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

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Presentation on theme: "Blended Learning, Better Learning Francine Glazer, PhD Assistant Provost and Director, Center for Teaching and Learning New York Institute of Technology."— Presentation transcript:

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 – 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) 3

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 30 – 80% contact hrs OL Content delivered both OL and F2F OL, F2F both interactive Layers: content is front-, back-loaded FLIPPED 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 Newcomer Cooperator Collaborator Initiator/Partner Instructor Role – Stages Social Negotiator Structural Engineer Facilitator Community Member/ Challenger

18 Building Community in Stages Students need to … Integrate OL and F2F components Good time management skills Self-discipline Able to ask for help Can learn independently and through writing, discussions Faculty can help by … 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 18

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 1.What do you want students to KNOW? 2.What do you want students to be able to DO? 3.How will you know that they CAN? 4.What will help them learn HOW? 5.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 – front-loaded or back-loaded? Layer the activities – Pre-class preparation – In-class interaction – Post-class integration

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

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

31 Graphic Syllabus: Senior Project (Animation)

32 Organize Content with Consistent Navigation

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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 36

37 Sample Course Schedule 37

38 Blended Learning is … “…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)

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