1. Blended Learning Creating New Learning Experiences
JoAnne C. Juett, Ph.D.
Assistant Professor, Scientific and Technical Writing, English Department
Instructional Technology Fellow, Center for Excellence in Teaching and Learning
University of Wisconsin-Eau Claire

2. DEFINITION (what BL is)
Blended Learning: Mixing the Real and the Virtual
A combination of face-to-face (F2F) and
online learning for a course
Synchronous and asynchronous learning
Real-time, real-space (in-classroom) and
virtual (online)
Unique sequencing but integrated
May involve uses of mobile devices in ambient space (virtual-enhanced reality)

3. DEFINITION (purpose)
Blended Learning is combining multiple learning components and learning events to create a meaningful learning experience.
Blended Learning means different things to different people, which illustrates its glowing/growing potential. Our perspectives of Blended Learning is combining multiple learning components such as classroom, On-line self-paced Learning Content, , Discussion Forums , LMS (Learning Management System) etc.
and learning events such as individual or group based learning events to create a meaningful learning. It is not only about mixing the multiple learning components, it is combining the appropriate learning components to meet desired learning goals.

4. DEFINITION (design)
The thoughtful integration of face-to-face classroom (spontaneous verbal discourse) and Internet based (reflective text-based discourse) learning opportunities
Not an add-on to a classroom lecture nor an online course; fundamental redesign
An optimal (re)design approach to enhance and extend learning by rethinking and restructuring class contact hours.

5. Why Blended Learning? Increased flexibility in learning
Blended Learning means different things to different people, which illustrates its glowing/growing potential. Our perspectives of Blended Learning is combining multiple learning components such as classroom, On-line self-paced Learning Content, , Discussion Forums , LMS (Learning Management System) etc.
and learning events such as individual or group based learning events to create a meaningful learning. It is not only about mixing the multiple learning components, it is combining the appropriate learning components to meet desired learning goals.

6. Why Flexibility in Learning?
With the increasing use of a variety of approaches for learning in the information age
Learners' preferences are changing from wanting to be taught mostly in lectures or direct training sessions
To wanting increased flexibility.

7. Why Flexibility in Learning?
Today, learners want to have more say in
WHAT they learn
WHEN they learn
WHERE they learn, and
HOW they learn
Can we do what learners want?

8. Components of the Blend
Online Component
Significant portion of the class time
Enabling dispersed students to attend
Face to Face Component
On Campus
Or another Agreed-upon Location
Many possible Variations
Blending together these components to leverage new learning opportunities that are neither online nor campus-limited

9. New Learning Opportunities via the Blend
What new learning models can be leveraged by blended approach?
Alternative locations
Alternative events
Alternative scheduling
Preparation/Reflection/Research wrap-around through the online mode

10. Components of Blended Learning
1. Synchronous (live) Classroom format
2. Synchronous (live) online format
3. Asynchronous (not live) self-paced format

11. Components of Blended Learning
1. Synchronous Physical/Face-to-Face Components (not limited to)
Face-to-face Tutoring
Coaching or Mentoring Sessions
Classroom
Workshops
Conferences
Meetings
Labs
Some Synchronous Physical/Face-to-Face Learning Components are….

12. Components of Blended Learning
2. Synchronous Electronic Components (not limited to)
Internet conferencing
Audio Conferencing (i.e., phone conferencing)
Live Video via satellite or Videoconferencing
Virtual Online Classroom
Instant Messaging
Some Synchronous Electronic Learning Components are….

13. Components of Blended Learning
3. Asynchronous Components (not limited to)
On-line self-paced Learning Content (Web pages)
, Discussion Forums
EPSS (Electronic Support Systems) & Job Aids
Web/Computer-Based instruction
Books
Articles
CD-ROM
Audio (disc/tape)
Video (disc/tape)
White papers
Archived Live Events
Some Asynchronous Learning Components are….

14. Components of Blended Learning
Within the scope of today’s presentation, let’s review some advantages and disadvantages of few synchronous and asynchronous components of blended learning.

15. Advantages and Disadvantages of Blended Learning Components
Advantages of Classroom
Motivation
Responsiveness
Experiences
Team Building
Disadvantages of Classroom
Instructor
Scheduling
Audience
Travel
Physical
There are several distinct advantages and disadvantages of each learning components. By carefully weighing various learning factors, you should be able to determine what learning components can be blended together to make an effective learning program. Due to time limit I am going to discuss advantages and disadvantages of some blended learning components that are widely used.
Some advantages of classroom are that in a classroom environment:
Student’s motivation increases due to face-to-face interaction between the student and the educator as well as the students themselves
Instructors or facilitators are more responsive to individual needs, concerns, or unexpected questions
Laboratory exercises, hands-on workshop activities can provide real-time experiences
Improve Team building capabilities
Some disadvantages of classroom are:
The quality of the learning relies on skills and preparation of the instructor
Since Class can not be scheduled around work and family, therefore scheduling conflict often occur.
Information is not available to a more geographically diverse audience, therefore less diverse or limited audience can attend
Increased time away from workplace due to traveling
Physical capabilities of classroom may limit for large groups of students to enroll at the same time

16. Advantages and Disadvantages of Blended Learning Components
Advantages of Self-Paced on-line
Learn anytime, anywhere
Time savings
Cost Efficient
Learner control
Disadvantages of Self-Paced on-line
Bandwidth
Interaction
Development
Cost
Drop-Outs
Advantages:
Learners have flexibility to learn at anytime and anywhere
Since there is no travel required, therefore students can save time. Students do not have to spend 2 hours in a lecture hall waiting for the 15 minutes of content they really want.
Self-paced on-line learning is less costly than traditional
Allow the learner to make choices and use their time in a way they feel is valuable
Allows students to select learning materials, or to be directed to content that meets their level of knowledge, interest and what they need to know to perform more effectively in their particular activity.
Disadvantages:
Bandwidth issues restrict rich presentation options and high interactivity
Lack of face to face interaction
Longer developmental time
Costly for small groups
Lack of independency, self-awareness, Self-discipline, motivation, organization can result high drop-outs
Substantial cost savings due to elimination of travel expenses.

17. Advantages and Disadvantages of Blended Learning Components
Advantages of CD-ROM
More Engaging
No Internet Connection
Disadvantages of CD-ROM
Content
Peer-to-Peer
Development
Advantages:
Rich presentation options and high interactivity make it more engaging
Fast access time: no waiting for slow internet downloads or dropped connections
Disadvantages:
Content Can not be updated or distributed easily as web based materials. Once a CD-ROM is created, the information on it can not be changed.
Lack of peer-to-peer learning opportunities
====High development cost

18. Advantages and Disadvantages of Blended Learning Components
Advantages of Videoconferencing
Savings
Participation
Visual
Disadvantages of Videoconferencing
Quality
Technical Support
Some advantages of videoconferencing :
Savings can be significant when compared to expenses associated with travel to short meetings, the
Increased participation due to elimination of travel
Less cumbersome to deal with multiple participants when compared to an audio-only conference. Facial expressions and body language facilitate communication among the personalities. Enable high levels of interaction such as asking for immediate feedback/opinions, answering impromptu questions
Some disadvantages of videoconferencing :
In order to get high quality you need better equipment and better connection which can be costly.
Require technical support team e.g., site facilitators are necessary to ensure the equipment works properly at the receiving stations.

19. Dimensions of the Blend?
A blended learning program may combine one or more of the following dimensions:
1. Blending Offline and Online Learning
2. Blending Self-Paced and Live, Collaborative Learning
3. Blending Structured and Unstructured Learning
4. Blending Custom Content with Off-the-Shelf Content
5. Blending Learning, Practice, and Performance Support

20. BEST PRACTICES IN BLENDED LEARNING

21. Best practices of blended learning
Create learning objectives
Start with what you want the students to learn
Backward Design
Create overall course objectives then create class/module objectives
Clear idea—Be specific
Utilize action verbs (Bloom’s Taxonomy)
Use higher order thinking

22. Best practices of blended learning
Create ways for students to learn before class
Students are capable
Find ways to motivate prior to class
PowerPoint
Interactive web activities
Pre-class writing activities
Homework problems
Use technology to leverage student interest
Bloom’s Taxonomy:
Original terms: Knowledge & Comprehension
New Terms: Remembering & Understanding (Pohl, 2000)

23. Best practices of blended learning
Create ways for students to learn during class
Students need your skills at creating learning opportunities
Examples:
Group work
Learning activities
Questions
Discussions
Mini lectures

24. Best practices of blended learning
Create ways for students to learn after class
Students need to rehearse content
Encourage meaningful interaction with the material
Examples:
Short writing assignments
Online quizzes
Homework problems
Classroom assessment techniques

25. Best practices of blended learning
Communication
Use multiple forms
Out of class:
Course mail
Wikis
Blogs
Cell phone or texting
Asynchronous discussions
Synchronous discussions

26. Best practices of blended learning
In class:
Think-Pair-Share
Discussions: Large group and Small group
Debates
Interviews
Presentations

27. Best practices of blended learning
Encourage collaboration
More collaboration=More course cohesiveness
Assignments:
Group Worksheets
Group presentations
Group Exams
Jigsaw

28. Best practices of blended learning
Utilize Online Resources
Take advantage of the wealth of information available via:
Web
Library resources: Research Databases, LibGuides
Electronic books: Gale Virtual Reference Library
Online journals using Scholar Google
YouTube
Blogs
Podcasts
RSS Feeds [Real Simple Syndication]

29. Best practices of blended learning
Utilize both high and low stakes grading
Students track their grades
Offers the widest array of choices
Low stakes: Small number of points
Surveys
Participation
Writing assignments
Quizzes
High stakes:
Large projects
Presentations
Research paper
Discussions

30. Best practices of blended learning
Seek assistance from Professionals on Campus
Distance Learning
Faculty developers/Course Resource Archives
Librarians
Colleagues

31. Best practices of blended learning
Stay Organized
Many components to blended learning—your organization will minimize student confusion
When preparing for your blended course:
Begin early
Double the time you think it will take
Work in small, manageable chunks
Take breaks
Keep a journal of your experience

32. EVALUATION OF TECHNOLOGICAL RESOURCES

33. Blogs: (Web Logs) form of online journal
Strengths of the Resource
Potential Disadvantages
Encourage skills of writing and self expression
Mixed views about the added-value effectiveness
Connections with other students
Public-may discourage student contributions
Automatic feedback
If not maintained, may be abandoned
Promote critical and analytical thinking
Students become lurkers
Must have strong motivation on part of users
Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

34. Wikis: Collaborative web-based site for sharing text and other resources
Strengths of the Resource
Potential Disadvantages
Easy to generate and alter or amend the text for collaborative purposes
Ease of editing and unmonitored environment may lead to low level of content
Can be closed or open
Lack of accuracy of wiki content—educate learners
Requires little skill or training
Complexity of site requires care in the construction of the navigation
Encourages users to work in groups
Great for brainstorming, problem solving, etc.
Creates group cohesiveness
Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

35. Podcasting: Audio file that can be downloaded
Strengths of the Resource
Potential Disadvantages
Listen to material multiple times
Shortcomings in providing complex and/or detailed information
Flexibility and portability
Not good at conveying details and facts
Sight impaired students
Difficult to browse
Low-cost, low-barrier tool
Copyright and searchability as number of podcasts increase
Ideal for short, pre-class listening
Great for “dead time” (walking & traveling)
Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

36. E-Portfolios: Electronic collections of documents supports what has been learned or achieved.
Strengths of the Resource
Potential Disadvantages
Portable, lifelong record of achievement
Communication element blurs the boundary
Provides impetus for student to take ownership of their learning
Instructors need to encourage reflective practice not just a “dumping ground” for coursework
Encourages students to set their own goals
Major compatibility issue when student changes institutions, graduates, and move to employment
Can be used for group work
If used for assessment and accountability, students move from lifelong learning tool to a course requirement.
Can be used for presentation or interview
Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

37. Additional free technologies…
MERLOT: Repository
Questionform: questionform.com Survey
Voki: Speaking Avatar
Go2Web20: Applications
Jing: Screen capture
Wiggio: wiggio.com/ Collaboration
Google Docs: Google---More Collaboration
PB Works: Collaboration
Concept Map: cmap.ihmc.us Concept mapping
Camstudio: Streaming video software
WebQuest: WebQuest

38. More technologies…Some Free & Some Not
Skype: Videoconferencing
Groupboard: Whiteboard
Basecamp: Project collaboration
Loosestitch: Online outliner
Zapr: File sharing
Slideshare: Share PowerPoint
Creately: Draw diagrams & create outlines
Podcast Blaster: Create podcast
Survey Monkey: Create survey
Scribd: Document viewing on web
Gogrok: Live screen sharing
Dimdim: Webconferencing

39. Summary Blended learning can
Bridge the gap for distant students
Leverage events and other locations
Extend the classroom
Beyond the campus
Beyond online
Significant dimension beyond what we previously offered students
Tapping professional and academic conferences and events

40. Thought…
I tell you and you forget. I show you and you remember. I involve you and you understand. ---Eric Butterworth

41. REFERENCES
Bubnick, Heather, et al. “Blended Learning.” 28 Oct Web. 25 Feb <
Garrison, Randy D. and Norm Vaughn. “Inquiry and Blended Learning. 25 Feb
Khan, Badrul Huda. Flexible Learning in an Information Society. Hershey, PA: Information Science Publishing, 2007.
Schroeder, Ray. “Blended Learning: Creating New Learning Experiences.” Web. 25 Feb <