Designing Blended Learning Strategies

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Designing Blended Learning Strategies. Presented by Carol Packard Steve Lasley. Agenda. Introduction to Blended Learning: Available tools Current examples Discussion of Challenges. Big City Medical Education. Small town living. Learning Objectives. - PowerPoint PPT Presentation


  • Designing Blended Learning StrategiesPresented byCarol PackardSteve Lasley

  • AgendaIntroduction to Blended Learning:Available toolsCurrent examplesDiscussion of Challenges

    Big City Medical Education. Small town living.

  • Learning ObjectivesDescribe basic model of blended LearningList the percentage of knowledge retention based on various methods of instruction Identify instructional tools to enable students active learning.Describe examples of integrating several methods of instruction to teach tolearning objectives Big City Medical Education. Small town living.

  • Blended Learning ApproachProviding different methods of instruction/learningTo encourage active learning that continues outside of the lecture hall, classroom or lab.To encourage students to arrive in class well prepared to apply knowledge.

  • Blended learning overview

    Learning Event

    What should a student know/able to do prior to the learning event?Student demonstration of: Reflection Integration, Application

  • The medium is the message- Marshall McKuenIn M2: prepare students to succeed in M3 environment by providing opportunities to integrate constructed learning In M3: preceptors help student to integrate constructed learningSupports the competency: Practice-Based Learning: ! Contextual discovery ! Knowledge seeking ! Reflection

  • Retention Dale, E. 1969 Audio-visual methods in teaching. Dryden Press, NYLord, T. 2007, Revisiting the Cone of Learning

  • Nine Events of Instruction*Gagne, 1985derived from a cognitive information processing model of learning

    * Implementation chart available on Faculty Development page.

  • Learning/Teaching Tools

  • Pharmacology CourseBlended Learning Examples using Blackboard

    Self-assessmentsStudent forum assignmentsResearch article critiqueClinical case assignment

  • New Rules RolesFaculty role: guide students towards the knowledge and skills required for a specific learning objectiveFacilitate the blending or integration of information, skills towards problem solvingProvide feedback to students

    Student role:Identify problems, questionsKnow where and how to find knowledge to answer solve problems, ask/answer questionsIntegrate knowledge from various places


  • Blooms Taxonomy Levels

  • Tools for integrated, active learning:Synchronous

    Live face-to-face (classroom)Interactive LecturesWorkshopsCoaching/ MentoringOn-the-job (OTJ) training Live via computer (Elluminate)

    Live e-learning classesE-mentoring, e-coachingVirtual collaboration

    Asynchronous (Blackboard)Bulletin boards/forumsSelf-paced modulesSelf-assessments/quizzesResource linksOnline tutorialsCases/ScenariosWikis

    Other media

    Video & Audio CD/DVDsBooks, documentationPerformance supportJob aidsDatabasesPerformance/ decision support

    Simulations:Simulated patients, mannequins, cases

  • Individually Constructed Learning