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![What is blended (hybrid)?
At the 2005 Sloan-C Workshop on Blended Learning, the following
was adopted by the participants and will serve as the accepted
definition of blended learning for this paper:
1. Courses that integrate online with traditional face-to- face class
activities in a planned,
pedagogically valuable manner; and
2. Where a portion (institutionally defined) of face-to-face time is
replaced by online activity [2]. (Picciano, 2006, p. 97).
http://professorjoosten.blogspot.com/2009/12/defining-blended-learning.html](https://image.slidesharecdn.com/escjune2012-120619121226-phpapp01/75/Blended-learning-3-2048.jpg)
Uploaded byTanya Joosten
Blended learning
The document presents an overview of blended (hybrid) learning, defining it as courses that integrate online activities with traditional face-to-face instruction, aiming for effective pedagogical outcomes. It discusses various models and definitions of blended learning, outlines challenges faced by educators, and suggests strategies for improving course design and community building in a blended environment. Key focus areas include managing instructor workload, enhancing student engagement, and maintaining a clear structure for online and in-person interactions.
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Blended learning
- 1. Blended (Hybrid) Learning TanyaJoosten Interim Director, Learning Technology Center Lecturer, Department of Communication University of Wisconsin - Milwaukee [email protected] | @tjoosten | professorjoosten.blogspot.com LTC.uwm.edu | hybrid.uwm.edu
- 2. This presentation isavailable at: SLIDESHARE.COM/TJOOSTEN
- 3. What is blended(hybrid)? At the 2005 Sloan-C Workshop on Blended Learning, the following was adopted by the participants and will serve as the accepted definition of blended learning for this paper: 1. Courses that integrate online with traditional face-to- face class activities in a planned, pedagogically valuable manner; and 2. Where a portion (institutionally defined) of face-to-face time is replaced by online activity [2]. (Picciano, 2006, p. 97). http://professorjoosten.blogspot.com/2009/12/defining-blended-learning.html
- 5. Sloan-C Blended LearningReport Allen, Seamen, and Garrett (2007) define blended courses and programs as having between 30 percent and 79 percent of the course content delivered online.
- 6. An institutional definitionof hybrid courses Hybrid 1 Hybrid 2 Hybrid 3 21 - 50% 51 - 80% 81 - 99% Online with Online with Online with commensurate commensurate commensurate reduction reduction reduction in seat time in seat time in seat time Web-enhanced Hybrid Online 0 - 20% 21 - 99% 100%
- 7. UWM definition Blended/hybrid coursesare courses where 20% or more of the traditional face-to-face classroom time is replaced by online assignments and activities. Students spend less time in the classroom and more time working and interacting online, providing greater flexibility regarding when and where coursework can be completed.
- 8. Redefining blended F2F Online Low tech High tech Integration of online and f2f Active Passive learning
- 9. Breakout: Think –pair – share Review the 10 questions Consider which question you find most important, intriguing, problematic, or surprising? Pair with a partner, share which question you identified and your response in considering the question in your own course design. Share with rest of us one highlight from your discussion
- 10. Course Redesign Course Content • Ten questions • Decision rubric for • Online vs. F2F - Integration content choices • Designing learning modules • Learning objects Course Evaluation Online Learning Community • Progressive/summative Transitioning to • Before, during, and after • Synchronous/asynchronous blended • Establishing voice • Self evaluation • Peer evaluation teaching • Discussion forums • Student evaluation • Small groups Course Management Assessment Plan Helping Your • Staying organized Students • Rubrics • Managing workload • CATs • Avoiding course and a half • Managing expectations • Templates • Time management • Traditional formats • Technology support
- 11. Five issues in“perfecting” the blend “Course and a half” syndrome Re-examining course goals and objectives Building presence, enhancing connectivity, and building community Community building Managing your time and staying organized
- 12. Blended Learning Research Sloan sponsored 13 chapters, many data- based Designing and delivering hybrid courses, student interaction and student satisfaction, strategies for training and preparing faculty and other related topics.
- 13. Breakout: Group brainstorming Eachgroup will be assigned one challenge area to explore further. Review the findings of our research and the corresponding question(s). Brainstorm potential strategies to overcome this potential challenge. Share your discussion with the larger group.
- 14. Question 1: “Courseand a half” syndrome Now that you delivered your first blended course and have experienced course and a half, what strategies can one use to streamline the course and help manage instructor workload to avoid course and a half?
- 15. Next Steps: “Courseand a half” syndrome Focus on learning objectives and outcomes Take advantage of LMS reporting features Seek help or feedback from colleagues Cut approximately 20% of your course Join or create a community of instructors Keep teaching logs for reflective practice Use progressive and summative evaluation
- 16. Question 2: Re-examiningcourse goals and objectives How can one identify and build upon the successful elements of learning objectives in the blended model? Specifically, was the learning environment (face-to-face or online) appropriate for the assigned activity and achievement of each learning objective? Did it provide the evidence or documentation that the learning objective was met?
- 17. Next Steps: Re-examiningGoals & Objectives What should students be able to do Discipline-specific language, more active verbs: ● compile, create, plan, articulate, revise, apply, design, analyze, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, predict, assess, compare, rate, judge, distinguish, compare/contrast, critique… F2F, online & integrated learning modules/exercises Assessing online AND *f2f* work Usually NOT „think critically‟, „know‟, „understand‟… A good test: If it could apply to any learning module/exercise, it might be an essential learning outcome (i.e., revise the objective!)
- 18. Question 3: Buildingpresence, enhancing connectivity, and building community Sometimes we can lose the connection and our ability as instructors to build presence in the mediated environment. Instructors need to develop skills and strategies to meet these needs in the blended format. What are some ways one can successfully enhance social presence and connectedness with students?
- 19. Next Steps: Presence,Connectivity, & Community Social presence ● Rich media ● Interactivity ● Informal Voice Connectivity ● Peer connections and learning ● Social media ● Informal, social discussions spaces
- 21. Question 4: CommunityBuilding Many times when we introduce a mediated environment, we find out course design needed more opportunity for collaborative learning for students to engage students and assist them in building peer networks. Where can your course lends itself in assisting students in building community with other students? the instructor? and, the public?
- 22. Next Steps: CommunityBuilding Unlike a F2F course, instructor must encourage and manage community building Collaborative learning opportunities increases online community Active learning strategies increases online community Bridge course work with extra-curricular Build-in synchronous opportunities for peer interaction and group work
- 23. Question 5: Managingyour time and staying organized Many students enroll in blended courses because of the flexibility associated with time shifting. At the same time, they may overbook their schedules or not allocate time for studying. What strategies did students employ to balance their schedules and manage their in- and out-of-class time effectively? What effective instructional strategies can one employ to help students stay on track? Are there any additional strategies one could implement the next time the course is delivered to help students stay organized, assessed student readiness, and manage student expectations?
- 24. Next Steps: Managingyour time and staying organized Course Scheduling: Manage time carefully Explain and inform Keep good records Manage student expectations Avoid course and a half
- 25. Tanya Joosten, Universityof Wisconsin - Milwaukee [email protected] | @tjoosten | tanyajoosten.com Resources: hybrid.uwm.edu https://pantherfile.uwm.edu/groups/sa/ltc/www/blendedpresentations/ professorjoosten.blogspot.com blend12nextquestions.wikispaces.com search.twitter.com, enter #blend12 sloanconsortium.org