Blended (Hybrid) Learning

Tanya JoostenInterim Director, Learning Technology CenterLecturer, Department of CommunicationUniversity of Wisconsin - Milwaukee

tjoosten@uwm.edu | @tjoosten | professorjoosten.blogspot.comLTC.uwm.edu | hybrid.uwm.edu

SLIDESHARE.COM/TJOOSTENThis presentation is available at:

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

Sloan-C Blended Learning Report

Allen, Seamen, and Garrett (2007) define blended courses and programs as having between 30 percent and 79 percent of the course content delivered online.

An institutional definition of hybrid courses

Web-enhanced0 - 20%

Hybrid21 - 99%

Online100%

Hybrid 121 - 50%Online with

commensurate reduction

in seat time

Hybrid 381 - 99%

Online withcommensurate

reduction in seat time

Hybrid 251 - 80%

Online withcommensurate

reduction in seat time

UWM definition

Blended/hybrid courses are 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.

Redefining blended

F2F Online

Low tech High tech

Integration of online and f2f

Active Passive learning

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

• Ten questions • Online vs. F2F - Integration• Designing learning modules

• Decision rubric for content choices

• Learning objects

Course Content

• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluation

Course Evaluation

• Rubrics• CATs• Templates • Traditional formats

Assessment Plan

• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groups

Online Learning Community

• Managing expectations• Time management• Technology support

Helping Your Students• Staying organized

• Managing workload• Avoiding course and a half

Course Management

Course Redesign

Transitioning to blended teaching

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

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.

Breakout: Group brainstorming

Each group 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.

Question 1: “Course and 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?

Next Steps: “Course and 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

Question 2: Re-examining course 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?

Next Steps: Re-examining Goals & 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!)

Question 3: Building presence, 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?

Next Steps: Presence, Connectivity, & Community

Social presence● Rich media

● Interactivity

● Informal Voice

Connectivity● Peer connections and learning

● Social media

● Informal, social discussions spaces

Question 4: Community Building

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?

Next Steps: Community Building

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

Question 5: Managing your 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?

Next Steps: Managing your time and staying organized

Course Scheduling: Manage time carefully

Explain and inform

Keep good records

Manage student expectations

Avoid course and a half

Tanya Joosten, University of Wisconsin - Milwaukee

tjoosten@uwm.edu | @tjoosten | tanyajoosten.com

Resources: hybrid.uwm.edu

https://pantherfile.uwm.edu/groups/sa/ltc/www/blendedpresentations/

professorjoosten.blogspot.comblend12nextquestions.wikispaces.com

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