Presentation on theme: "Blended Learning, Better Learning"— Presentation transcript:
1 Blended Learning, Better Learning Francine Glazer, PhDAssistant Provost and Director,Center for Teaching and LearningNew York Institute of TechnologyOctober 17, 2013
2 After this session, you will be able to: Differentiate between “flipped” and “blended” coursesIdentify ways a blended format can enhance student learning in your disciplinePlan your first steps in converting a face-to-face course to a blended formatAdapt 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 onlineBlended courses30 – 80% of their contact hours onlineEnhanced courses0 – 30% of their contact hours onlineSource: 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 SignalThe 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 F2FOL, F2F both interactiveLayers: content is front-, back-loaded100 % contact hrs F2FContent delivered OLF2F interactiveContent 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 designStudent ReflectionWritingDiscussionU.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
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. ExpertWe all “chunk” knowledge and organize it in the brain by connecting new information to existing knowledgeThe same knowledge can be organized in multiple waysExperts have mental structures very different from novices/students
14 How Novices & Experts Differ Experts have a higher density of connectionsExperts’ structures rely on deep underlying principlesExperts have more flexible structuresThese features affect memory, meaning-making, and transfer of knowledge to new situations
17 Building Community in Stages Learner Role – StagesInstructor Role – StagesNewcomerCooperatorCollaboratorInitiator/PartnerSocial NegotiatorStructural EngineerFacilitatorCommunity Member/ ChallengerEngaging the Online Learning by Conrad and DonaldsonPage 11
18 Building Community in Stages Students need to …Faculty can help by …Integrate OL and F2F componentsGood time management skillsSelf-disciplineAble to ask for helpCan learn independently and through writing, discussionsIntegrate OL and F2F componentsPost comprehensive scheduleGive clear directionsBe “visible” – OL and F2FBuild community of learnersEmploy active learning strategies – OL and F2F
19 Large Class, Small Feel World Literature, University of North Texas 150 students, 3 groups of 502-week modulesAll groupsGroup AGroup BGroup C
20 Large Class, Small Feel All groups meet together, F2F, to start module Overview, foundationIndividual groups meet F2F, OLOnline – in depth, masteryF2F – discussion, integrationInteract OL and F2F
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 AlignmentCourse ObjectivesMethods of AssessmentActivities
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-centeredfocused on the learning resulting from an activity rather than on the activity itselffocused on skills and abilitiescentral to the disciplinebased on professional standards of excellencemeasurable: clear and specific, butgeneral enough to capture important learningfocused 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 gradingOL and F2FLink what happens OL with what happens F2F
27 Frequent, Low-Stakes Aycock: Survey of World Cultures Entry and exit ticketsClicker questionsLow stakesEvery classOL discussions, in-class discussionsClassroom Assessment Techniques (CATs)
28 Build in Layers Position the content Layer the activities front-loaded or back-loaded?Layer the activitiesPre-class preparationIn-class interactionPost-class integration
29 Build in Interaction Problem-based learning Synchronous Q & A Podcasts BlogsPracticumGroup projectsCase studiesDiscussions
30 Build in Organization of Content of Time Graphic Syllabus Clear Navigationof TimeMultiple low-stakes assessmentsCourse Schedule
35 Course Schedule: Introduction to Physical Therapy
36 Build in Time on Task Establish clear deadlines, expectations List all deadlines at beginning of semesterStagger deadlinesInclude estimate of time needed to complete activityGive scheduling suggestions (interim deadlines) for long-term projectsBalance workload over semesterInclude relative point values of activitiesStudents need help in learning effective time management.Allocating realistic amounts of time means effective learning for students and effective teaching for faculty
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)