Blended Learning One Day Workshop

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    06-May-2015

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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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<ul><li>1.Gail Matthews-DeNatale, Ph.D. Graduate School of Education Northeastern University Blended Learning Workshop </li></ul> <p>2. Introduction Ten Questions Discussion Blended Learning Workshop 3. 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 4. 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.) 5. Challenges of Blended There is no set model many decisions need to be made anew (whats online?, whats f2f?, how?) Learning how to integrate (flow between ol &amp; 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 cant wing it as you can f2f Online, need to write things out that youd normally say in class need to be explicit 6. 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 7. 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 8. Blended Course Design 9. Blended Course Design Source: Payal Mahajan - http://artoflearning.in/blog/2009/05/13/e-portfolios-a-celebration-of-an-vibrant-reflective-mind 10. Blended Course Design Source: Hazel Owen - https://www.flickr.com/photos/24289877@N02/14024433584 11. Break Blended Learning Workshop 12. Suggested Process for Blending Blended Learning Workshop 13. A suggested process for blended course design Classic work on backward design Understanding by Design, Wiggins &amp; 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 14. Traditional design approach 15. Backward Design approach 16. 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 17. 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) 18. Who are your students? Demographics life circumstances characteristics assets needs challenges Whole Group Brainstorm 19. So what do I want my students to be able to do? My Example Contextual Understanding: Demonstrate awareness of the key concepts, projects, and visionaries in the Open Learning movement 20. So what do I want my students to be able to do? What do you want your students to be able to do? 21. What evidence will I accept? Annotated Timeline Assignment Demonstrate awareness of key concepts, projects, &amp; visionaries http://www.dipity.com/gmdenatale/ePortfolios 22. Blended Assignment Design Review write-up of blended learning assignment 23. 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. 24. 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? 25. Lunch Blended Learning Workshop 26. Open Education Resources: You Dont Have to Do It All! Blended Learning Workshop 27. What resources are available to you online? 28. What resources were available to me online? MOOC as Textbook 29. What people are available to you online? 30. What people were available to me online? Rebecca Petersen MIT/Harvard EdX Bonnie Stewart Prince Edward Island 31. 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 CMUs Open Learning Initiative, Merlot, JISC, or OER Commons? 32. Share findings What resources and people are available to you online? 33. Planning Blended Learning Workshop 34. Blended Assignment Design Revisit the planner Introduce the session template 35. Blended Assignment Design Exercise: 30 minutes independent planning 20 minutes peer feedback 10 minutes group report 36. Orienting Your Students Blended Learning Workshop 37. Blended Assignment Design Review a sample blended syllabus 38. Final Questions &amp; Feedback Blended Learning Workshop </p>

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