1. Blended Learning, Better Learning
Francine Glazer, PhD
Assistant Provost and Director,
Center for Teaching and Learning
New York Institute of Technology
October 17, 2013

2. After this session, you will be able to:
Differentiate between “flipped” and “blended” courses
Identify ways a blended format can enhance student learning in your discipline
Plan your first steps in converting a face-to-face course to a blended format
Adapt interactive structures for use in the online portion of a blended course

3. Definitions Online courses Blended courses Enhanced courses
80 – 100% of their contact hours online
Blended courses
30 – 80% of their contact hours online
Enhanced courses
0 – 30% of their contact hours online
Source: Allen, I. E., Seaman, J., & Garrett, R. (2007)
Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended education in the United States. Newburyport, MA: The Sloan Consortium. Retrieved December 10, 2009, from

4. The Quiet Signal
The teacher signals for quiet, often with a raised hand.
Students complete their sentences.
Students raise their hands and alert classmates to the signal.

5. Blended? or Flipped?
In your handout, note down some of the characteristics that distinguish flipped courses from blended learning. (3 min)
Turn to the person sitting next to you, and compare lists. (3 min)

6. Blended? or Flipped? BLENDED FLIPPED 30 – 80% contact hrs OL
Content delivered both OL and F2F
OL, F2F both interactive
Layers: content is front-, back-loaded
100 % contact hrs F2F
Content delivered OL
F2F interactive
Content front-loaded

7. Why Use Blended Learning?
Meta-analyses show that OL and especially BL can lead to deeper learning if certain elements are present in the course design
Student Reflection
Writing
Discussion
U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies, Washington, D.C., 2009

8. Blended Courses can Improve Students’ Learning

9. How do you define “learning”?
Construct a dictionary definition for “learning” with the people at your table. (8 min)
We will share definitions when you’re done.

10. How is information processed in the brain?
(Atkinson and Shiffrin 1968; Baddeley, 1986)

11. Maintenance Matters!
(Atkinson and Shiffrin 1968; Baddeley, 1986)

12. Maintenance Matters!
(Atkinson and Shiffrin 1968; Baddeley, 1986)

13. Novice vs. Expert
We all “chunk” knowledge and organize it in the brain by connecting new information to existing knowledge
The same knowledge can be organized in multiple ways
Experts have mental structures very different from novices/students

14. How Novices & Experts Differ
Experts have a higher density of connections
Experts’ structures rely on deep underlying principles
Experts have more flexible structures
These features affect memory, meaning-making, and transfer of knowledge to new situations

15. Blended Courses Promote Student Engagement

16. Engage 3 ways
Content
Faculty
Student
Students

17. Building Community in Stages
Learner Role – Stages
Instructor Role – Stages
Newcomer
Cooperator
Collaborator
Initiator/Partner
Social Negotiator
Structural Engineer
Facilitator
Community Member/ Challenger
Engaging the Online Learning by Conrad and Donaldson
Page 11

18. Building Community in Stages
Students need to …
Faculty can help by …
Integrate OL and F2F components
Good time management skills
Self-discipline
Able to ask for help
Can learn independently and through writing, discussions
Integrate OL and F2F components
Post comprehensive schedule
Give clear directions
Be “visible” – OL and F2F
Build community of learners
Employ active learning strategies – OL and F2F

19. Large Class, Small Feel World Literature, University of North Texas
150 students, 3 groups of 50
2-week modules
All groups
Group A
Group B
Group C

20. Large Class, Small Feel All groups meet together, F2F, to start module
Overview, foundation
Individual groups meet F2F, OL
Online – in depth, mastery
F2F – discussion, integration
Interact OL and F2F

21. Course Redesign for Blended Learning

22. Use Backward Design What do you want students to KNOW?
What do you want students to be able to DO?
How will you know that they CAN?
What will help them learn HOW?
How can they CHECK their progress along the way?
Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

23. Build in Alignment
Course Objectives
Methods of Assessment
Activities

24. Course Goals vs. Student Learning Outcomes
Course goals are general statements that define an effective course (what the course should do).
Student learning outcomes are specific results the students must achieve in order to attain the course goals (what the student can do).

25. Good Student Learning Outcomes
student-centered
focused on the learning resulting from an activity rather than on the activity itself
focused on skills and abilities
central to the discipline
based on professional standards of excellence
measurable: clear and specific, but
general enough to capture important learning
focused on aspects of learning that will develop and endure but that can be assessed now

26. Build in Assessments Frequent – multiple times per module
Low-stakes – fast grading
OL and F2F
Link what happens OL with what happens F2F

27. Frequent, Low-Stakes Aycock: Survey of World Cultures
Entry and exit tickets
Clicker questions
Low stakes
Every class
OL discussions, in-class discussions
Classroom Assessment Techniques (CATs)

28. Build in Layers Position the content Layer the activities
front-loaded or back-loaded?
Layer the activities
Pre-class preparation
In-class interaction
Post-class integration

29. Build in Interaction Problem-based learning Synchronous Q & A Podcasts
Blogs
Practicum
Group projects
Case studies
Discussions

30. Build in Organization of Content of Time Graphic Syllabus
Clear Navigation
of Time
Multiple low-stakes assessments
Course Schedule

31. Graphic Syllabus: Senior Project (Animation)

32. Organize Content with Consistent Navigation

33. Organize Content with Consistent Navigation

34. Course Syllabus – Introduction to Neuroscience

35. Course Schedule: Introduction to Physical Therapy

36. Build in Time on Task Establish clear deadlines, expectations
List all deadlines at beginning of semester
Stagger deadlines
Include estimate of time needed to complete activity
Give scheduling suggestions (interim deadlines) for long-term projects
Balance workload over semester
Include relative point values of activities
Students need help in learning effective time management.
Allocating realistic amounts of time means effective learning for students and effective teaching for faculty

37. Sample Course Schedule

38. Blended Learning is … - Garrison and Vaughn (2008)
“…the thoughtful fusion of face-to-face and online learning experiences … such that the strengths of each are blended into a unique learning experience.
- Garrison and Vaughn (2008)