North Island College Courtenay BC, April 15, 2013 DESIGNING
UNIVERSITY TEACHING TO MEET THE NEEDS OF 21 ST CENTURY STUDENTS Dr.
Tony Bates, Tony Bates Associates Ltd DESIGNING UNIVERSITY TEACHING
TO MEET THE NEEDS OF 21 ST CENTURY STUDENTS Dr. Tony Bates, Tony
Bates Associates Ltd 1
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2 Overview Why the move to blended/hybrid learning? 9 steps to
quality online teaching Why web 2.0 is changing the game Advanced
course designs Conclusions Discussion Why the move to
blended/hybrid learning? 9 steps to quality online teaching Why web
2.0 is changing the game Advanced course designs Conclusions
Discussion
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Joseph Kims blended class Weekly 30 minute web modules (main
content): Short lecture videos Extra media Feedback via chat, CMAs
Weekly tutorials with TAs Weekly 30 minute web modules (main
content): Short lecture videos Extra media Feedback via chat, CMAs
Weekly tutorials with TAs 3 Joseph Kim: Introductory Psychology:
McMaster University:3,500 students in class
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Why the move to blended/hybrid learning? Large lecture classes
Recognition that students can learn some things online New, easy to
use technologies Demands of knowledge society: 21 st century skills
Large lecture classes Recognition that students can learn some
things online New, easy to use technologies Demands of knowledge
society: 21 st century skills 4
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Hybrid learning Flipped teaching: move towards re- design BUT:
it can be so much more Rationales for hybrid learning: More
interaction/student activity Use classroom time better What is the
best use of face-to-face time? What is the right mix? Flipped
teaching: move towards re- design BUT: it can be so much more
Rationales for hybrid learning: More interaction/student activity
Use classroom time better What is the best use of face-to-face
time? What is the right mix? 5
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Nine steps to quality online teaching 1. How do you want to
teach online? 2. What kind of online course? 3. Work in a team 4.
Build on existing resources 5. Master the technology 6. Set
appropriate learning goals for online learning 7. Create a strong
online course structure/schedule 8. Communicate, communicate,
communicate 9. Innovate and evaluate 1. How do you want to teach
online? 2. What kind of online course? 3. Work in a team 4. Build
on existing resources 5. Master the technology 6. Set appropriate
learning goals for online learning 7. Create a strong online course
structure/schedule 8. Communicate, communicate, communicate 9.
Innovate and evaluate 6
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Step 1. How do you want to teach? From this: 7 to this? +
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8 21st century skills good communication skills independent
learning ethics/responsibility teamwork flexibility thinking skills
knowledge navigation IT skills embedded in subject area good
communication skills independent learning ethics/responsibility
teamwork flexibility thinking skills knowledge navigation IT skills
embedded in subject area 8
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Step 2: What kind of courses? no e-learning fully e-learning
face-to- face classroom aids hybrid (reduced f2f + online) hybrid
(reduced f2f + online) fully online (distance) fully online
(distance) blended learning distributed learning
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Step 2: What kind of course? where on the continuum should my
course or program be? three deciding factors: targeted students
demands of subject discipline (content + skills) resources
available where on the continuum should my course or program be?
three deciding factors: targeted students demands of subject
discipline (content + skills) resources available
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Step 2: What kind of course? Who benefits from fully online
learning? lifelong learners full-time students wanting flexibility
students needing 21 st century skills independent learners Who
benefits from fully online learning? lifelong learners full-time
students wanting flexibility students needing 21 st century skills
independent learners a. Who are the students?
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Step 2: What kind of course? What do students need to know?
(content) Content: haematology What must they be able to do with
their knowledge? (skills) Skills: identify analytes, analyze
glucose and insulin levels, interpret results What do students need
to know? (content) Content: haematology What must they be able to
do with their knowledge? (skills) Skills: identify analytes,
analyze glucose and insulin levels, interpret results b. Subject
requirements
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Step 2: What kind of course? Learning objectives b. Subject
requirements
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Step 2: What kind of course? Instructors time ( workload;
course design) LT support (instructional/web design) experienced
colleagues technology (e.g. Moodle) open educational resources
Instructors time ( workload; course design) LT support
(instructional/web design) experienced colleagues technology (e.g.
Moodle) open educational resources c. Resources
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Step 2: Who should decide? Face-to-face, hybrid, fully online?
Individual instructor; program team; senior admin? Best decided at
program level: a progression? One course, multiple delivery, for
different students? What mechanisms for this decision?
Face-to-face, hybrid, fully online? Individual instructor; program
team; senior admin? Best decided at program level: a progression?
One course, multiple delivery, for different students? What
mechanisms for this decision? 15
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Questions How are decisions made in your institution about
delivery mode (hybrid or fully online)? Who do you think should
make these decisions? How do you decide what should be done online
and what face-to-face? How are decisions made in your institution
about delivery mode (hybrid or fully online)? Who do you think
should make these decisions? How do you decide what should be done
online and what face-to-face? 16
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Step 3. Work in a team Who is in team? instructor +
instructional designer (initially) + TAs? colleagues Web designer
IT support? Who is in team? instructor + instructional designer
(initially) + TAs? colleagues Web designer IT support?
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3. Work in a team Why? Blended/online teaching is different
course design critical manage workload share experience/resources
develop online learning activities Why? Blended/online teaching is
different course design critical manage workload share
experience/resources develop online learning activities
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Step 4. Build on existing resources Technology tools: LMS (e.g.
Moodle), web conferencing Open educational resources: text;
graphics, videos, animations, simulations, remote labs What your
colleagues have developed Will save time Technology tools: LMS
(e.g. Moodle), web conferencing Open educational resources: text;
graphics, videos, animations, simulations, remote labs What your
colleagues have developed Will save time Molecule shapes
simulation: phET, University of Colorado at Boulder,
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Step 5. Master the technology LMS provides a structure Take
training course on LMS Relate technology training to how you want
to teach (Can I do this?) Design (with LTS) course template Dont
get into LMS wars Explore (with LTS) new tools (9) LMS provides a
structure Take training course on LMS Relate technology training to
how you want to teach (Can I do this?) Design (with LTS) course
template Dont get into LMS wars Explore (with LTS) new tools
(9)
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Step 6. Set appropriate learning goals for online teaching Same
or different? Some online roles: 21 st century skills Subject
specific Internet/IT skills Bring in outside world (experts, online
resources, other students) Communicate goals to students Same or
different? Some online roles: 21 st century skills Subject specific
Internet/IT skills Bring in outside world (experts, online
resources, other students) Communicate goals to students 21
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22 Step 7. Design structure and activities 3 credit = 100 hrs
online study = 8 hours a week Topics or projects? Weekly? Student
activities: read, discuss, collect, do Learning outcomes and
assessment Work with LTS; control YOUR workload 3 credit = 100 hrs
online study = 8 hours a week Topics or projects? Weekly? Student
activities: read, discuss, collect, do Learning outcomes and
assessment Work with LTS; control YOUR workload
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Step 8. Communicate, communicate, communicate Be present online
every day Set clear expectations for students Clear learning goals,
activities, deadlines Make students do the work 48 hours response
maximum Monitor discussion forums Learning consultant? Be present
online every day Set clear expectations for students Clear learning
goals, activities, deadlines Make students do the work 48 hours
response maximum Monitor discussion forums Learning consultant?
23
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Step 9. Innovate and evaluate Steps 1-8: competency,
effectiveness Exciting time to be an instructor New technology
developments; new possibilities; mobile learning Web 2.0 tools:
social media, e- portfolios, WordPress, new LMSs move to
learner-centered teaching Steps 1-8: competency, effectiveness
Exciting time to be an instructor New technology developments; new
possibilities; mobile learning Web 2.0 tools: social media, e-
portfolios, WordPress, new LMSs move to learner-centered teaching
24
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9. Innovate and evaluate Online learning 2.0: Use of web 2.0
depends on: needs of learners requirements of accreditation your
educational philosophy However, web 2.0 are excellent tools for
learner-centered teaching and developing 21 st century skills
Evaluate and disseminate Online learning 2.0: Use of web 2.0
depends on: needs of learners requirements of accreditation your
educational philosophy However, web 2.0 are excellent tools for
learner-centered teaching and developing 21 st century skills
Evaluate and disseminate
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The growth of web 2.0 in education Mobile learning
blogs/WordPress, e.g. ETEC 522 wikis, e.g. UBC Latin American
studies video and audio, e.g. showing dynamic change, talking
through images e-portfolios open educational resources Mobile
learning blogs/WordPress, e.g. ETEC 522 wikis, e.g. UBC Latin
American studies video and audio, e.g. showing dynamic change,
talking through images e-portfolios open educational resources
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Features of web 2.0 Portability/mobility End-user
control/authoring Collaboration and sharing Collective intelligence
Low-cost/free, adaptive software Rich media Portability/mobility
End-user control/authoring Collaboration and sharing Collective
intelligence Low-cost/free, adaptive software Rich media
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28 Educational implications learners have powerful tools
personal learning environments open access, content, services
learners can find/create/add/adapt content power shift from
teachers to learners learners have powerful tools personal learning
environments open access, content, services learners can
find/create/add/adapt content power shift from teachers to
learners
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From e-learning 1.0 to e-learning 2.0 E-LEARNING 1.0 (before
web 2.0) Use of learning management system Instructor determines
content Assessment by instructor Learning environment managed by
instructor Any web 2.0 tools added by instructor E-LEARNING 1.0
(before web 2.0) Use of learning management system Instructor
determines content Assessment by instructor Learning environment
managed by instructor Any web 2.0 tools added by instructor
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From e-learning 1.0 to e-learning 2.0 E-LEARNING 2.0 Learning
managed by learner Peer-to-peer collaboration Access to open
content Learning demonstrated by creating multi-media materials
(e.g. e-portfolios) E-LEARNING 2.0 Learning managed by learner
Peer-to-peer collaboration Access to open content Learning
demonstrated by creating multi-media materials (e.g. e-portfolios)
Development of 21 st century skills: historiography
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When to use web 2.0 Learning as development: a move from
dependent to independent or inter- dependent learning Use of web
2.0 depends on: needs of learners requirements of accreditation
your educational philosophy Web 2.0 excellent tools for
learner-centered teaching/developing 21 st century skills. Learning
as development: a move from dependent to independent or inter-
dependent learning Use of web 2.0 depends on: needs of learners
requirements of accreditation your educational philosophy Web 2.0
excellent tools for learner-centered teaching/developing 21 st
century skills.
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32 Advanced online course design core skill: knowledge
management how to find, analyze, evaluate and apply information
open content within a learning design student-generated multimedia
content: online project work assessment by e-portfolios core skill:
knowledge management how to find, analyze, evaluate and apply
information open content within a learning design student-generated
multimedia content: online project work assessment by
e-portfolios
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33 Why not rethink a course to.? Develop skills as well as
content Increase learner engagement/activity Increase interaction
with/between students Get students to find/analyze/apply
information Get students to demonstrate learning through multimedia
and assess Develop skills as well as content Increase learner
engagement/activity Increase interaction with/between students Get
students to find/analyze/apply information Get students to
demonstrate learning through multimedia and assess
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Conclusions For many students real benefits from hybrid
learning: flexibility; 21 st century skills We know how to teach
effectively online; need to follow best practices Ensure students
maximize the campus experience in a hybrid course Make students do
the work Innovate and share For many students real benefits from
hybrid learning: flexibility; 21 st century skills We know how to
teach effectively online; need to follow best practices Ensure
students maximize the campus experience in a hybrid course Make
students do the work Innovate and share 34
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35 Questions Is hybrid learning the future for North Island
College? What needs to happen for you to move in this direction?
Will it affect the reputation of the university if so, in what way
or how? Is hybrid learning the future for North Island College?
What needs to happen for you to move in this direction? Will it
affect the reputation of the university if so, in what way or
how?