Flattening one curve while raising another: Active Blended Learning and

Active Distance Learning in higher education

2 June 2020

Prof Alejandro Armellini@alejandroa

Objectives

• To review the institutional pedagogic change process at the University of Northampton and its relevance to you

• Identify the key lessons learned from UoN’s experience

• Reflect on how that experience could apply to RHUL

Active Learning

Active learning “…involves students in doing things and thinking about the things they are doing”.

Bonwell and Eison (1991: 19)

Dimensions of the blend?

Face-to-face

+

Online

Dimensions of the blend?

Face-to-face

+

Online

ABL – a definition

Active blended learning is a pedagogical approach that combines sense-making activities with focused student interactions (with content, peers and tutors) in appropriate learning settings, in and outside the classroom.

ABL focuses on engaging students in knowledge construction, reflection and critique, on the development of learner autonomy and on the achievement of learning outcomes.

https://www.northampton.ac.uk/ilt/current-projects/defining-abl/

A course follows an ABL methodology if it:

Is taught through student-centred activities to develop knowledge and understanding, independent learning & digital fluency.

Has a core, collaborative face-to-face component, explicitly linked to learning activity outside the classroom.

Helps to develop autonomy, digital citizenship and employability skills.

Source: ILT website

Pre-session exposure to content

F2F session: analysis, discussion, reflection

& goal setting

Post-session online work: consolidation &

evaluation

Pre-session exposure to content

?

F2F session: analysis, discussion,

reflection & goal setting

Post-session online work: consolidation

& evaluation

@alejandroa

@alejandroa

Pre-session exposure to

content

Sense-making activities

Analysis, discussion,

reflection & goal setting

Post-session consolidation &

evaluation

In and outside the classroom, individually or in groups

Face to face, seminar format

In and outside the classroom, individually

or in groups

scaffold

Sense-making

activities

Analysis, discussion & goal setting

Post-session consolidation & evaluation

Pre-session exposure to

content

Face to face, seminar format

In and outside the classroom,

individually or in groups

Scaffold

Pre-session sense-making

activitieswith embedded

content and resources

Analysis, discussion,

critique, Q&A and goal setting

Post-session consolidation, evaluation and

reflection

Tutor-moderated,

synchronous or asynchronous

Scaffold

Tutor-facilitated,synchronous

A course is nottaught in ABL

if:

It makes regular use of non-interactive lectures, or

The VLE (or LMS) is primarily a content repository, or

Online activity is merely an add-on to the face-to-face sessions, or

There is no evidence of systematic enhancement.

Key words

• Face to face

• Contact time

• Small-group teaching

• Active

• Sense-making

• Blended

• Supportive

• Collaborative

• Digitally rich

• Valuable preparation for employment

Myths

• ABL = online (or quasi-online)

• Put your content online – that way you do ABL

• ABL reduces contact time

• ABL was conceived to save teaching space

• Use Blackboard Collaborate* and you’ll be fine

• As long as you don’t lecture too much, you’re ok

• …

*pick any digital tool

But…

ADL – a possible definition

Active distance learning is the University of Northampton's approach to off-campus students' learning experiences. ADL combines sense-making activities with focused and engaging interactions in small groups, in synchronous and asynchronous digital learning settings.

ADL focuses on engaging students in knowledge construction, reflection and critique, the development of learner autonomy and the achievement of learning outcomes. ADL is itself a complex blend.

Time Objectives Topic & associated LOs Activity Sync/ Asynchronous Technology

9.00 Ensure access, set-up, warm-up and

socialisation

N/A Simple activities to ensure everyone can

use the basic tools and is aware of the

etiquette

Sync Bb Collaborate

Real time, recorded version

always available

9.10 Review lessons learned from pre-

workshop Activity 1

Topic X

LOs 3 & 4

Tutor summary on Topic X and students’

responses to Activity 1. Q&A.

Sync Bb Collaborate

9.20 Consolidate key principles on Topic X Follow-up activity available from NILE

discussion board

‘Async’ – individually

or in groups

VLE discussion board, shared

document, Padlet or other

appropriate tools

9.30 Sum up Final points by tutor and students Sync Bb Collaborate

9.35 Identify main difficulties and

possible solutions to Activity 2

Topic Y

LO 3

Tutor to review responses to Activity 2,

identifying key areas of difficulty. Online

polling. Q&A.

Sync Bb Collaborate

9.45 Overcome the difficulties identified

above

Quick knowledge-testing activity, either

verbally or as a quiz

Sync Bb Collaborate

9.55 Summary, conclusions and prep for

next session

Topics X, Y and Z

LOs 3, 4 & 5

Tutor-led input on today’s key points

Pointers to Activities 3 and 4, highlighting

importance and links to assessment

Sync Bb Collaborate

10.00 Close

Time Objectives Topic & associated LOs Activity Sync/ Asynchronous Technology

9.00 Ensure access, set-up, warm-up and

socialisation

N/A Simple activities to ensure everyone can

use the basic tools and is aware of the

etiquette

Sync Collaborate

Real time, recorded version

always available

9.10 Review lessons learned from pre-

workshop Activity 1

Topic X

LOs 3 & 4

Tutor summary on Topic X and students’

responses to Activity 1. Q&A.

Sync Collaborate

9.20 Consolidate key principles on Topic X Follow-up activity available from NILE

discussion board

‘Async’ – individually

or in groups

VLE discussion board,

shared document, Padlet

or other appropriate tools

9.30 Sum up Final points by tutor and students Sync Collaborate

9.35 Identify main difficulties and

possible solutions to Activity 2

Topic Y

LO 3

Tutor to review responses to Activity 2,

identifying key areas of difficulty. Online

polling. Q&A.

Sync Collaborate

9.45 Overcome the difficulties identified

above

Quick knowledge-testing activity, either

verbally or as a quiz

Sync Collaborate

9.55 Summary, conclusions and prep for

next session

Topics X, Y and Z

LOs 3, 4 & 5

Tutor-led input on today’s key points

Pointers to Activities 3 and 4, highlighting

importance and links to assessment

Sync Collaborate

10.00 Close

Avoid…

• Just replacing all f2f seminars with real-time sessions

• Using synchronous sessions mainly to “deliver content”

• Uploading materials with no scaffold (“read this”, “watch that”)

Start or continue…

• Planning your teaching

• Redesigning: think context, not just content

• Applying lessons from DL

• Blending sync-async, even for short sessions

• Using sync sessions for motivation, tutorial support & group cohesion