Blended Learning Creating New Learning Experiences JoAnne C. Juett, Ph.D. Assistant Professor, Scientific and Technical Writing, English Department Instructional Technology Fellow, Center for Excellence in Teaching and Learning University of Wisconsin-Eau Claire

DEFINITION (what BL is) Blended Learning: Mixing the Real and the Virtual A combination of face-to-face (F2F) and online learning for a course Synchronous and asynchronous learning Real-time, real-space (in-classroom) and virtual (online) Unique sequencing but integrated May involve uses of mobile devices in ambient space (virtual-enhanced reality)

DEFINITION (purpose) Blended Learning is combining multiple learning components and learning events to create a meaningful learning experience. Blended Learning means different things to different people, which illustrates its glowing/growing potential. Our perspectives of Blended Learning is combining multiple learning components such as classroom, On-line self-paced Learning Content, E-mail, Discussion Forums , LMS (Learning Management System) etc. and learning events such as individual or group based learning events to create a meaningful learning. It is not only about mixing the multiple learning components, it is combining the appropriate learning components to meet desired learning goals.

DEFINITION (design) The thoughtful integration of face-to-face classroom (spontaneous verbal discourse) and Internet based (reflective text-based discourse) learning opportunities Not an add-on to a classroom lecture nor an online course; fundamental redesign An optimal (re)design approach to enhance and extend learning by rethinking and restructuring class contact hours.

Why Blended Learning? Increased flexibility in learning Blended Learning means different things to different people, which illustrates its glowing/growing potential. Our perspectives of Blended Learning is combining multiple learning components such as classroom, On-line self-paced Learning Content, E-mail, Discussion Forums , LMS (Learning Management System) etc. and learning events such as individual or group based learning events to create a meaningful learning. It is not only about mixing the multiple learning components, it is combining the appropriate learning components to meet desired learning goals.

Why Flexibility in Learning? With the increasing use of a variety of approaches for learning in the information age Learners' preferences are changing from wanting to be taught mostly in lectures or direct training sessions To wanting increased flexibility.

Why Flexibility in Learning? Today, learners want to have more say in WHAT they learn WHEN they learn WHERE they learn, and HOW they learn Can we do what learners want?

Components of the Blend Online Component Significant portion of the class time Enabling dispersed students to attend Face to Face Component On Campus Or another Agreed-upon Location Many possible Variations Blending together these components to leverage new learning opportunities that are neither online nor campus-limited

New Learning Opportunities via the Blend What new learning models can be leveraged by blended approach? Alternative locations Alternative events Alternative scheduling Preparation/Reflection/Research wrap-around through the online mode

Components of Blended Learning 1. Synchronous (live) Classroom format 2. Synchronous (live) online format 3. Asynchronous (not live) self-paced format

Components of Blended Learning 1. Synchronous Physical/Face-to-Face Components (not limited to) Face-to-face Tutoring Coaching or Mentoring Sessions Classroom Workshops Conferences Meetings Labs Some Synchronous Physical/Face-to-Face Learning Components are….

Components of Blended Learning 2. Synchronous Electronic Components (not limited to) Internet conferencing Audio Conferencing (i.e., phone conferencing) Live Video via satellite or Videoconferencing Virtual Online Classroom Instant Messaging Some Synchronous Electronic Learning Components are….

Components of Blended Learning 3. Asynchronous Components (not limited to) On-line self-paced Learning Content (Web pages) E-mail, Discussion Forums EPSS (Electronic Support Systems) & Job Aids Web/Computer-Based instruction Books Articles CD-ROM Audio (disc/tape) Video (disc/tape) White papers Archived Live Events Some Asynchronous Learning Components are….

Components of Blended Learning Within the scope of today’s presentation, let’s review some advantages and disadvantages of few synchronous and asynchronous components of blended learning.

Advantages and Disadvantages of Blended Learning Components Advantages of Classroom Motivation Responsiveness Experiences Team Building Disadvantages of Classroom Instructor Scheduling Audience Travel Physical There are several distinct advantages and disadvantages of each learning components. By carefully weighing various learning factors, you should be able to determine what learning components can be blended together to make an effective learning program. Due to time limit I am going to discuss advantages and disadvantages of some blended learning components that are widely used. Some advantages of classroom are that in a classroom environment: Student’s motivation increases due to face-to-face interaction between the student and the educator as well as the students themselves Instructors or facilitators are more responsive to individual needs, concerns, or unexpected questions Laboratory exercises, hands-on workshop activities can provide real-time experiences Improve Team building capabilities Some disadvantages of classroom are: The quality of the learning relies on skills and preparation of the instructor Since Class can not be scheduled around work and family, therefore scheduling conflict often occur. Information is not available to a more geographically diverse audience, therefore less diverse or limited audience can attend Increased time away from workplace due to traveling Physical capabilities of classroom may limit for large groups of students to enroll at the same time

Advantages and Disadvantages of Blended Learning Components Advantages of Self-Paced on-line Learn anytime, anywhere Time savings Cost Efficient Learner control Disadvantages of Self-Paced on-line Bandwidth Interaction Development Cost Drop-Outs Advantages: Learners have flexibility to learn at anytime and anywhere Since there is no travel required, therefore students can save time. Students do not have to spend 2 hours in a lecture hall waiting for the 15 minutes of content they really want. Self-paced on-line learning is less costly than traditional Allow the learner to make choices and use their time in a way they feel is valuable Allows students to select learning materials, or to be directed to content that meets their level of knowledge, interest and what they need to know to perform more effectively in their particular activity. Disadvantages: Bandwidth issues restrict rich presentation options and high interactivity Lack of face to face interaction Longer developmental time Costly for small groups Lack of independency, self-awareness, Self-discipline, motivation, organization can result high drop-outs Substantial cost savings due to elimination of travel expenses.

Advantages and Disadvantages of Blended Learning Components Advantages of CD-ROM More Engaging No Internet Connection Disadvantages of CD-ROM Content Peer-to-Peer Development Advantages: Rich presentation options and high interactivity make it more engaging Fast access time: no waiting for slow internet downloads or dropped connections Disadvantages: Content Can not be updated or distributed easily as web based materials. Once a CD-ROM is created, the information on it can not be changed. Lack of peer-to-peer learning opportunities ====High development cost

Advantages and Disadvantages of Blended Learning Components Advantages of Videoconferencing Savings Participation Visual Disadvantages of Videoconferencing Quality Technical Support Some advantages of videoconferencing : Savings can be significant when compared to expenses associated with travel to short meetings, the Increased participation due to elimination of travel Less cumbersome to deal with multiple participants when compared to an audio-only conference. Facial expressions and body language facilitate communication among the personalities. Enable high levels of interaction such as asking for immediate feedback/opinions, answering impromptu questions Some disadvantages of videoconferencing : In order to get high quality you need better equipment and better connection which can be costly. Require technical support team e.g., site facilitators are necessary to ensure the equipment works properly at the receiving stations.

Dimensions of the Blend? A blended learning program may combine one or more of the following dimensions: 1. Blending Offline and Online Learning 2. Blending Self-Paced and Live, Collaborative Learning 3. Blending Structured and Unstructured Learning 4. Blending Custom Content with Off-the-Shelf Content 5. Blending Learning, Practice, and Performance Support

BEST PRACTICES IN BLENDED LEARNING

Best practices of blended learning Create learning objectives Start with what you want the students to learn Backward Design Create overall course objectives then create class/module objectives Clear idea—Be specific Utilize action verbs (Bloom’s Taxonomy) Use higher order thinking

Best practices of blended learning Create ways for students to learn before class Students are capable Find ways to motivate prior to class PowerPoint Interactive web activities Pre-class writing activities Homework problems Use technology to leverage student interest Bloom’s Taxonomy: Original terms: Knowledge & Comprehension New Terms: Remembering & Understanding (Pohl, 2000)

Best practices of blended learning Create ways for students to learn during class Students need your skills at creating learning opportunities Examples: Group work Learning activities Questions Discussions Mini lectures

Best practices of blended learning Create ways for students to learn after class Students need to rehearse content Encourage meaningful interaction with the material Examples: Short writing assignments Online quizzes Homework problems Classroom assessment techniques

Best practices of blended learning Communication Use multiple forms Out of class: Course mail Wikis Blogs Cell phone or texting Asynchronous discussions Synchronous discussions

Best practices of blended learning In class: Think-Pair-Share Discussions: Large group and Small group Debates Interviews Presentations

Best practices of blended learning Encourage collaboration More collaboration=More course cohesiveness Assignments: Group Worksheets Group presentations Group Exams Jigsaw

Best practices of blended learning Utilize Online Resources Take advantage of the wealth of information available via: Web Library resources: Research Databases, LibGuides Electronic books: Gale Virtual Reference Library Online journals using Scholar Google YouTube Blogs Podcasts RSS Feeds [Real Simple Syndication]

Best practices of blended learning Utilize both high and low stakes grading Students track their grades Offers the widest array of choices Low stakes: Small number of points Surveys Participation Writing assignments Quizzes High stakes: Large projects Presentations Research paper Discussions

Best practices of blended learning Seek assistance from Professionals on Campus Distance Learning Faculty developers/Course Resource Archives Librarians Colleagues

Best practices of blended learning Stay Organized Many components to blended learning—your organization will minimize student confusion When preparing for your blended course: Begin early Double the time you think it will take Work in small, manageable chunks Take breaks Keep a journal of your experience

EVALUATION OF TECHNOLOGICAL RESOURCES

Blogs: (Web Logs) form of online journal Strengths of the Resource Potential Disadvantages Encourage skills of writing and self expression Mixed views about the added-value effectiveness Connections with other students Public-may discourage student contributions Automatic feedback If not maintained, may be abandoned Promote critical and analytical thinking Students become lurkers Must have strong motivation on part of users Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

Wikis: Collaborative web-based site for sharing text and other resources Strengths of the Resource Potential Disadvantages Easy to generate and alter or amend the text for collaborative purposes Ease of editing and unmonitored environment may lead to low level of content Can be closed or open Lack of accuracy of wiki content—educate learners Requires little skill or training Complexity of site requires care in the construction of the navigation Encourages users to work in groups Great for brainstorming, problem solving, etc. Creates group cohesiveness Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

Podcasting: Audio file that can be downloaded Strengths of the Resource Potential Disadvantages Listen to material multiple times Shortcomings in providing complex and/or detailed information Flexibility and portability Not good at conveying details and facts Sight impaired students Difficult to browse Low-cost, low-barrier tool Copyright and searchability as number of podcasts increase Ideal for short, pre-class listening Great for “dead time” (walking & traveling) Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

E-Portfolios: Electronic collections of documents supports what has been learned or achieved. Strengths of the Resource Potential Disadvantages Portable, lifelong record of achievement Communication element blurs the boundary Provides impetus for student to take ownership of their learning Instructors need to encourage reflective practice not just a “dumping ground” for coursework Encourages students to set their own goals Major compatibility issue when student changes institutions, graduates, and move to employment Can be used for group work If used for assessment and accountability, students move from lifelong learning tool to a course requirement. Can be used for presentation or interview Rudestam, K. & Schoenholtz-Read (2010). Handbook of Online Learning.

Additional free technologies… MERLOT: www.merlot.org Repository Questionform: questionform.com Survey Voki: www.voki.com Speaking Avatar Go2Web20: www.go2web20.net/ Applications Jing: www.jingproject.com Screen capture Wiggio: wiggio.com/ Collaboration Google Docs: Google---More Collaboration PB Works: www.pbworks.com Collaboration Concept Map: cmap.ihmc.us Concept mapping Camstudio: www.camstudio.org Streaming video software WebQuest: http://webquest.org/index-create.php WebQuest

More technologies…Some Free & Some Not Skype: www.skype.com Videoconferencing Groupboard: http://www.groupboard.com/products/ Whiteboard Basecamp: http://basecamphq.com/ Project collaboration Loosestitch: http://loosestitch.com/ Online outliner Zapr: https://www.zapr.com/ File sharing Slideshare: http://www.slideshare.net/ Share PowerPoint Creately: http://creately.com/ Draw diagrams & create outlines Podcast Blaster: http://www.podcastblaster.com/podcast-feed/ Create podcast Survey Monkey: http://www.surveymonkey.com/ Create survey Scribd: http://www.scribd.com/ipaper Document viewing on web Gogrok: http://www.gogrok.com/en/index.html Live screen sharing Dimdim: http://www.gogrok.com/en/index.html Webconferencing

Summary Blended learning can Bridge the gap for distant students Leverage events and other locations Extend the classroom Beyond the campus Beyond online Significant dimension beyond what we previously offered students Tapping professional and academic conferences and events

Thought… I tell you and you forget. I show you and you remember. I involve you and you understand. ---Eric Butterworth

REFERENCES Bubnick, Heather, et al. “Blended Learning.” 28 Oct. 2009. Web. 25 Feb. 2010. <http://www.lorainccc.edu/NR/rdonlyres/EAB609BF-C554-49C8-A246-C7F07B467E1D/6764/Blendedlearning_October282009.ppt> Garrison, Randy D. and Norm Vaughn. “Inquiry and Blended Learning. 25 Feb. 2010. http://myuminfo.umanitoba.ca/index.asp?sec=1017&too=500&eve=11&dpa=739 Khan, Badrul Huda. Flexible Learning in an Information Society. Hershey, PA: Information Science Publishing, 2007. Schroeder, Ray. “Blended Learning: Creating New Learning Experiences.” Web. 25 Feb. 2010. < http://people.uis.edu/rschr1/newblend.ppt>