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A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014 Companion website is located at https://northeastern.digication.com/blened_learning_workshop
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Gail Matthews-DeNatale, Ph.D.Graduate School of EducationNortheastern University
Blended Learning Workshop
IntroductionTen Questions Discussion
Blended Learning Workshop
What is Blended Learning?
• Blended = hybrid • Combines the availability/persistence of online
with the immediacy of in-person interaction• Integration between modes is pre-planned and
pedagogically sound• A portion of the face-to-face time is replaced
online activity. Note: reduction in face-to-face time does not mean reduction in learning or reduced contact with peers/faculty – usually provides more time
Advantages of Blended
• Continuous presence of course/learning in the lives of students
• Students learn how to become independent/active learners
• Get to know your students better• More effective/efficient use of time• Rapid turn-around and feedback
(peer-to-peer, faculty-to-student)• Affords a rich(er) variety of experience
(independent inquiry, project/group work, peer feedback, multimedia case studies, discussion, etc.)
Challenges of Blended
• There is no set model – many decisions need to be made anew (what’s online?, what’s f2f?, how?)
• Learning how to integrate (flow between ol & f2f)• Both you and your students need to learn how to
“be in class” online and how to treat online work as “real” (not an add-on)
• Time to plan, manage workload, stay organized• Online can’t “wing it” as you can f2f• Online, need to write things out that you’d normally
say in class – need to be explicit
Debrief on the 10 Questions
• What do you want students to know?• What would be better achieved online and what would be best
achieved face-to-face?• What learning activities will take place online?• What role will online discussion play?• How will face-to-face and online integrate and support one another?• How will you handle scheduling and supporting students as online
learners?• What % online and face-to-face?• What will be your strategies for assessment?• What technologies will you use, and how will students become
oriented?• What steps will you take to avoid “course and a half” syndrome?
Exercise adapted from UW-M, Blended Learning Faculty Development Initiative - https://www4.uwm.edu/ltc/blended_courses
10 Questions Discussion
• Discuss in pairs for 5 minutes: • Which questions do you think you can already
“answer” or address for your course?• Which questions do you think you will need
help addressing?• Which questions do you find most provocative?
Most problematic? Most helpful? Why?
• Discuss as a whole group for 15 minutes
Blended Course Design
Blended Course Design
Source: Payal Mahajan - http://artoflearning.in/blog/2009/05/13/e-portfolios-a-celebration-of-an-vibrant-reflective-mind
Blended Course Design
Source: Hazel Owen - https://www.flickr.com/photos/24289877@N02/14024433584
Break
Blended Learning Workshop
Suggested Process for Blending
Blended Learning Workshop
A suggested process for blended course design
Classic work on “backward design” • Understanding by Design, Wiggins & McTighe 2005
Advantages of backward design• Practice-oriented instead of abstract theory• Intuitive for most faculty• Learning objectives linked to empirically verifiable
outcomes• Focus on learning sequence helps structure
decisions regarding technology and the online/face-to-face blend
Traditional design approach
Backward Design approach
Backward design process
• Who are my students. What assets do they bring to the table and what are their challenges?
• What changes do I want to see in their skills, behaviors, thinking, etc.? What do I want them to be able to do by the end of the course?
• What evidence will document or demonstrate these changes?
• What assignments will engage students in producing this evidence or documentation?
We will revisit these questions often
Blended Assignment Design
Introduce the Planner
Use this to guide your thoughts and take notes
You will be given a clean copy in the afternoon to author a plan for a blended learning sequence (i.e. one “chunk” of your class or cycle of online/blended learning)
Who are your students?Demographics … life circumstances … characteristics … assets … needs … challenges
Whole Group Brainstorm
So what do I want my students to be able to do?
My ExampleContextual Understanding: Demonstrate
awareness of the key concepts, projects, and visionaries in the Open Learning movement
So what do I want my students to be able to do?
What do you want your students to be able to do?
What evidence will I accept?
Annotated Timeline AssignmentDemonstrate awareness of key concepts, projects, & visionaries
http://www.dipity.com/gmdenatale/ePortfolios
Blended Assignment Design
Review write-up of blended learning assignment
What Constitutes Evidence?
Review “What Constitutes Evidence?” handout
Pick one unit in your course. Identify an assignment to blend, or think of a new assignment that you want to create.
What evidence will You accept?
What evidence would document or demonstrate the growth that you want to see in your students?
What work will engage students in producing this evidence or documentation?
What supports (content, skills, resources) will they need to be equipped for this work?
Lunch
Blended Learning Workshop
Open Education Resources:You Don’t Have to Do It All!
Blended Learning Workshop
What resources are available to you online?
What resources were available to me online?
MOOC as Textbook
What people are available to you online?
What people were available to me online?
Rebecca Petersen MIT/Harvard EdX
Bonnie Stewart
Prince Edward Island
What resources and people are available to you online?
Exercise: Use iPads to search for resources related to your assignment
•Who are leaders in the field? Could their keynote talks serve as a weekly lecture?•Are materials available through learned or professional organizations?•What about OER repositories such as CMU’s Open Learning Initiative, Merlot, JISC, or OER Commons?
Share findings
What resources and people are available to you online?
Planning
Blended Learning Workshop
Blended Assignment Design
Revisit the planner
Introduce the session template
Blended Assignment Design
Exercise:• 30 minutes independent planning• 20 minutes peer feedback• 10 minutes group report
Orienting Your Students
Blended Learning Workshop
Blended Assignment Design
Review a sample blended syllabus
Final Questions & Feedback
Blended Learning Workshop
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