blended learning: (re)thinking and (re)designing
TRANSCRIPT
Blended Learning: (Re)Thinking & (Re)Designing
Dr. Kelvin ThompsonUniversity of Central Florida
@kthompso #blendthinkdesign
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Shhhhh ! by CJS*64 on Flickr CC BY-ND
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2007 Disney Weekends #1: Chewbacca by starwarsblog on Flickr CC BY 2.0 License
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Star Wars Weekends 2011-Last Day by Gordon Tarpley on Flickr CC BY 2.0 License
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DIY light-saber, Tomorrowland, Disneyland, CA, USA 1.JPG by Corey Doctorow on Flickr CC BY-SA 2.0 License
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THINKING ABOUT BLENDED LEARNING
From http://www.designthinkingforeducators.com
Pair and Share
• Partner-up with one or more colleagues• Share what you would like to accomplish in
your blended learning course(s) after today’s workshop
• Refer your colleagues to any helpful resources you know
Multiple Approaches
Tech Enabled
F2F + Online
Web EnhancedFlip Class
Reduced Seat TimeMandated “Recipes”
“Blended”
Networked Technologies
Digital Information Abundance
Human Interaction
Innovations
Disruptive• Technology-enabled• New definition of “good”• Different services/products
to new customers• Example: Electric car
Sustaining• Technology-enabled• Same definition of “good”• Better services/products to
best customers• Example: Hybrid car
Christensen, C., Horn, M., and Staker, H. (2013). Is K–12 blended learning disruptive? An introduction of the theory of hybrids. San Francisco: Christensen
Institute. Available online http://www.christenseninstitute.org/publications/hybrids
Characteristics of “Hybrids” Sustaining Disruption
1. Includes both the old and new technology.2. Targets existing customers.3. Performance hurdle required to delight
existing customers is quite high. Hybrid must do the job at least as well as the incumbent product on its own, as judged by the original definition of performance.
4. Tends to be less “foolproof ” than a disruptive innovation.
Christensen, C., Horn, M., and Staker, H. (2013). Is K–12 blended learning disruptive? An introduction of the theory of hybrids. San Francisco: Christensen
Institute. Available online http://www.christenseninstitute.org/publications/hybrids
BLENDED RESULTS AT UCF
Fall 2014Total UCF students 60,400Students in Face-to-Face (F2F) 50,441Web OR Blended 38,469F2F + Web 12,157*F2F + Blended 8,827*F2F + Web OR Blended 18,288*F2F + Web + Blended 2,696*Web Only 5,522
(Summer 2014: 9,036)
Spring 11 Sum 11 Fall 11 Spring 12 Sum 12 Fall 120
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20
30
40
50
60
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80
90
100
3 2 4 4 3 53 2 4 4 3 44 4 5 5 4 6
F2F (n=748,226) Blended (n=67,190) Fully Online (n=176,983)
Student Withdrawal
Used with Permission. UCF Research Initiative for Teaching Effectiveness
Spring 11 Sum 11 Fall 11 Spring 12 Sum 12 Fall 120
10
20
30
40
50
60
70
80
90
100
8791
87 87 90 879094
90 9094
9088 89 88 87 89 87
F2F (n=669,638) Blended (n=66,124) Fully Online (n=176,856)
Student Success
Used with Permission. UCF Research Initiative for Teaching Effectiveness
UCF Student Evaluation Protocol
• Feedback• Interest in learning• Use of class time• Organization• Continuity• Pace of course• Assessment of your
progress• Texts and supplemental
material
• Description of objectives• Communication• Expression of
expectations• Availability to assist• Respect and concern• Stimulation of interest• Facilitation of learning• Overall assessment
Facilitation of learning
Communication of ideas
Excellent Very Good Good Fair Poor
Then...The probability of an overall rating of Excellent = .97 &
The probability of an overall rating of Fair or Poor =.00
If...
A Decision Rule for the Probability of UCF Faculty Member Receiving an Overall Rating of Excellent (n=1,280,890)
Respect and concern for students
Used with Permission. UCF Research Initiative for Teaching Effectiveness
M W F2F RV V0
10
20
30
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50
60
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80
90
100
5248 48
44 42
"Excellent" ratings by modality (n=913,688)
%Student Course Evaluations
Used with Permission. UCF Research Initiative for Teaching Effectiveness
Amount of interaction in UCF Online Classes Compared to Comparable F2F Sections
Moreinteraction
Equalto or
less thanW
n=55M
N=40Modality
13%
45%
16%
15%
62%
30%
2%7%
8%3%
IncreasedSomewhatincreasedAbout the sameSomewhatdecreasedDecreased
Used with Permission. UCF Research Initiative for Teaching Effectiveness
Quality of Interaction in UCF Online Classes Compared to Comparable F2F Sections
Betterinteraction
Equalto or
less thanW
n=55M
N=43Modality
22%
30%
33%
19%
35%
37%
9%2%
14%
IncreasedSomewhatincreasedAbout the sameSomewhatdecreasedDecreased
Used with Permission. UCF Research Initiative for Teaching Effectiveness
WHAT WILL YOUR BLEND BE?
Hallowell’s Human Moments by kthompso404 on Flickr CC BY 2.0 Licensehttp://www.flickr.com/photos/53256849@N05/7691997840
Non-scored activity
Scored activity
Attention
Involvement
Participation
Contribution
Active learning
A Range of Student Engagement
A Range of Student Engagement by Dr. Kelvin Thompson available at http://bit.ly/rehumanizing_slides is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. See http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US.
What Do You Want Your Students to “Get”?
Course designCourse syllabusCourse assignments
Student reflectionsHuman moments
Invisible to studentsArticulated to studentsExperienced by students “learning”
Internalized by studentsRemembered by students
Content Interaction Assessment
Content
Interaction
Assessment
Content
Interaction
Assessment
Content
Interaction
Assessment
Content
Interaction
Assessment
Unplugged Tech Enabled
Content
Interaction
Assessment
Unplugged Tech Enabled
F2F
Online
MOOC
Open Educational Resources (OER)
Open CourseWare (OCW)
Open Learning
iTunesU
podcasts
screencasts
online course
blended
hybridvirtual worlds
Second Life
flipped class
Personal Learning Network (PLN)
TwitterTED Talks
YouTube
Google Wikipedia
wikis
blogs
RSS
Yahoo Pipes
html
Technologies
In-Depth Look at Four• Free!• Fairly dependable• Useful in all modalities• Mobile-friendly• Range of uses
Survey of Many• Most free• Some single function
– Interaction– Assessment– Content
Read More About It
Reading List: Rehumanizing Through Technologies http://bit.ly/readinglist_rehumanizing
Annotated List of Technologieshttp://bit.ly/technologies_rehumanizing
Pair and Share
• Think about the concentric circles, the blocks, the outcomes, the technologies…
• Partner-up with one or more colleagues• Discuss: How would you characterize your
course goals in light of the models presented (i.e., what are you trying to accomplish? where does it fit?)?
Implementation Issues
BYOD?• Some studies indicate that 95% of college
students bring cell phones to class each day - May, 2012
• Nationwide, 88% of adults have cell phones with the majority (55%) using for internet access
• 61% of US adults own a laptop computer - Pew Internet & American Life Project, 2012
http://bit.ly/pew_data http://bit.ly/may_data
Ethical/Legal Issues
• Privacy• FERPA• Accessibility
FERPA Recommendations
• Assume conservative FERPA interpretation• All official communications (including grades)
in LMS• FERPA/Web2.0 statements in course
documents• No required personally identifiable information
on public web
http://bit.ly/ferpa_coursedocs
Accessibility Recommendations
• Adopt a “universal design for learning” mindset.• Assume you will have accommodation needs.
– Select new media/technologies with accessibility in mind.– Think: “What will I do differently to make old accessible?
• Plan A: Do that now (e.g., script everything).• Plan B: Be prepared to take action when needed.
• Assume that it is all up to you.– Educate yourself.– Take initiative.– Be grateful when help is available.
http://bit.ly/online_accessibility
Cautions
• Time commitment (beware of diminishing returns)
• Some students resist “active learning”• Your results may vary
– Strive for balance– Keep It Simple Starting (KISS)
Integration between the f2f and online dimensions is a crucial design challenge for
blended learning.
DESIGNING FOR BLENDED LEARNING
Caveats• No widely accepted definition of blended learning• Blended = “best/worst of both worlds”• Blended learning best conceptualized as f2f-enhanced web
course• Integration of f2f and online is perhaps the most elusive of
concepts for blended instructors• Materials shared here are targeted at those transitioning
from f2f-only experience but may be applicable to those with prior online or blended experience
• No one-size-fits-all answers• Goal: Provide resources you can use in developing
your blended learning courses
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OVERVIEWThe Blended Learning Toolkit
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Refer to Accompanying Hand Out: http://bit.ly/tour_blt
Project Overview• An open educational resource (OER) Blended
Learning Toolkit containing:– Best practices, strategies, models, and course
design principles.– Two OER prototype courses in Composition and
Algebra. – Faculty development resources– Assessment and data collection protocols, including
survey instruments and standards.
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Goals for BlendKit Course
• Design and develop your blended learning course
• Consideration of key issues related to blended learning and practical guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institutions).
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BlendKit Course Materials
• Instructional modules• BlendKit Reader• Do-It-Yourself design tasks• Recordings of interdisciplinary faculty interviews• Recordings of online webinar discussions with
faculty group
http://bit.ly/blendkit 57
GUIDED TOURBlendKit Course Materials
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Refer to Accompanying Hand Out: BlendKit Course Materials
DIY Tasks
• Step-by-step guides for many common development tasks– Explanations– Templates– Examples
• Five broad tasks with at least 2 sub-tasks each• Substantive in specificity!
http://bit.ly/blendkit_diy 61
DIY Tasks
Task 01: Conceptualize Your Blended Learning CourseTask 02: Design for Interaction in Your Blended Learning CourseTask 03: Decide Upon Assessments of Learning in Your Blended Learning CourseTask 04: Develop Content/Assignment Pages for Your Blended Learning CourseTask 05: Assure Quality in Your Blended Learning Course
http://bit.ly/blendkit_diy
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COURSE BLUEPRINTTask 01: Conceptualize Your Blended Course
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Course Blueprint
• Easily by-passed, but don’t!• High level overview mapping course goals to
assignments• Use electronic version or just do it on a piece of paper
– Word template looks cool but doc versions may cause problems
• May be “in your head,” but get it out on paper• Ignore delivery mode (f2f v. online) initially
– Focus on identifying the best activities to achieve the course goals
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MIX MAPTask 01: Conceptualize Your Blended Course
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Mix Map• Identify a mode (f2f, online, both) for all components• Suggested approach – online course with face-to-face
enhancements• How to decide on delivery mode:
– Start with your absolutes - What has to be delivered face-to-face or online? What works best in one environment v. the other?
– Next – What will work in either environment?– Note: You may need to modify an existing activity to fit a new
delivery mode. (See Task 3)
• Map out your overall strategy paying particular attention to how the two environments integrate– Integration is the single most challenging issue in blended learning!
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CREATE COURSE DOCUMENT DRAFTS
Task 02: Design for Interaction
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Create Course Documents
• Emphasis on single-purpose online documents (Neidorf, 2006)
• Making the formerly implicit (f2f) explicit (online)
• Clear articulation of student expectations• Some people prefer “print-friendly”
versions (e.g., pdf) over HTML – TIP: See accessibility guidelines!
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MODULE INTERACTION WORKSHEET
Task 02: Design for Interaction
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Module Interaction Worksheet
• Builds upon Blueprint and Mix Map tasks• Sets the stage for Creating Module Pages• Assumes that one will be developing
online modules– Several questions useful for designing
interaction independent of module– Possibly think “weeks” instead of modules
• Another opportunity to consider integration of f2f and online
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ASSIGNMENT INSTRUCTIONSTask 03: Decide Upon Assessments of Learning
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Assignment Instructions• Remember to revise Blueprint and Course Docs as ideas evolve!
• Goal: Standalone documents with perfect clarity of expectations• The clearer the written communication, the more time is freed for f2f activities.
• Goal: Make the formerly implicit explicit– However, written instructions could be distributed f2f or online.
• Make sure students understand how each assignment links online and f2f • Do not duplicate assignments or content between f2f and online
– Ex: Reading assignments as homework and then cover content in class. Make sure class discussion covers items subject to confusion and expands on reading through examples, case studies, etc.
– If online assignment is an extension of f2f discussion/activity, ensure students understand what needs to be added or expanded in the online assignment.
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CONFIGURE ONLINE QUIZ SETTINGSTask 03: Decide Upon Assessments of Learning
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Configure Online Quiz Settings
• A primer for online assessment– Minimize motivation for cheating– Examine biases for assessment in one mode
over another– Make assumptions explicit (e.g., collaboration,
etc.)– Opportunity to review cognitive level of existing
assessments
• Specifics will be determined by your LMS/testing software
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BLENDED INTEGRATION CHARTTask 04: Develop Content/Assignment Pages
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Blended Integration Chart
• Builds upon earlier design work• Aligns summative goal(s) with objectives,
assessments, etc.• Focus is on integration of the f2f and
online components for each activity
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CREATE MODULE PAGESTask 04: Develop Content/Assignment Pages
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Create Module Pages
• A possible extension of earlier Assignment Instructions and Module Interaction tasks
• Goal: Standalone documents with perfect clarity of expectations
• The clearer the written communication, the more time is freed for f2f activities.
• One cohesive whole from which students may access assignment instructions, course content, etc.
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MODULE TEMPLATETask 04: Develop Content/Assignment Pages
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Module Template
• Use as a starting point• Decide upon all elements to include in your
modules (e.g, objectives, content, references)• Use Word style sheet (e.g., “Heading 1,” etc.)• Review Assignment Instructions for possible
module headings/sub-headings• Maintain consistency from one module to next
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BLENDED COURSEIMPLEMENTATION CHECKLIST
Task 05: Assure Quality
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Implementation Checklist
• Very generic steps!• Incorporate your institution’s requirements• Structured approach is reminiscent of managing
an online course (may feel unusual for f2f)• Note numerous cues for fostering integration of
f2f/online• Note emphasis on iterative design (e.g., simple
design feedback collection punch list for next version)
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BLENDED COURSE SELF-ASSESSMENT/PEER REVIEW FORM
Task 05: Assure Quality
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Self-Assessment/Peer Review Form
• Many elements are common to courses in all modes
• Blended-specific sections– First (“Course Expectations”)– Last (“Implementation of Blended”)
• Evaluate it yourself, but there’s no substitute for a new set of eyes!
• Identify a trusted colleague • Note evaluation of design vs. implementation
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Test Drive!
• Select one of the DIY design documents• Take a few minutes to review the document in
more depth• Begin to use the document to help with your
personal design challenge• Note: Many find the Mix Map the most
approachable to start. (Hint: You can just draw a Venn diagram with pen and paper)
ADDITIONAL RESOURCES
Virtual Blended Conference
• 2015 OLC Blended Conference and Workshop• Leading higher ed conference on blended• July 7-8, 2015• Individual/group registration available now:
http://bit.ly/blend15_virtual
BlendKit2016
• Open, online course built around BlendKit Course materials– Dates TBA (five weeks this spring)– Facilitative communications– Weekly webinars– Interaction opportunities among cohort– Choose your own participation level
• To Register or to Subscribe to Mailing List: http://bit.ly/blendkit
Teaching Online Pedagogical Repository
a resource to support the curation of effective pedagogical practices in online and blended courses
individual entries include:• strategy description drawn from the pedagogical
practice of online/blended teaching faculty • artifacts depicting the strategy from actual courses• alignment with cited findings from research or
professional practice literature
All released for reuse/remix under Creative Commonshttp://topr.online.ucf.edu
UCF Faculty Seminars in Online Teaching
• Online/blended learning focused• Co-presented by teaching faculty and instructional designer• Information-packed• 30 minutes!• Interactive webinar format• Repository of recordings and supporting resources• New topics each semester
Subscribe to mailing list to be notified of upcoming seminarshttp://bit.ly/facultyseminars
TOPcast:The Teaching Online Podcasthttp://bit.ly/topcast_yarn
Your Personal Action Plan
• Reflect upon today’s session• Review your notes on BlendKit Course• Identify one or more ideas you can put into
action• Write down how you will apply the idea• Tell one other person what you plan to do• Exchange contact info and plan to touch base
Students Are… by kthompso404 on Flickr CC BY 2.0 Licensehttp://www.flickr.com/photos/53256849@N05/7759779256
Thank You!
Dr. Kelvin Thompson@[email protected]://linkedin.com/in/drkelvinthompson
http://bit.ly/thompson_famu2015