develop
Critical
awareness of
aspects of
global health
BL Introductory
session.
Day long
Series of
group blog
assignments
designed to
promote
discussion on
global health
topics
Primarily
online,
students
introduced to
each other in
f2f session
Throughou
t the
module
Summative
assessment
by written
final
assignment
Studentcent
ral blog
Nursing & Midwifery: NI504
Introduction to Global Health
Learning
outcome
Topic Learning
activity
F2F
eLearning
activity
Connection
between
F2F and
eLearning
Timing Assessme
nt
Exists/
Develop
Group case
study plan
BL Business
studies
lectures
Collaborativel
y build a plan
as a group
using
studentfolio
Plan is peer
reviewed and
used for
formative
feedback in
tutorials
4 weeks Formative
peer
assessment
Create a
groups in
studentfolio
Professional practice in Fashion
& Textiles and Design & Craft
15 minutes to discuss and develop one idea for BL or
one activity you already use and complete first row of
the document
Developing a BL curriculum
6 steps
Consider BL throughout the module and course from
the student perspective
Summary
Dr Barbara Newland
Centre for Learning and Teaching
University of Brighton, Falmer, BN1 9PH
brighton.ac.uk/clt/
slideshare.net/barbaranewland
barbaranewland.wordpress.com/
Contact details
Dahlstrom, E, Bichsel, J ECAR Study of Undergraduate Students and Information Technology, 2014. Research report. Louisville,CO: ECAR, October 2014. Available from http://www.educause.edu/ecar
Garrison D.R., Vaughan N.D., 2008, Blended Learning in Higher Education: Framework, Principles and Guidelines, John Wiley and Sons
JISC, 2012, Developing Digital Literacies Programme: Summary of project baseline reports http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies/developingdigitalliteraciesprog.aspx
Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium. https://net.educause.edu/ir/library/pdf/HR2014.pdf
Littlejohn A., Pegler C., 2007, Preparing for Blended E-Learning, Routledge
Ofcom Communications Report, 2014, http://www.ofcom.org.uk/cmr
Salmon, G., 2013, E-tivities: the Key to Online Learning, 2nd edition, Kogan Page
References