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Blended Learning, Better Learning

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Presentation on theme: "Blended Learning, Better Learning"— 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 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)


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