38
Gail Matthews-DeNatale, Ph.D. Graduate School of Education Northeastern University Blended Learning Workshop

Blended Learning One Day Workshop

Embed Size (px)

DESCRIPTION

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

Citation preview

Page 1: Blended Learning One Day Workshop

Gail Matthews-DeNatale, Ph.D.Graduate School of EducationNortheastern University

Blended Learning Workshop

Page 2: Blended Learning One Day Workshop

IntroductionTen Questions Discussion

Blended Learning Workshop

Page 3: Blended Learning One Day 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

Page 4: Blended Learning One Day Workshop

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.)

Page 5: Blended Learning One Day Workshop

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

Page 6: Blended Learning One Day Workshop

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

Page 7: Blended Learning One Day Workshop

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

Page 8: Blended Learning One Day Workshop

Blended Course Design

Page 9: Blended Learning One Day Workshop

Blended Course Design

Source: Payal Mahajan - http://artoflearning.in/blog/2009/05/13/e-portfolios-a-celebration-of-an-vibrant-reflective-mind

Page 10: Blended Learning One Day Workshop

Blended Course Design

Source: Hazel Owen - https://www.flickr.com/photos/24289877@N02/14024433584

Page 11: Blended Learning One Day Workshop

Break

Blended Learning Workshop

Page 12: Blended Learning One Day Workshop

Suggested Process for Blending

Blended Learning Workshop

Page 13: Blended Learning One Day 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

Page 14: Blended Learning One Day Workshop

Traditional design approach

Page 15: Blended Learning One Day Workshop

Backward Design approach

Page 16: Blended Learning One Day Workshop

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

Page 17: Blended Learning One Day Workshop

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)

Page 18: Blended Learning One Day Workshop

Who are your students?Demographics … life circumstances … characteristics … assets … needs … challenges

Whole Group Brainstorm

Page 19: Blended Learning One Day Workshop

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

Page 20: Blended Learning One Day Workshop

So what do I want my students to be able to do?

What do you want your students to be able to do?

Page 21: Blended Learning One Day Workshop

What evidence will I accept?

Annotated Timeline AssignmentDemonstrate awareness of key concepts, projects, & visionaries

http://www.dipity.com/gmdenatale/ePortfolios

Page 22: Blended Learning One Day Workshop

Blended Assignment Design

Review write-up of blended learning assignment

Page 23: Blended Learning One Day Workshop

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.

Page 24: Blended Learning One Day Workshop

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?

Page 25: Blended Learning One Day Workshop

Lunch

Blended Learning Workshop

Page 26: Blended Learning One Day Workshop

Open Education Resources:You Don’t Have to Do It All!

Blended Learning Workshop

Page 27: Blended Learning One Day Workshop

What resources are available to you online?

Page 28: Blended Learning One Day Workshop

What resources were available to me online?

MOOC as Textbook

Page 29: Blended Learning One Day Workshop

What people are available to you online?

Page 30: Blended Learning One Day Workshop

What people were available to me online?

Rebecca Petersen MIT/Harvard EdX

Bonnie Stewart

Prince Edward Island

Page 31: Blended Learning One Day Workshop

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?

Page 32: Blended Learning One Day Workshop

Share findings

What resources and people are available to you online?

Page 33: Blended Learning One Day Workshop

Planning

Blended Learning Workshop

Page 34: Blended Learning One Day Workshop

Blended Assignment Design

Revisit the planner

Introduce the session template

Page 35: Blended Learning One Day Workshop

Blended Assignment Design

Exercise:• 30 minutes independent planning• 20 minutes peer feedback• 10 minutes group report

Page 36: Blended Learning One Day Workshop

Orienting Your Students

Blended Learning Workshop

Page 37: Blended Learning One Day Workshop

Blended Assignment Design

Review a sample blended syllabus

Page 38: Blended Learning One Day Workshop

Final Questions & Feedback

Blended Learning Workshop