What is Blended Learning Some learning happens online in a format where the student has control over the path and pace at which they engage with content Some learning happens in an instructorled ID: 721565
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Slide1
Blending In
Designing and Teaching Blended CoursesSlide2
What is Blended Learning?
Some learning happens online in a format where the student has control over the path and pace at which they engage with
content.
Some learning happens in an instructor-led classroom.Online and in-person learning is complementary, creating a truly integrated learning environment.Slide3
Blended Courses at UNK
Official designation is and course where no more than 1/3 of the semester contact hours are face-to-face or synchronous online
Face-to-face sessions should be scheduled before the course is added to the schedule.
Departments receive benefits with blended courses just as with online. Slide4
Differentiating Blended Learning
Structure
Where is the course taught?
Location dictates learningLecture-basedInstructor ledPassive learningTraditional courses
Pedagogy
How is the course taught?
Location is less relevant
Not dependent on lecture
Student led
Active learning
Blended coursesSlide5Slide6
Active Learning
Engaging students now with 50% more learning objectives!Slide7
What is Active Learning?
Any process that requires more than passive accumulation of information.
It need not be group work to be active learning.
Both internal and external engagement are important aspects of the active learning space. Slide8
Active Learning Principles
Purposive: the relevance of the task with the students’ concerns
Reflective: students’ reflection on the meaning of what is learned
Negotiated: negotiation of goals and methods of learning between students and teachersCritical: students appreciate different ways and means of learning the content
Complex: students compare learning tasks with complexities existing in real
leif
and making reflective analysis
Situation Driven: the need of the situation is considered in order to establish learning tasks
Engaged: real life tasks are reflected in the activities conducted for learning
Barnes, Douglas R. Active learning. Leeds, UK. Leeds University TVEI Support Project. 1989.Slide9
Obligatory Bloom’s Taxonomy Chart
The
skills you are asking your students to use should be applied to the correct level.
Engagement and collaboration requires higher order thinking.This can be achieved with active and collaborative learning.The goal should be to integrate these types of activities in some way.Slide10
Learning Objectives Matter
Focus on student performance
Aim at the terminal behavior
Include one learning outcome per objective
Objectives should be quantifiable and measureable
Action verbs (explain, analyze, defend, etc.) Slide11
Learning Objective Example
Introductory stem (time or condition, not required)
Action verb
Outcome (result focus)Example: By the end of this session, attendees will be able to create quantifiable learning objectives.Slide12
Work Break – Learning Objectives
Take 5 minutes
Choose one content area from one of your courses
Write an active learning objective for the chosen content
Share with your table and critiqueSlide13Slide14
Understanding Your Students
Who wants to learn from us?Slide15
Work Break
So
, who are our Students?
Take 5 minutesList who are our students todayList the challenges you faceShare with your tableSlide16
A few things to add to it…
F
irst
in their families to attend collegeLearning disabilitiesLow income (25%)Experienced traumaMental health challengesE
xperienced
toxic
stress
A
ttended
schools that were not exemplars of excellenceSlide17
Generational differences
Gen X*
(
1961-1980) – “born to be independent” Gen Y** (1981- 1995) – “comfortable working in teams”Gen Z **(1995 – 2010) – “raised on technology” – the new college student generation
* Digital immigrants – created (did not used much) the technology we enjoy today
** digital natives understand the use of technology inside and outside classroom – they might need technology to engage fullySlide18
There is no Single
S
tudent
ProfileDifferent interestsBackgroundsTalentsMotivationsGoalsDifferent relationship with technologySlide19
“
Students do not need a teacher, they have
‘google’”Slide20
What do Students need?
Validates students’ diversity
Encourage
students’ strengthsMotivate students’ needsNurture a sense of communitySlide21
What do faculty need?
Flexibility
Different Pedagogy
Learning StrategiesSupport teamOther instructors – support teameCampus / Instructional Designers
Help Desk
ResourcesSlide22
Creating the Framework
Blending courses for fun and profit…okay, maybe just fun.Slide23
Begin with the End
Design blended courses with the final outcome in mind.
Build backward to establish the proper sequence of learning and activity.
Establish the main goals of the course/content area.Note: Rigor vs. Busy Work.Slide24
Planning Strategy (One or Many)
Learning objective
In vs. Out
In ClassOut of ClassAssessment Just as with an online class, planning is the key to success in blended education.Slide25
Connected World, Connected Education
One key to success in a blended course is to connect activities.
Make sure that your prep work connects to the in-class work.
Disparate learning will cause cognitive dissonance issues.
This strategy also helps to ensure preparedness for the in-class sessions.Slide26
Lesson Planning Template
Lesson Topic
Lesson Objective(s)
Out-of-Class Activities
Readiness Assessment
In-Class Activities
Assessment
Resources/Items/Planning Needed to ExecuteSlide27
Leave the Lecture Behind, But…
Blended learning sessions should not be used as lecture opportunities.
These should be active learning times with focus on group work.
Recorded traditional-style lectures should be avoided too.Chunking video materials is preferable.Slide28
Embrace the Outside Expertise
Don’t reinvent the wheel.
Don’t be afraid to use content that exists already.
These should be integrated with your own materials/videos.
Offer choice whenever possible for a universal design experience.Slide29
Challenges to Blended Learning
Student Buy-In
Accountability
Student ReadinessAvailable FacilitiesAccessibilitySlide30
In-Classroom Activities
We put the fun in fundamentals!Slide31
Planning for Face-to-Face
For
synchronous and face-to-face sessions,
focus on no more than 1 learning objective for each 15 minute time period.Students will not carry much more than a few important points away from a session.Use the active learning sessions to reinforce the most important concepts/objectives.Slide32
Blended Learning Activities
Concept Maps
Assignment asks students to visually map concepts to expose connections.
Students may work individually or in small groups.Discussion should be facilitated afterward.
Polling
Ask students to answer an open-ended question.
Quick and easy way of gaining insight in to opinions.
Technology can be used or simply ask for a show of hands.
Do not ask questions with a correct answer.Slide33
Blended Learning Activities
Minute Papers
Give students a few minutes to write a response to these questions.
What is the most important thing you learned?What question(s) still remain?This may be used as a pre- or post-class evaluator.
Think/Pair/Share
Students are asked to solve a problem or answer a question.
Start with individuals thinking.
Pair off to discuss ideas and solutions to the proposed issue.
Discussion focuses learning and reinforces concepts.Slide34
Blended Learning Activities
Round Robin
Small groups are tasked with solving a problem/answering a question.
Results are left as they progress to other tables.Ensuing groups edit or add to those ideas left behind.This enables debate of concepts.
Game/Quiz
Use pre-set rules from games to engage students in friendly competition.
Simple games are easy to convert to discipline specific content.
Gamification steps further in to this area with complex games.Slide35
Blended Learning Activities
Role Play
One of the most common types of active learning activities.
Assign different roles to students and have them work out a solution to a problem.A critical component to this activity is reflective discussion after the conclusion.
Fishbowl
A small group of students debates a topic while the rest of the class observes and takes notes.
Once the debate is over, the rest of the class engages in discussion about the outcome/concepts presented.Slide36
Blended Learning Activities
Sorting
One good way to have them up and moving in the classroom.
Assign different “scenarios” on each table.Help them connect with the world around them through sorting
“scenarios”
and connecting to their reality.
Debate
Encourage critical thinking
.
Small groups or teams takes a point of view.
Can include out-of-the class preparation or be completed entirely online.Slide37
Blended Learning Activities
Create a Quiz
Students
become familiar with the chapter/contentPlace them in groups to create and propose 10 different quiz questions.Questions can be answered by the entire class or placed in your LMS
Case Studies
Many
students learn
better from examples
and case studies gives them the opportunity to work on
Problem
solving
Decision
making in complex situations
AmbiguitiesSlide38
Blended Learning Activities
Jigsaw
Students are divided in to groups with a given topic to research. After they become expert on their topic they are dispersed in to new groups and they rotate teaching the entire group what they learned.
Best Example ContestStudents are asked to give examples rather than definitions.
With examples students are able to show an understanding of the theory.
Students vote or rate on the examples presented.Slide39
Blended Learning Activities
Cell Phones
Students/groups are responsible to capture a picture related to the content presented.
Upload in to the LMS.Explain the reason for their choice.Create a video, capture the moment.
Know and Need to Know
Give
to individual students
a few minutes to write
what they know and what they need to know about a topic.
Put students on groups to compare their lists and learn form each other.Slide40
Blended Learning Activities
Speed Dating Study Session
Have student prepare a question or information about a topic.
Divide them in to groups and give them 2 minutes to share their information.When time is over, mix the groups.Great way to review a lot of material in a short period of time.
Build a Model
Give students the opportunity to create or build and show something.
Use clay to create a brain.
Build a prototype to sell.
Build models of molecules.
Options are endless.
Slide41
Work Break – In-Class Activity
Take 5 minutes
Pick one of the previous activities (or choose one of your own)
Your activity should tie to your learning objective
Think about the basics of the activity
Share with your tableSlide42
Questions?Slide43
Thank You
Steven McGahan
Colleges of Fine Arts and Humanities and
Natural and Social Sciencesmcgahansj@unk.edu
Olimpia
Leite
-Trambly
College of Business and Technology
leitetrambod@unk.eduSlide44