fisser, p., & strijker, a. (2005, may 27). managing self regulated, blended learning

Managing self-regulated, blended learning

a process of change in education

dr. Petra FisserSupporting Sustainable e-Learning Forum (SSeLF)

University of Dundee, 27 May 2005

This presentation

Managing self-regulated blended learning

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Managing self-regulated blended learning Blended learning: a 'blend' of face-to-face

and technology supported learning

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and technology supported learning Self-regulated: student-centred instead of

teacher-centred education

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teacher-centred education Managing…

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teacher-centred education Managing… the process of implementing

self-regulated blended learning

The implementation process

Pilot ImplementationResult

Result

Result

Result

Environment

End

Project leader

Decision maker


The implementation process:

a pilot with certain results ->

the pilot is scaled up ->

it is implemented in a broader context


An other way to describe this in “stages of change” Incidental and isolated use of ICT (pilot) Increasing awareness of ICT relevance for

education (scaling-up) Coordinated and supported activities

(implementation) ICT integrated in teaching and learning

(integration)

Example for blended-learning

Incidental and isolated use of ICT (pilot):-> a try-out in one course

Increasing awareness of ICT relevance for education (scaling-up): -> more instructors use a blended-learning approach

Coordinated and supported activities (implementation): -> the whole department uses a blended-learning approach

ICT integrated in teaching and learning (integration): -> the whole university uses a blended-learning approach

Support for implementation

The simplified model is not enough A general strategy for implementation not available In higher education a need for support in

the process from piloting to implementation and integration

pedagogical models in relation to ICT in education These two issues are often combined, because of the

belief that the ICT applications that are implemented need some kind of pedagogical foundation to be successful

Actors

The support for implementation is of interest for actors responsible for the implementation process

But which actors are involved? Is it the teacher? Or the educational manager? Or the project manager that is responsible for the

implementation? Or the technical support unit that has to

implement the technological aspects? Or…?

Actors Actors involved

College board members President/rector/ principal Vice president/vice chancellor/provost/policy advisor Deans ICT steering group Middle managers/educational managers Chair/head of department Faculty, instructors, teachers Members of staff development unit Members of pedagogical support unit Members of infrastructure and computing unit Staff members of the library Students Ministry of education External institutions

Category Actors within the category

Role and activity of the actor

Board College board members

President/rector/ principal Leadership, vision, strategy

Higher management Vice president / vice chancellor / policy advisor

Deans

ICT steering group

Leadership, policy-making, strategy, budget/ and resource-allocation

Middle management Middle managers / educational managers

Chair / head of department

Leadership, policy-making, stimulating faculty

Faculty Faculty, instructors, teachers Education and research

Students Students Education

Support Members ofstaff development unit

pedagogical support unit

infrastructure / computing unit

library

Supporting the implementation process

External External institutions

Ministry of education

External stimulus to change

Actors and roles

Middle management

Crucial actor: middle management Educational management / director Head of department

Role: influence the implementation process (success or failure)

Many responsibilities Leadership!

Leadership

Needed in all stages of the implementation process

Tasks: Creating commitment Creating a shared vision Support of the implementation process

Management & Leadership

The middle management is involved in all the stages of the implementation process

Leadership is an important role and activity in the implementation process

It is assumed that these two are connected to each other

The middle manager plays a key role in the implementation process

He or she should be involved in all steps

Are we expecting too much?

Many expectations from the middle manager Vision Strategy Leadership Projectmanagement Educational background Background related to content of study …..

How does he/she do it?

Top-down or bottom-up? Top-down: the managment decides Bottom-up: initiative from the teacher

Strategies

Management:You have to use

Blackboard!

Ok….. /

Teacher:I would like to use

Blackboard!

Ok….. / Personal Organisational

Top-down and bottom-up!

Oh no.. I have to puzzle…

Teacher

Idea!

Manager That is nice…

Maybe you like?

Look what my teacher did!All of the university should do this!

That is nice!

Oh no.. Now I have to show everybody

Board

This is nice!

Look at colleague!Show!I want this too!

I give you supportand money

I will use it

Me too Me too

Me too

Me too

Me too

Me too

Other strategies

Concerns-based Adoption Model The Colour Theory

Concerns-based Adoption Model

This model applies to anyone experiencing change (policy makers, teachers, parents, students)

The model holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is

Concerns-based Adoption Model

In general, early questions are more self-oriented What is it? and How will it affect me?

When these questions are resolved, questions emerge that are more task-oriented: How do I do it? How can I organize myself? and Why is it

taking so much time?

Finally, when self- and task concerns are largely resolved, the individual can focus on impact. Is this change working for students? and Is there

something that will work even better?

The Colour Theory

Based on change theories 5 strategies with different colours

Yellow Blue Red Green White

The Colour Theory: Yellow

Yellow = power! Discover collective interests Play a power game Reach a win-win situation Goal: change beliefs and policy

The Colour Theory: Blue

Blue = blueprint Thinking and planning Rational / logical process Knowing the outcome Result: guaranteed success!

The Colour Theory: Red

Red = passion and temptation Bring together organisational & individual goals Give people a stimulus and motivate them Human resource management important

The Colour Theory: Green

Green = growing and nature Bring people in a learning situation Stimulate the learning process Find the solution together Keyword: the learning organisation

The Colour Theory: White

White = the colour of light and openness Offer freedom for spontaneous revolution Breaking through existing patterns Dynamic and self-regulated process Outcome: unpredictable!

The Colour Theory

Always: yellow (commitment) and red (combination of people and organisation)

Choice: Blue, Green or White Recommendation:

Blue (result-based): routine problems Green (project-based): non-routine problems White (creativity-based): vague problems

Assignment

Fill in the form: Which actor are you? Which actor is next to you? Where is the educational manager? What strategy does he/she use?

Strategies for implementation of Self-Regulated Blended Learning

and Reuse of Learning Objects

Strijker, A. (2005, May 27). Strategies for implementation of Self Regulated Blended Learning

and Reuse of Learning Objects. Dundee, UK.

Reuse of Learning Objects

Learning Objects Assignments, Videofragments, Animations,

Lectures, Articles, Pictures

Learning Objects

Learning objects are defined as digital entities, available for use or reuse in different learning settings.

These objects themselves may or may not have been originally created as learning objects; it is their use for learning purposes that makes them learning objects.

Definition used in the research: A learning object is any digital entity that may be used for learning, education, or training.

Contexts

The research describes issues related to the reuse of learning objects and the implementation of learning technology standards for reuse of these learning objects in different contexts and the human and technical aspects involved:

University, Military, Corporate Learning.

Human aspects

Human perspective – What human aspects are important to support reuse of learning material?

Human aspects: Why takes reuse place, Who is involved.

Technical Aspects

Technical perspective - What tools and technologies are important to support reuse of learning material

Technical aspects: What's reused, How is reuse supported, and Where are learning objects stored.

Overall Research Question

Combining human and technical perspectives - What are key dimensions to guide the selection of tools, technologies, and human procedures to support reuse of learning material for users in different usage contexts, particularly university, corporate learning, and military training?

Context Orientations

Personal oriented Personal orientation is related to human

interaction, personal needs, personal incentives, and personal values.

Systems oriented The Systems orientation focuses on technical

specifications, rules, policy, and procedures.

Dimensions for Reuse

The research identified dimensions related to use of learning technology standards for reuse such as: Cultures within the context, Learning scenarios, Incentives for reuse, Work processes, How learning objects are stored.

Dimensions for Reuse

Systems Oriented

Personal Oriented

Cultures

within the

context

The industrial world

The Domestic world

The Civic world

The world of Opinion

The Merchant world

The world of

inspiration

Learning scenarios

Acquisition Participation

Incentives for reuse

Formal workflow Personal habits

Work processes

Organizational Personal

How learning objects are stored

Repository Locally

Results

The results of the research show that reuse in practice may not so much be focused on a wide exchange of all available material but rather on local level sharing within departments and even primarily on the reuse of one’s own course material.

Results

The use of specifications for learning technology may not have the expected impact on adaptive learning and building courses based on learning objects from large repositories as expected by many.

Results

Instead, new developments for specifications may focus on support for more-personal reuse strategies.

Assignment

Dimensions Try to map your current context (the

environment you work in) on the dimensions If the focus is on the left side (Systems), you are

in a context that provides different aspects for reuse

If the emphasis on the right side (Personal), the implementation of a reuse strategy in your context is problematic

Example

Implementing self-regulated blended learning with reuse possibilities

Implementation process

Actors 1 chair (prof. Betty Collis) 6 teachers Support staff Management master programme

Problem Students with different backgrounds Students on- and off campus Students not self-reliant Teachers wnat to offer better guidance

Implementation process

Solution: Task-based learning Strategies

Combination of top-down and bottom-up At first a white strategy… Now more and more yellow and red Green also important: learning from each other

Task-based learning

Self-reliant learning Active learning Guidance and support Teacher extensive education Blended learning and Distance learning

Kind of tasks Kinds of tasks

Learning task Discussion task Strategy task Application task

But also Problem solving task Collaborative learning tasks Project tasks

Taks-based learning does not rule out other pedagogcial approaches!

Designing tasks: a checklist

Title Short description Objectives of the course related to the Assignment Previous knowledge and skills needed for this task Objective of the Assignment Expectations from the student Way of testing Criteria for grading Possibilities for extra help Example of the task

Example of task-based learning

Course: Pedagogies for flexible learning supported by technology (Master course)

13 students with different backgrounds 7 different countries and languages, some with work

experience, some other study (not related to Educational Design)

3 DE-students, 10 blended learning Different learning styles Different interests

And only 1 course!!

Example of task-based learning

Interactive task

Develop a strategy for self-regulated blended learning with

reuse possibilities

Blended learning scenarios

Organisation-regulated

Learner-regulated

Face-to-face E-learning

Scenario A:Classroom teaching Lecture, room, teacher–student, fixed times

Scenario B:Study landscape Collaboration, facilities, tutor-student, self-management within boundaries

Scenario C:Communities of Practice Meetings, collaboration, students as members, self-reliant, responsible

Scenario D:Workplace learning Online resources, learning to learn, work-related, self-reliant, responsible

Knowing in the Classroom

Teacher/expert

learner learner learner learner

source

Scenario characteristics Participants:

teacher/expert learners

Process: Knowing, building knowledge

Flexibility low: Fixed meetings at specific locations Predetermined rosters

Passive learners: low interaction, pre-cooked one-way communication

High level of structure: Teacher-led scenario of lesson

Knowing howin the study landscape

learner learner

Learner learner

learner

Teacher/expert

source

sourcesource

source


Teacher/expert Learners External sources


Flexibility medium-low: Less need for large rooms Smaller groups easier time planning

Semi-passive learners: teacher provides sources but promotes active knowledge

management from learners Semi-structured:

structure made by teacher in collaboration with learners

Applyingin a community of practice

learner learner

learner learner

learner source

sourcesource

source


Learners External sources


Flexibility medium high: Opportunities for virtual collaboration No teacher less need for formal meetings

Active learners: learners build knowledge

Semi-structured: learners determine workflow and knowledge framework

Integrating in the workplace

learner

source

source

source

source

source

source


Learner External sources

Process: integration of knowledge in the workplace activities

Flexibility high: Time schedules to be determined by the learner Learner can learn at any place at any time

Active learners: the learner builds a knowledge framework based on individual

interpretation of information from external sources Individually structured:

the individual learner as decision maker in the learning process

Interactive task

Choose a scenario Imagine that you are the educational

manager Two missions

Make the scenario self-regulated and blended Assure that reuse is possible

Interactive task

Decide upon actors Who is involved? Who should be involved? What is your role as manager?

Decide upon strategies Top-down or bottom-up? Colours? Dimensions?

More information?

Allard Strijker, [email protected]

Petra Fisser, [email protected]

Cultures within the context

Verbs Value features Attitudes

The World of Inspiration

To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.

Singularity, difference, innovation, originality, irrationality, imaginary, spirituality, unconscious, chance

Spontaneous, passionate, risk taking, open-minded, independent, intuitive

The Domestic World

To behave, to give, receive and give back; to respect; to keep the convenient distance; to be polite (with both inferiors & superiors); to interact.

Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty

Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable

The World of OpinionTo influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.

Image, reputation, fame, success, honour, acknowledgement, visibility, audience, credibility, Identification.

Being an actor, contributive, communicative, participative, personality, celebrity

The Civic World

To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify, to delegate, to represent and to be represented, to show solidarity, to share.

The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).

Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests.

The Merchant World

To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.

Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to others; contract; competition, rivalry, opportunism, freedom,

Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help, thoughtful, careful, reactive, opportunist

The Industrial World

To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to detect, to adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.

Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system

Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication

Cultures within the context: Attitudes The World of Inspiration

Spontaneous, passionate, risk taking, open-minded, independent, intuitive The Domestic World

Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable The World of Opinion

Being an actor, contributive, communicative, participative, personality, celebrity The Civic World

Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests.

The Merchant World Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help,

thoughtful, careful, reactive, opportunist The Industrial World

Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication

Cultures within the context: Value features The World of Inspiration

Singularity, difference, innovation, originality, irrationality, imaginary, spirituality, unconscious, chance The Domestic World

Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty

The World of Opinion Image, reputation, fame, success, honour, acknowledgement, visibility, audience, credibility,

Identification. The Civic World

The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).

The Merchant World Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to others;

contract; competition, rivalry, opportunism, freedom, The Industrial World

Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system

Cultures within the context: Verbs The World of Inspiration

To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.

The Domestic World To behave, to give, receive and give back; to respect; to keep the convenient distance; to be polite

(with both inferiors & superiors); to interact. The World of Opinion

To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.

The Civic World To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify, to delegate, to

represent and to be represented, to show solidarity, to share. The Merchant World

To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.

The Industrial World To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to detect, to

adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.

Learning scenarios

Acquisition Objectives Training Drill and practice Awareness Knowing CBT Authoring

Participation Collaboration Communication Competences Learning Application Synthesis Analyses ELO Mentoring

Acquisition vs Participation

Acquisition Participation

Key definition of learning: Learning as knowledge acquisition and concept development; having obtained knowledge and made it one's own; individualised

Learning as participation, the process of becoming a member of a community, "the ability to communicate in the language of this community and act according to its norms" (Sfard, p. 6); "the permanence of having gives way to the constant flux of doing" (p. 6)

Key words: Knowledge, concept, misconception, meaning, fact, contents; acquisition, construction, internalization, transmission, attainment, accumulation;

Apprenticeship, situatedness, contextuality, cultural embeddedness, discourse, communication, social constructivism, cooperative learning

Stress on… "The individual mind and what goes into it" (Sfard, p. 6); the "inward movement of knowledge" (p. 6)

"The evolving bonds between the individual and others" (p. 6); "the dialectic nature of the learning interaction: The whole and the parts affect and inform each other" (p. 6)

Ideal Individualized learning Mutuality; community building

Role of instructor Delivering, conveying, facilitating, clarifying

Facilitator, mentor, "Expert participant, preserver of practice/discourse" (p. 7)

Nature of knowing Having, possessing Belonging, participating, communicating

Learning objectives (Bloom, 1956)

Competence Skills Demonstrated Question Cues

Knowledge - observation and recall of information - knowledge of dates, events, places - knowledge of major ideas - mastery of subject matter

list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension - understanding information - grasp meaning - translate knowledge into new context - interpret facts, compare, contrast - order, group, infer causes - predict consequences

summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application - use information - use methods, concepts, theories in new

situations - solve problems using required skills or

knowledge

apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis - seeing patterns - organisation of parts - recognition of hidden meanings - identification of components

analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis - use old ideas to create new ones - generalize from given facts - relate knowledge from several areas - predict, draw conclusions

combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation - compare and discriminate between ideas - assess value of theories, presentations - make choices based on reasoned argument - verify value of evidence - recognize subjectivity

assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Incentives for reuse

Organizational Knowledge

management Human resource

management Sustainable

development Saving money Efficiency Organizational capital

Personal Helping Colleagues Saving time Efficiency Communities of practice Networks of excelence

Work processes

Formal workflow Roles Responsibilities Versioning Quality control Management Ownership

Personal habits Individual products One person all roles Teacher in control Copyrights Independent

How objects are stored

Repositories- Knowledge management

systems (Learning) Content

Management Systems Electronic Learning

Environments

Locally Hard disks Personal websites

Context Orientations

Personal oriented Personal orientation is related to human

interaction, personal needs, personal incentives, and personal values.

Systems oriented The Systems orientation focuses on technical

specifications, rules, policy, and procedures.