Designing for an inquiry-based approach to blended learning

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Presentation transcript:

Designing for an inquiry-based approach to blended learning Norm Vaughan, Ph.D. Mount Royal University Calgary, Alberta, Canada

Overview Student engagement Blended learning “unpacked” Inquiry through blended learning Case study Resources Handout- http://tinyurl.com/sloan2012workshop

Student engagement

Student Engagement What does this term or concept mean to you? Please list your thoughts on the handout Share and discuss your results with a partner Inside and outside the classroom. Engagement goes to the heart of our redesign approach.

The 3 R’s of Engagement Relevance Rigour Relationships Dennis Littky, 2004 http://bigpicture.org/ Inside and outside the classroom. Engagement goes to the heart of our redesign approach.

Optimal Flow . . . the mental state of operation in which the person is fully immersed in what he or she is doing by a feeling of energized focus, full involvement, and success in the process of the activity. Inside and outside the classroom. Engagement goes to the heart of our redesign approach. Mihály Csíkszentmihályi, 1990

Autonomy Mastery Purpose Inside and outside the classroom. Engagement goes to the heart of our redesign approach.

What did you do in school today? Inside and outside the classroom. Engagement goes to the heart of our redesign approach.

Dimensions of Student Engagement Social Engagement Academic Engagement Intellectual Engagement Participation in the life of the school Participation in the requirements for school success Participation in learning with serious psychological and cognitive investment in learning Inside and outside the classroom. Engagement goes to the heart of our redesign approach.

National Survey of Student Engagement Amount of time and effort that students put into their classroom studies that lead to experiences and outcomes that constitute student success Ways the institution allocates resources and organizes learning opportunities and services to induce students to participate in and benefit from such activities Inside and outside the classroom. Engagement goes to the heart of our redesign approach.

National Survey of Student Engagement Five clusters of effective educational practice (benchmarks) Active and collaborative learning Student interactions with faculty members Level of academic challenge Enriching educational experiences Supportive campus environment Key components of the support program we offer in the TLC for I&BL grant recipients

Blended learning

Blended Learning – Your Thoughts Definition? Opportunities? Challenges? Please list your thoughts on the handout Share and discuss your results with a partner

Blended Learning Described . . . organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. . . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency. (Garrison & Vaughan, 2008)

Sunchild E-Learning Community Blended Learning ON-CAMPUS ONLINE ASYNCHRONOUS ONLINE Blended Learning Online Learning Sunchild E-Learning Community Learning Blended S Y N C H R O U Traditional Higher Education

Approaches to BL Weak sense simply adding on to deficient approaches and ending up with a course and a half for example, continuing to lecture but adding an optional discussion board Strong sense a transformative process directed toward improving the quality of the educational experience capitalize on the potential of BL for engagement

Designing for Blended Learning Synchronous spontaneous ephemeral peer influence passion preferred Asynchronous reflective permanent < intimidating reason > rigor When to incorporate F2F or online learning? Things to consider when designing learning activities in blended environment. Recognize the differences. One is not better – complementary. Few definitive studies re how to blend synchronous and asynchronous. This is what we are reasonably sure of. This influenced, however, by discipline, level of instruction and contextual constraints. Note Katrina Meyer’s research. Examples: F2F better to get started and organized F2F is can generate energy, motivation Online better to discuss, resolve more complex tasks and abstract ideas Online provides sustained engagement, convenience integrate complement

Why Blended Learning? Potential to create sustained communities of learners (e.g., engagement) Enhances student learning (effectiveness) Maximize institutional resources (efficiency) Access; retention (convenience) The real strength of BL is learning effectiveness through sustained inquiry and discourse (back to the future). However, it makes possible gains in efficiency and convenience as well (not either/or).

BL Performance A meta-analysis found that instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction. Taken as a whole, the findings suggest that the observed advantage of blended learning is a product of redesigning the learning experience, not of the medium per se Finally, as I turn it back to Norm, there is research supporting its power and perhaps why most institutions are moving to BL – at least in the weak sense. Relative efficacy depends on instructional elements (time spent, pedagogy). A Meta-Analysis of Online Learning, 2010

Challenges - Students General Technical Transition – from a passive to an active & collaborative learning approach Study and time management skills Expecting that fewer classes equates to less work Accepting responsibility for completing individual & team activities Technical Obtaining high-speed Internet access Using more sophisticated technologies Power & Vaughan, 2010

Challenges - Teachers Managing risk factors Resistance to change Managing with scarce support for course redesign Developing new skills and learning to use new technology Managing potential technology crashes Power & Vaughan, 2010

Challenges - Administration Vision Action plan Collaborative leadership Incentives Sustainability Academic Recognition To effectively implement BL we need the support of senior administration. This cannot be done only from the grassroots if we wish to be transformative. Our experience is that most instructors need the direction and incentives to fundamentally redesign their courses – where the real benefits are. Leadership is required in these areas … Clear vision why Clear statement what needs to be done Collaboration in terms of how it will proceed Perhaps the most important from the grassroots perspective, incentives and recognition. Finally, a commitment to stay with it (UCF 5-6 yrs; exponential growth) Power & Vaughan, 2010

Inquiry through Blended Learning (ITBL) Recent studies indicate that while all presences are essential, TP is the heart of a successful CoI; it is crucial for learning and satisfaction. The most consistent finding is the importance of TP to the success of a BL experience. TP has a direct influence on all aspects of a CoI – Structural Equation Modeling research – Peter Shea We now look more closely at the principles derived from the concept of TP.

Inquiry Is problem or question driven Typically has a small-group feature Includes critical discourse Is frequently multi-disciplinary Incorporates research methods such as information gathering and synthesis of ideas The second constituting concept is inquiry. It is very important when dealing with faculty to be clear as to what you mean by inquiry – if you ask faculty everybody is already doing it. In reality most ask a couple of rhetorical questions or problem demonstrations – no discourse or collaboration. This will give you a sense how we operationalize this concept. Please note the inherent element of community – group, discourse.

Community … community means meaningful association, association based on common interest and endeavor. The essence of community is communication John Dewey, 1916 Thanks Norm. In the next segment, our goal is to introduce and describe the CoI framework. However, before I do this I would like to briefly identify a couple of the constituting concepts (say that fast 3 times). The first concept is community. The two key ideas are – common interest/purpose and communication/discourse. Every sustainable community has a common purpose sustained through discourse and collaboration.

Community Of Inquiry The importance of a community of inquiry is that, while the objective of critical reflection is intellectual autonomy, in reality, critical reflection is “thoroughly social and communal”. Lipman, 1991 When we combine these two concepts another important theme emerges – the integration of the cognitive and social. If you wish, the individual and the community. Term borrowed from Lipman but do not agree entirely with his definition (we will operationalize in some detail this concept) But from an educational perspective, there is something missing in this description of a CoI. What is missing?? Keep in mind we are talking about an educational experience. For a purposeful educational community, we need informed leadership or as we will refer to it - teaching presence. Education is a collaborative process with the purpose constructing knowledge and confirming understanding with others. From this we see the three key elements emerge cognitive, social and teaching presence.

Community of Inquiry Framework Social Presence The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities. Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. Why this framework? To engage and motivate students we must attend to three elements. Grounded in higher and adult education theory and practice – collaborative constructivism; deep and meaningful approaches. In that sense it is generic. It has been used extensively to study online and BL in the last 10 yrs. An active community of learners fully engaged in deep and meaningful learning. Three intersecting elements that largely define the educational experience: socio-emotional (climate, trust); actual learning; and leadership. Note interdependence, correlation of elements – each has an effect on the others and the educational experience. At core is an active, collaborative learning experience. Dynamic model; elements not static; will demonstrate in a minute. Note external/exogenous variables not included – technology concerns, students characteristics, content level, etc. The CoI framework is a useful tool in understanding the complexities of online and blended learning experiences. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes. (Garrison, Anderson & Archer, 2000)

Why CoI? – Evidence Studies have emphasized the importance of community as a key factor in successful online/blended learning (Conrad, 2005; Haythornthwaite & Kazmer, 2004; Rovai, 2002; Shea, 2006; Shea, Li, & Pickett, 2006). The Community of Inquiry provides a coherent and validated framework (Arbaugh et al., 2008; Bangert, 2009; Garrison et al., 2010; Shea & Bidjerano, 2008) to guide the creation of an effective and sustained learning community (Arbaugh, 2008). There is evidence that the CoI provides a useful guide to understanding and designing learning experiences. Any number of studies have suggested the importance of community, especially for collaborative engagement. (higher-order learning is supported in a community of inquiry; Lipman, 1991) The BL course had higher levels of all presences as well as perceived learning and satisfaction compared to a fully online course. “… these differences suggest that the blended course format may have provided better conditions for higher-order thinking” (Akyol & Garrison, in press)

Practical Inquiry Model – Phases Sphere Description Category/Phase Indicators Inquiry Process (Cognitive Presence) The extent to which learners are able to construct and confirm meaning through sustained reflection, discourse, and application within a critical community of inquiry. 1. Triggering Event 2. Exploration 3. Integration 4.Resolution/ Application Inciting curiosity and defining key questions and/or issues for investigation Exchanging and exploring perspectives and information resources with other learners Connecting ideas through reflection Applying new ideas and/or defending solutions Garrison, Anderson & Archer (2000)

Inquiry through Blended Learning (ITBL) Design considerations Before a face to face (synchronous) session During a face to face (synchronous) session After a face to face (synchronous) session Preparation for the next face to face (synchronous) session

Triad model Ehrmann (2002) http://www.marshall.edu/it/cit/flashlight/AuthorGuidelines.htm#triad

Modified Triad Approach Learning Outcomes Assessment Activities Before a Synchronous Session During a Synchronous Session After a Synchronous Session Tools What do you want your students to know when they have finished your course (e.g. key learning outcomes – knowledge, skills and attitudes)? How will you and your students know if they have achieved these learning outcomes (e.g. opportunities for self, peer and instructor assessment)? How will you help students determine what prior knowledge and experience they have with the assessment activity? How will students synchronously interact and engage with the assessment activity? What portion of this assessment activity will require “reflective time” for interaction and communication? What tools could be used to help organize, facilitate, and direct these assessment activities? Handout

Learning Outcomes Learning Outcomes Assessment Activities Before a Synchronous Session During a Synchronous Session After a Synchronous Session Tools Communicate effectively, using the language and concepts of teaching and learning

Assessment Triad Approach Self-Reflection Blogs Online quizzes Wikis Clickers Peer review tools Portfolios Peer Feedback Instructor/Expert Feedback

Assessment Activities Learning Outcomes Assessment Activities Before a Synchronous Session During a Synchronous Session After a Synchronous Session Tools Communicate effectively, using the language and concepts of teaching and learning Online quizzes -10% Journals – 20% Clicker quizzes Wiki Summaries – 10% Peer review – 15% Portfolio - 35%

1. Before a Face to Face (synchronous) Session

Questions How are you preparing students to participate in face to face (synchronous) sessions? Triggering event ideas?

Community Web Space

Pre-readings

Social Book Marking

Adobe Presenter (formerly Macromedia Breeze)

Just in Time Teaching (JiTT)

Self-assessment Quizzes (knowledge probes)

Commercial Software Applications

Design Considerations Before Face to Face (synchronous) Session Nature of Inquiry Learning Activities Technology Tools Learner Create a triggering event Advanced organizer Stimulate connections Teacher Determine learner prior knowledge or experience with the topic or issue a) Reading/Writing b) Listening/Writing i) Communication ii) Posting or linking to pre-reading assignments iii) Digital learning objects iv) Self assessment quizzes v) Anonymous surveys vi) Discussion Forum

Before a Synchronous Session Learning Outcomes Assessment Activities Before a Synchronous Session During a Synchronous Session After a Synchronous Session Tools Communicate effectively, using the language and concepts of teaching and learning Online quizzes -10% Journals – 20% Clicker quizzes Wiki Summaries – 10% Peer review – 15% Portfolio - 35% Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question) Social bookmarking application Quiz tool in Blackboard

2. Face to Face (synchronous) Session

Questions What types of face to face (synchronous) learning activities are you utilizing with your students? Challenges or issues with these activities?

Quiz & Survey Feedback

Digital Learning Objects/Resources

Displaying Assignments/Student work

Classroom Response Systems

Labatorials

Design Considerations During Face to Face (synchronous) Session Nature of Inquiry Learning Activities Technology Tools Defining the triggering events (key questions) Beginning to explore the questions a) Talking/Listening Displaying quiz or survey results Displaying and discussing digital learning objects Displaying assignments and creating/discussing assessment rubrics Conducting in-class quizzes Small group work

During a Synchronous Session Learning Outcomes Assessment Activities Before a Synchronous Session During a Synchronous Session After a Synchronous Session Tools Communicate effectively, using the language and concepts of teaching and learning Online quizzes -10% Journals – 20% Clicker quizzes Wiki Summaries – 10% Peer review – 15% Portfolio - 35% Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question) Study group discussions about the concept questions Mini-lecture from the instructor to reinforce the concepts and diagnose student misconceptions Social bookmarking application Quiz tool in Blackboard

3. After Face to Face (synchronous) Session

Questions Examples of “follow-up” activities that you are using with your students? Challenges or issues with “out of class” activities?

Anonymous end of week survey

Announcements

Weblog – Reflective Journaling & Peer Review Tool

Student- led Online Discussion Forums

Wikis – Collaborative Writing Tool

Group Project Areas

Collaborative Virtual Learning Spaces

Design Considerations After Face to Face (synchronous) Session Nature of Inquiry Learning Activities Technology Tools Further exploration and a start towards tentative integration through the ability to connect theory to practice/ application a) Reading/Writing b) Talking/Listening + Reading/Writing Preparation for next synchronous session i) Anonymous surveys ii) Communication iii) Individual and group project work

After a Synchronous Session Learning Outcomes Assessment Activities Before a Synchronous Session During a Synchronous Session After a Synchronous Session Tools Communicate effectively, using the language and concepts of teaching and learning Online quizzes -10% Journals – 20% Clicker quizzes Wiki Summaries – 10% Peer review – 15% Portfolio - 35% Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question) Study group discussions about the concept questions Mini-lecture from the instructor to reinforce the concepts and diagnose student misconceptions Assigned study group summarizes the class discussion on the course wiki Students use these co- constructed summaries for their research projects and portfolio Social bookmarking application Quiz tool in Blackboard Course wiki Peer review tool ePortfolio

Improvement in higher education will require converting teaching from a “solo sport” to a “community-based research activity”. (Carnegie Mellon University)

Mount Royal University Calgary, Alberta, Canada Case study Mount Royal University Calgary, Alberta, Canada

Classroom Survey of Student Engagement (CLASSE) Five clusters of effective educational practice (benchmarks) Active and collaborative learning Student interactions with faculty members Level of academic challenge Enriching educational experiences Supportive campus environment Key components of the support program we offer in the TLC for I&BL grant recipients

First Year Undergraduate Courses BIOL1202 – Introduction to Cell Biology COMM1610 – Tools for Information Designers CYCC1110 – Fundamental Skills in Interviewing ECON1101 – Principles of Microeconomics GNED1102 – Controversies in Science MGMT2262 – Business Statistics I MGMT2275 – Creativity in the Workplace

Data Collection – Fall 2008, Winter 2009, Fall 2009 Online surveys CLASSE (NSSE) + EDUCAUSE Centre for Applied Research (ECAR) Administered to both students and faculty Student focus group lunches Blackboard usage, final course grades and withdrawal/retention rates Instructor interviews Instructor focus group lunch Summary comment/reactions? What would you like to explore more fully in subsequent sessions?

Final Marks vs Active & Collaborative Learning Indicators

Blackboard as the Course “Base Camp” Summary comment/reactions? What would you like to explore more fully in subsequent sessions?

Final Marks vs Blackboard Use Differences in mean final grade by ACL quartile were statistically significant (p=0.002). When quartiles were collapsed into 2 groups (i.e. 1&2 and 3&4), effect size (Cohen’s d) was calculated at 0.70, a moderate (approaching large) effect size which is of practical significance in educational contexts. (in other words, the final grade of students in the upper half of ACL score was both statistically and “clinically” higher than that of students among the lower half of ACL scores.) Important to remember that this association between ACL and final grade does not imply causation. Some might argue that the brightest and most motivated students are likely to be the most active learners, and it is their aptitude and motivation that accounts for their achievement, not active and collaborative learning. (finding some way to control for student aptitude in these analyses would be very helpful (e.g. incoming GPA).

Engagement Indicators Intensity of Course-related Technology Use Correlations between Engagement, Blackboard Use and Intensity of Technology Use Engagement Indicators Blackboard Use Intensity of Course-related Technology Use Active and collaborative learning r=0.177** r=0.482** Student-faculty interaction r=0.189** r=0.413** Level of academic challenge r=0.187** r=0.339** **p<0.01 Differences in mean final grade by ACL quartile were statistically significant (p=0.002). When quartiles were collapsed into 2 groups (i.e. 1&2 and 3&4), effect size (Cohen’s d) was calculated at 0.70, a moderate (approaching large) effect size which is of practical significance in educational contexts. (in other words, the final grade of students in the upper half of ACL score was both statistically and “clinically” higher than that of students among the lower half of ACL scores.) Important to remember that this association between ACL and final grade does not imply causation. Some might argue that the brightest and most motivated students are likely to be the most active learners, and it is their aptitude and motivation that accounts for their achievement, not active and collaborative learning. (finding some way to control for student aptitude in these analyses would be very helpful (e.g. incoming GPA).

Course Satisfaction 97% - agreed/strongly agreed that the technologies used in this course were appropriate for performing the assessment tasks required 92% - agreed/strongly agreed that they would recommend this course to other students Summary comment/reactions? What would you like to explore more fully in subsequent sessions?

Most Effective Aspect of Courses Interactive Technology Tools and Resources Blackboard Plus Class Projects In and out of class; in person and virtually Instructor Knowledge of the course content Desire for students to succeed Summary comment/reactions? What would you like to explore more fully in subsequent sessions?

Least Effective Aspect of Courses Workload Overwhelming work load Fast paced Too much reading Out of class time Lack of clear directions Online labs and tutorials Inquiry based learning Emphasis on self-directed learning Summary comment/reactions? What would you like to explore more fully in subsequent sessions?

CONCLUSION

FUTURE BL has become an educational epidemic. Three forces have converged – technology, financial constraints, and quality concerns. The result is three major non-contradictory affordances – effectiveness, efficiency, and convenience. The result is the era of engagement (sustainable communities). In the words of Malcolm Gladwell … Epidemic. According to one survey a few years ago (2003), over 80% of HE institutions offered BL courses. In a few years we will see over 80% of courses following a BL design. What is driving this change is three larger societal forces. Financial – need to be more efficient. Quality – institutions becoming competitive; more effective Affordances not mutually exclusive (not a zero sum game) – see NCAT (Twigg). Era of engagement and sustainable communities of inquiry. BL is the dominant paradigm for 21st century education. The term BL may not continue to exist but the practice will (BL becomes the norm). BL may refer to blending effectiveness and efficiency; to blending individual and collaborative activities.

“… the impact of blended learning is potentially monumental – permanently changing how students interact with higher education …” BL is transforming how we approach T&L in HE! Yes we have not reached the zenith of BL but we are changing HE. We are realizing the potential! Soon BL will be the norm and there will be no need for the term? Ref - JALN Laumakis, Graham & Dziuban, 2009

Resources

Canada’s Collaboration for Online Higher Education & Research (COHERE) In the words of Malcolm Gladwell … Epidemic. According to one survey a few years ago (2003), over 80% of HE institutions offered BL courses. In a few years we will see over 80% of courses following a BL design. What is driving this change is three larger societal forces. Financial – need to be more efficient. Quality – institutions becoming competitive; more effective Affordances not mutually exclusive (not a zero sum game) – see NCAT (Twigg). Era of engagement and sustainable communities of inquiry. BL is the dominant paradigm for 21st century education. The term BL may not continue to exist but the practice will (BL becomes the norm). BL may refer to blending effectiveness and efficiency; to blending individual and collaborative activities.

Questions?

Contact Information Dr. Norman Vaughan, Professor nvaughan@mtroyal.ca Mount Royal University Faculty of Teaching and Learning 4825 Mount Royal Gate SW Calgary, Alberta, Canada T3E 6K6