1. Richard Walker E-Learning Development Team University of York Definitions & Design Principles Introduction to Blended Learning

2. 12/23/10 2 Session Outline Positioning blended learning design: - a training pathway What is blended learning? - definitions - characteristics & modes of engagement - BL models Design principles for a blended course

3. 12/23/10 3 Training pathway Design Getting started, identifying course objectives, planning principles Develop Accessibility guidelines, structuring content, set-up and use of e-tools Prepare Testing and reviewing module site Rollout Student induction & support resources

4. 12/23/10 4 Guidance for course design

5. 12/23/10 5 Reflection point  Why are you considering a blended approach to course design and delivery?  What are you trying to achieve? 2. What do you understand by the term ‘blended learning’?

6. 12/23/10 6 Blended Learning - definitions “the thoughtful integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004) “a pedagogical approach that combines the effectiveness & socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment” (Dziuban, Hartman & Moskal, 2004)

7. 12/23/10 7 Characteristics of Blended Learning Blended Learning is a convergence of two “archetypal” learning environments: face to face and fully online BL recognises strengths and weaknesses in both environments and attempts to merge the strengths to provide more engaged learning experiences for students In blended courses human-human interaction and learner-material interaction both typically play strong roles, though to different degrees Thus, different modes of student engagement are discernible…

8. 12/23/10 8 Modes of engagement Self-study resources & extension reading Discussion space & peer support Formative assessment activities Enabling learning Enhancing learning Transformative learning Extending range of learning opportunities active learning and engagement Increasing flexibility & access to learning  Personalised learning pathways  Collaboration & communities of inquiry  Student-led teaching & discovery-based learning

9. 12/23/10 9 Space: location where online learning is conducted (off-campus/ work-based…) physical & pedagogic distance between learners & instructor Time: timing of learning activities (synchronous/asynchronous) & frequency and fit within overall course design Activity: mix of study models & pedagogy underpinning online activities, influencing roles/focus/direction of student learning Media: range of tools employed in support of study activities Scope: activity > course > programme > institution What’s in the blend? Class Block  ‘pre-learning’  assessment of prior knowledge/skills  knowledge acquisition  collaborative tasks Class Block Class Block Front Loading  transfer of conceptual learning to practical tasks / skills development  assessment milestones  preparation for seminars Class Block Class Block Incremental Class Block Class Block Online Activities  themed research activity  portfolio development & evidence collection Parallel Class Block Class Block Class Block Class Block  project work  dissertation writing  structured development of class-based learning Class Block Class Block Back Loading Targeted learning behaviour CharacteristicsTools BehaviourismPre-conscious learning: information in chunks with questions/feedback Learning units with CAI / CAA Information processing Transmission of information thro communication/explanation Virtual classroom; conferencing; agents Constructivist learning Experiential; task-oriented; hands-on & self-directed Microworlds; simulations; access to resources & expertise Conversational learning Tutor mediated discussion of concepts / tasks: ’reflection in action’ Interactive learning resources; tutoring tools Knowledge negotiation & collaboration Problem-based or research driven learning (group-based) Resource base & collaborative group tools Socially situated learning Learning as social participation – imitation & modelling; competency based Asychronous / synchronous communication tools

10. 12/23/10 10 Blended Learning Models ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion B – VLE Dependent (i) Content (ii) Communication (iii) Collaboration (iv) Assessment Student-centred activities requiring active engagement Online activities for (i), (ii), (iii) or (iv). Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion B – VLE Dependent (i) Content (ii) Communication (iii) Collaboration (iv) Assessment Student-centred activities requiring active engagement Online activities for (i), (ii), (iii) or (iv). Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment C – VLE Integrated Online environment as key locus for learning, supporting knowledge acquisition, skills development & assessment Student-staff interaction within VLE, plus face-to-face Activities as per B (i), (ii), (iii) and (iv) Learner interaction to resources, assessment & collaboration tasks online

11. 12/23/10 11 Blended activity & tools framework – Part 1 Blended Learning Model Targeted Learning Behaviour Group / IndividualActivityOutputTool VLE Supplemented Review of course notes and resources Individual or Individual reflection on course concepts or space to raise queries (individual learning log) Summary notes / questions Blog GroupShare problems / discuss solutions Peer supportForum VLE Supplemented Self- assessment IndividualCompletion of short tests (open / closed questions) Score / feedback & links to supporting materials Assessment engine VLE Content Dependent Knowledge acquisition IndividualSelf-paced learning activities – interactive tutorials and assessment activities with feedback Guided walk- through of topic Summary of key points (concept map) Learning units & assessment engine VLE Assessment Presentation of individual reports IndividualCompletion of report template or portfolio Submission of report Completion of summative assessment activity Blog, Wiki, File submission

12. 12/23/10 12 Blended activity & tools framework – Part 2 Blended Learning Model Targeted Learning Behaviour Group / IndividualActivityOutputTool VLE Communication Sharing ideas / interaction on group research GroupDiscussion / comments Exchanging resources (files & data sets) Decisions / conclusion Reports Presentations Forum Blog VLE Communication Reflective summary Individual or Group Critique of research paper or key text (in preparation for seminar) End of unit report Reflection on key lessons learned Blog Wiki VLE Communication Knowledge sharing GroupExtended discussion on theory – building on class Reflections on work- based practice Reflective contributions to shared discussion space Blog Wiki Forum VLE Collaboration Shared summaries of research papers GroupCollaborative writing of topic summaries, referencing key papers / texts Digestible summaries of complex themes (revision aid) Wiki

13. 12/23/10 13 Summary of key design principles for BL  Blended Learning is not an ‘add-on’ to an existing teaching approach  It involves a “fundamental reconceptualisation & reorganization of the teaching and learning dynamic”  It is about “rethinking and redesigning the teaching & learning relationship” (Garrison & Kanuka, 2004)  addressing variables of space/location; time; pedagogy – activities & scope in course design  Pedagogic drivers inform the design model & activity / tools framework

14. 12/23/10 14 Case studies, links and guides http://vlesupport.york.ac.uk/http://vlesupport.york.ac.uk/ (our support portal) Blended Learning Guide Blended Learning Guide (doc)

15. 12/23/10 15 References & recommended reading Conole, G., Dyke, M., Oliver, M. & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43:17-33. Donnelly, R. & McSweeney, F. (2009). Applied eLearning and eTeaching in Higher Education. Hershey, PA: IGI Global. Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning. EDUCAUSE Center for Applied Research Research Bulletin, March 30 2004. Garrison, D. & Kanuka, H. (2004). Blended Learning: Uncovering its Transformative Potential in Higher Education. The Internet and Higher Education, 7(2): 95-105. Littlejohn, A.& Pegler, C. (2007) Preparing for Blended E-Learning, Routledge, London.

16. Richard Walker E-Learning Development Team University of York richard.walker@york.ac.uk If you have any questions or comments about this presentation, please contact me. Any Questions?