Onsite and Online: An Effective Blend for Teaching and Learning Harrisburg Area Community College Week Zero Campus Day Event, January 14, 2015 Presentation by Joe Mendrzycki Teaching Technology Services Helping the HACC community successfully integrate instructional solutions into their learning environments.

Seven (7) Things: 1. Define Blended Learning 2. Identify why it is important 3. Describe the Flipped Classroom method 4. Review its benefits 5. Introduce the new blended training 6. Remind you of the support available to you 7. Questions & Answers

What’s Blended Learning?

Blended Learning, Defined Blended Learning is an approach to delivering instruction whereby both instructor-led classroom time (onsite) and online learning are combined (that is, "blended") in such a way that each format is made better and enhanced by the presence of the other. Blended OnsiteOnline

Why Blended? Why should I consider moving to a Blended environment for my course? Students are asking for this! Simply put, a blended course adds flexibility to a student’s schedule and provides access to course content outside of the classroom while continuing to provide the in-class presence so important to many students.

Why Blended? Blended learning combines the properties and possibilities of onsite and online to go beyond the capabilities of each separately. Blended learning is distinguishable by its integration of onsite and online learning. A blended course offers the perfect environment to implement Flipped Learning.

Flipped Learning

What is it? Flipped Learning moves direct instruction from the group learning space (onsite) to the individual learning space (online). The resulting group space is transformed into an interactive learning environment where the instructor guides students as they apply concepts and engage creatively in the subject matter. (Adapted from A Guide to the Flipped Classroom, January 2015, The Chronicle of Higher Education)

Let The Penguins Explain

What’s Different? (adapted from Center for Teaching and Learning, The University of Texas at Austin) Traditional ClassFlipped Class Before Class- Students are assigned something to read. - Instructor prepares lecture. - Students guided through online learning module that asks and collects questions. - Instructor prepares learning opportunities. Start of Class During Class After Class

What’s Different? (adapted from Center for Teaching and Learning, The University of Texas at Austin) Traditional ClassFlipped Class Before Class Start of Class- Students have limited information about what to expect. - Instructor makes general assumption about what is helpful. - Students have specific questions in mind to guide their learning. - Instructor can anticipate where students need the most help. During Class After Class

What’s Different? (adapted from Center for Teaching and Learning, The University of Texas at Austin) Traditional ClassFlipped Class Before Class Start of Class During Class- Students try to follow along. - Instructor tries to get through all the material. - Students practice performing the skills they are expected to learn. - Instructor guides the process with feedback and mini- lectures. After Class

What’s Different? (adapted from Center for Teaching and Learning, The University of Texas at Austin) Traditional ClassFlipped Class Before Class Start of Class During Class After Class- Students attempt the homework, usually with delayed feedback. - Instructor grades past work. - Students apply what they learned after clarification and feedback. - Instructor posts any extra material as needed and grades higher quality work.

My Example… WEB 102 Teaching HTML coding: Online: - Instructor-created videos demonstrating basic coding rules - Reference material defining HTML codes - Definitions of terms Onsite: - Demonstration of combining HTML codes for specific results - Coding solutions to scenario-based problems - Teams coding challenge

The Benefits Students learn more deeply. As a result of students interacting more often with their instructor and peers, and getting and giving more feedback, they acquire a deeper understanding of the content and how to use it.

The Benefits Students are more active participants in learning. The students’ role shifts from passive learner to active contributor of knowledge, giving them opportunities to practice using the concepts, materials, and tools of the discipline.

The Benefits Interaction increases and students learn from one another. Students work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge together inside and outside the classroom.

The Benefits Instructors and students get more feedback. With more opportunities for students to apply their knowledge and therefore demonstrate their ability to use it, gaps in their understanding become visible to both themselves and the instructor.

Any Downside to This?  Recording lectures requires effort and time on the part of faculty.  Out-of-class and in-class elements must be carefully integrated for students to understand the flipped model and be motivated to prepare for class.  Students may complain about the loss of face-to-face lectures and may not immediately appreciate the value of the active participation portion of the flipped class.

HACC’s Blended Training

Virtual Learning’s New Training eVolution Blend, introduced in Spring 2014, is designed to provide faculty with a framework for converting a traditional class into a blended course using Flipped Classroom methodology. You will specifically learn about the needs of learners, instructors, and best practices in developing a Flipped Classroom and implement Flipped Learning.

What Will I Learn?  Explain the flipped classroom model as it pertains to course design.  Write measurable objectives from course outcomes.  Create effective course activities that align with course objectives.  Determine whether to conduct a given course activity onsite or online.

What Will I Learn?  Produce engaging video lectures for use in a flipped classroom  Design active and collaborative activities for the classroom that encourage higher order thinking among students  Create activities to connect onsite to online and build a learning community  Select technologies to support and enhance activities in a flipped course

When and Where? Course opens Monday, March 16.  Week One: March 19  Week Two: March 26  Week Three: April 2  Week Four: April 9  Week Five: April 16  Week Six: April 23 Course concludes Friday, April 24. All onsite sessions are conducted Thursdays, 2 to 4 PM, in beautiful Stabler Hall, 106. It’s Flipped!

How? Visit the Faculty & Staff Training page on hacc.edu to register. Enrollment is capped at 12 participants.

Count Me In!

I’m On Board, But… What About My Students? The blended learning environment will be a new experience for many of your students. At the beginning of a blended course, you’ll need to set expectations, define parameters, and ensure students can accept certain assumptions for full participation in a blended course.

I’m On Board, But… Will My Students be Receptive to This Format? The student’s role as an engaged learner develops over time. Interaction and collaboration are not intuitive to those students used to a lecture-only environment. Such students may need some initial guidance, and opportunity to become more involved in the class.

I’m On Board, But… Is design and technology support available after the training? YES!

Team TTS The Teaching Technology Services (TTS) Team provides guidance for your design and technology questions. Just ask! (Cindy, Melissa, Dave, Joe, and Josh)

In Conclusion…

You May Be Thinking… “I really enjoyed this presentation, and I’d like to review and experience it again. How can I do that?” Visit the revised and refreshed Faculty Resource Center (FRC), via D2L. Select Instructional Technology Training and Help, then click on Harrisburg TTS.

I Was Wondering… Questions?

Onsite and Online: An Effective Blend for Teaching and Learning Teaching Technology Services Helping the HACC community successfully integrate instructional solutions into their learning environments. Questions? Want to learn more? Please contact Joe Mendrzycki: