blended learning: create time; create conversation; create depth francine glazer, phd assistant...
TRANSCRIPT
Blended Learning: Create time; Create conversation; Create depth
Francine Glazer, PhDAssistant Provost and Director,
Center for Teaching and LearningNew York Institute of Technology
October 17, 2013
After this session, you will be able to:
• Identify benefits of a blended format in enhancing student learning
• Use one or two simple active learning structures in class
• Envision a way to “dip your toes in the water”
Definitions
• Online courses– 80 – 100% of their contact hours online
• Blended courses– 30 – 80% of their contact hours online– Content delivery, active learning both online and
face-to-face• Enhanced courses– 0 – 30% of their contact hours online
3
Definitions
• Blended courses– 30 – 80% of their contact hours online– Content delivery, active learning both online and
face-to-face• Flipped courses– 100% of their contact hours face-to-face– Content delivery online, in advance– Contact hours used for active learning
4
Flipped Courses
• Online learning = lower-order cognitive skills– Remembering– Understanding– Applying
• In class activities = higher-order cognitive skills– Analyzing– Evaluating– Creating
Blended Courses
• F2F + OL activities = lower-order cognitive skills– Remembering– Understanding– Applying
• F2F + OL activities = higher-order cognitive skills– Analyzing– Evaluating– Creating
Why blend a course?
• Students are more engaged– 100% participation– Creation of a learning community
• Focus is on content, not speed– Level playing field– Higher quality discussions
• Online component supports group work:– Asynchronous = anywhere, anytime access
Blending works better when…
• Students use online time to– Reflect– Write– Discuss
– U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A
Meta- Analysis and Review of Online Learning Studies, Washington, D.C., 2009.
Blending is all about the layers
“…the thoughtful fusion of face-to-face and online learning experiences … such that the strengths of each are blended into a unique learning experience.
- Garrison and Vaughn (2008)
Sample module, F2F
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.
Senior Project – Animation
• Online: learn software; entry ticket• In class: “20-minute Creative Challenge”• Online: work on semester project
Blended Courses Create Conversation
Online: Classroom Assessment Techniques (2nd edition)– Muddiest Point (pre)– RSQC2 (post)
Minute Paper / Muddiest Point
• Use as an online, interactive activity• Students engage in the struggle with the
material– Post a question– Answer a question
• Metacognitive bonus
RSQC2
• Use as an online, interactive activity• Recall, Summarize, Question, Connect,
Comment• Good way to integrate lots of material
Blended Courses Create Conversation
Face-to-Face: Interactive Activities– Minute Paper– Think-Pair-Share– Quick-Thinks
Take a Test Drive…
• Use a contract syllabus; give students options– Choose activities to add up to # points– “HyFlex” model; Music of Multicultural America
• Add an online activity to extend a class– Just-in-Time Teaching (JiTT)– Follow-up discussion questions
Discussions, online?
• Open-ended questions• Clear expectations for post, response• Gentle facilitation• Rubrics for easy grading
Take a Test Drive…
• Convert one module of a course• Convert one component of a course– Sustained work over semester– Integrative work– Case study, group project
Introduction to Physical TherapyModule 1: Online• History of PT• APTA/House of Delegates• Laws, Regulatory Practice Module II: F2F• Employment Opportunities• Code of Ethics Module III: Online• Guide to PT Practice• ICF Model
Module IV: F2F• Documentation• Cultural Competence Module V: OL / F2F• Related Professions
(Jigsaw) Module VI: F2F• Current Issues Debate
Principles of Genetics
• Team-Based Learning• Case Study: Genetically Modified Foods; Ethics– Complex topic required extensive research– Asynchronous groups– 5 roles, 1 / team– Staged case; part 1 F2F, part 2 OL, part 3 OL / F2F