Blended Learning Workshop

Mansureh Kebritchi, Ph. D. David Proudfoot, Ed.D. Medgar Roberts Ed.D.

EducationalTechnology@phoenix.edu

Center for Educational and Instructional Technology Research (CEITR)

Agenda

Webinar Objectives

Benefits of using synchronous

communication

Conceptual framework

Tools Applications Strategies

Materials Answer

Questions

Objectives

• Explore and evaluate synchronous learning

technologies

• Explore available tools for synchronous

communication

• Discuss strategies to enhance student engagement and learning by using

synchronous communication

• Develop a plan for integrating

synchronous communication into the asynchronous courses

Workshop Overview

Certificate of Completion upon submitting the assessment will be provided for the participants

One week after the end of the workshop and assessment submission

Assessment after the Webinar

Day 3 : Complete and submit the assessment one day after the webinar.

Webinar (Synchronous) - 4-5 pm Phoenix Time - Via Skype for Business

Day 2

Preparation before Webinar (Asynchronous) - Via Research Hub

Day 1

Supplies and Materials

Rubric Plan Template Tech Issues and

Solutions

Articles for further enhancing

your understanding

Recorded trainings for use

of toolsBlogs

https://research.phoenix.edu/special-interest-group-for-engaged-learning

Support and Communication

Continuous instructional support

Feedback and support on the Implementation

Plan

Q & A discussion thread at Engaged Learning SIG (https://research.phoenix.edu/s

pecial-interest-group-for-engaged-learning/forum)

Key for Success

Follow the workshop guidelines

Follow the Implementation Plan

Incorporate the feedback

Collaborate and Communicate

Benefits of Synchronous Communication

Improve visual, social and teaching presence, and student engagement which enhance learning

Help students feel stronger sense of connection with their instructors and classmates

Provide opportunity for getting immediate answers for students’ questions; clarification through verbal explanations; improve feedback quality

Helps students experience and develop real life collaboration and presentation skills

9

SAMR – Conceptual Framework

Mo

st B

asic

Mo

st A

dvan

ced

Tools

Skype for Business

SharePoint

Teams Google Docs &

Hangouts

11

Applications

Students with

their peers

2 min Video introduction at the beginning of the courses

Collaboration in team

projects via SharePoint

Students with Instructors

Office hours, weekly

Group and individual

feedback per assignment

Students with the course

content

Video discussions,

weekly

Real-Time Whiteboard/Google Docs

Applications-Synchronous Pedagogical Approaches

F to F Pedagogical Approach Synchronous approaches in online courses

Introductions around the

room

Students take turns turning on their camera and microphone and introducing themselves to the group.

Visual presence in every

session

Students take turns turning on their camera and microphone and saying hello each week.

Mini-lecture PowerPoint slides are shared on the whiteboard, and instructor “lectures” using audio and video.

Brainstorming Students all write their ideas simultaneously on a shared whiteboardSmall group discussion and

report out

Students work in small groups in separate breakout rooms with audio and video; they record their ideas

on the whiteboard in their breakout room, which is then shared with the larger group during a report-

out session.

Case studies A case study is posted on the whiteboard, and students work in small groups in breakout rooms (see

above) or in a large group to answer questions about the case. Students can share their ideas using

audio and video or using the chat room.

Think-Pair-Share Students work in pairs in separate breakout rooms with audio and video; they record their ideas on the

whiteboard in their breakout room, which is then shared with the larger group during a report-out

session.

Large group discussion Students share their ideas using audio and video with the large group. Students are asked to raise their

hand if they wish to share or type their ideas in the chat room window.

Question and answer Students are encouraged to raise their hand using the hand-raising feature to ask or answer a question.

Alternatively, they can ask or answer a question in the chat room window.

Clickers Clickers Students are asked to use their keyboard to respond to polling questions (yes/no, multiple-

choice). Answers are displayed for all to see.

Peer review Students can review other students’ materials outside class and then meet with them in breakout out

rooms to share feedback.Quick check-ins Quick check-ins Students were asked to use the emoticon to show how they were doing or if they

understood the material. These include a smiling face, frowning face, thumbs up, or thumbs down.

Adapted from McDaniels, M., Pfund C., Barnicle, K. (2016).

Requirements for Successful Blended

Synchronous and Asynchronous Modes

Students need to be familiar with synchronous meeting tools.

Ground rules need to be enforced.

Students need to know where the course is heading.

• Yamagata-Lynch, L. (2014). Blending online asynchronous and synchronous learning. The International Review Of Research In Open And Distributed Learning, 15(2). doi:http://dx.doi.org/10.19173/irrodl.v15i2.1778

Design Lessons for Integrating

Synchronous and Asynchronous Modes

Participants come to online courses with varied participatory learning experiences, and need time to find a new identity as an online learner.

Synchronous delivery modes can provide a stronger sense of connection among participants, and a blended online synchronous and asynchronous course can strengthen social presence.

Participant experiences are greatly affected by the designer/instructor’s ability to bring a sense of cohesion and structure in the synchronous learning environments.

• Yamagata-Lynch, L. (2014). Blending online asynchronous and synchronous learning. The International Review Of Research In Open And Distributed Learning, 15(2). doi:http://dx.doi.org/10.19173/irrodl.v15i2.1778

Strategies - Ground Rules

Be prepared for synchronous sessions by having access to and properly set up computer equipment, USB headphones/microphone for each session

Be open minded and share your ideas as well as listen to ideas that others share, even at times they be difficult advice.

Be respectful, honest, open while interacting with other participants

• Yamagata-Lynch, L. (2014). Blending online asynchronous and synchronous learning. The International Review Of Research In Open And Distributed Learning, 15(2). doi:http://dx.doi.org/10.19173/irrodl.v15i2.1778

Strategies- Ground Rules

• Attendance policy

• Encourage meaningful participation; Credits for students’ significant discussion contributions

Strategies - Set the Expectations

Be clear on synchronous meeting/times

List in expectations or protocol, rubric

List in Syllabus

Strategies

Provide recording of synchronous sessions

Ask for relevant and significant comments, give credits for the significant comments

Repeat twice in the same week at different times (morning/evening)

Materials- Synchronous Participation Rubric

The Mechanical Practices of Making It Work

In the class, make the session a “Recommended Activity,” and

provide the instructions for joining, as well as the PowerPoint

deck for the chat.

A sample outline for 60-min session could be: 10 min. Intro,

40 min Content/Questions, and 10 min Wrap-up, Questions,

and/or Next Steps.

Consider crediting students with two substantial posts and

one of three online posting days for participating.

Consider using a survey to track: “Please follow this link to a

survey to get your participation points! Thank you!”

The Mechanical Practices of Making It Work

If the course is the first in a program (i.e. an orientation or

equivalent) please ask if anyone needs ADA/closed

captioning services. Invite students to notify you in a private

message.

In the syllabus, open a recommended activity for each week. Subject line: Please join us for a live chat session. Activity Type: Live

Lecture Activity. In the text box, provide the instructions to the

session.

Consider this language and reference link, “Sure do hope to

meet all of you during this Thursday evening's Live Chat.

Remember, it will begin at 6 pm Arizona time. Here is a site

that will help you to calculate your time against AZ time, if

that helps!” https://www.timeanddate.com/worldclock/usa

The Mechanical Practices of Making It Work

As you are building synchronous activities in the syllabus,

examine what weekly objectives you are covering. Go over

the objectives from the course. Specifically mention each

objective in the chat. Discuss the objectives each week.

Materials- Implementation Plan

Template

Applications Synchronous

Instructional Approaches

Tool Time, frequency per

week Students with their peers 2 min video introduction

at the begin of the

courses

Collaborative Projects

Skype for Business

Share Point

Beginning of the course

Per project

Students with instructor Office hours Skype for Business 1 hour, WeeklyStudents with the course

content

Video discussion Teams 30 mins; Once per week

Implementation Plan for Integrating Synchronous Communications into Asynchronous Online CoursesInstructor’s Name:

Course Name and brief description:

Strategies

Based on the nature of your course and what you have learned in the workshop explain strategies that you will use to

prepare your students for engaging in synchronous communications in your course.

Applications

Based on the nature of your course and what you have learned in the workshop complete the following application table.

[A Completed Example]

Challenges

What are your potential challenges for applying the above synchronous approaches in your courses?

Materials- Additional articles

Small Group Work and Whole Group Discussion Mediated through Webconferencing Software: This

article, published in the International Journal for the Scholarship of Technology Enhanced

Learning, reports on a case study that explored the benefits and challenges of facilitating group

activities in a synchronous environment in an undergraduate course.

Benefits of Synchronous and Asynchronous e-Learning: The purpose of this article, published by the

eLearning Industry site, is to discuss the advantages of using both synchronous and asynchronous

technologies in an online learning environment.

Blending Online Asynchronous and Synchronous Learning. A qualitative study article published in The

International Review of Research in Open and Distributed Learning answering the question: How can

the designer/instructor optimize learning experiences for students who are studying about online

learning environments in a blended online course relying on both synchronous and asynchronous

technologies?

Promoting Synchronous Interaction in an eLearning Environment: Cyber-Instructors Continually Seek

Instructional Tools That Will Hold Students' Attention, and Make Online Communications More Efficient

and Effective: The Journal’s article that presents a case of combining both synchronous and

asynchronous interaction in an online classroom.

References

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and

implementation of blended learning in higher education. The Internet and Higher Education, 18, 4–14.

doi:10.1016/j.iheduc.2012.09.003

McDaniels, M., Pfund C., Barnicle, K. (2016). Creating Dynamic Learning Communities in

Synchronous Online Courses: One approach from the center for the Integration of Research, teaching,

and Learning (CIRTL), Online Learning, 20 (1) retrieved from

https://files.eric.ed.gov/fulltext/EJ1096380.pdf

Yamagata-Lynch, L. (2014). Blending online asynchronous and synchronous learning. The

International Review Of Research In Open And Distributed Learning, 15(2).

doi:http://dx.doi.org/10.19173/irrodl.v15i2.1778

Assessment

• The assessment includes a written plan on how to integrate synchronous tools into the participants’ courses

• Workshop reflection via survey

Complete and submit the

assessment one day after the

webinar (Day 3 of the

workshop).

Upon Completion of the Workshop

Certificate of completion is awarded to the participants

who their assessments a week after the assessment

submission/the end of workshop

Certificate is counted toward scholarship activity.

Questions?Center for Educational and Instructional Technology ResearchEducationalTechnology@phoenix.edu