Teaching blended learning through a blended community of inquiryA course for faculty in Sweden

M. Cleveland-Innes, Ph.D.S. Stenbom, PhD candidate

Session Objective

Foster a community of inquiryto review creating a community of inquiryabout creating a community of inquiry in a blended higher education environment.

Agenda

Introduction exercise (SP – open communication and affective expression)

Objectives review(TP – design and organization)

Presentation(TP – direct instruction)

Questions to the audience(CP – trigger event, exploration, integration, resolution)

Questions from the audience(TP – facilitation)

Door prize draw(SP – group cohesion)

KTH Royal Institute of Technology, Sweden

“Information technology as an integral part of everyday life has altered conditions for university studies fundamentally by 2027. Competition is becoming global when courses, to an ever larger extent, are offered via cloud computing networks and when teaching materials are becoming omnipresent. e-education is a self-evident part of competitive bids for university studies. There is a special challenge in acquiring and maintaining a leading position in both ICT research and e-education.”

CSS

HE

2013

VIC

TOR

IA, B

.C

5

Facts• Founded 1827.• 17 000 students.• 1 800 PhD candidates.• 4 800 employees.

Degrees• Bachelor, master and doctoral

degrees in engineering.• Master of Architecture.• Teacher certificate for K-12.

KTH Royal Institute of Technology, Sweden

In order to be appointed as associate professor (or full professor) at KTH one must have 10 weeks of courses in Teaching and Learning in Higher education.

Courses in Teaching and Learning at KTH

Learning and Teaching in Higher Education

Teaching Strategies and Design for Online and Blended Learning

Leading Educational Development

Learning for Sustainable Development Project in Educational Science

5 weeks

2 weeks

3 weeks

TEACHING STRATEGIES AND DESIGN FOR ONLINE AND BLENDED LEARNING

Learning Objectives

1. Review, consider and critique principles of blended teaching in higher education.

2. Examine teaching issues with other faculty and identify possible intervention strategies using ICTs.

3. Integrate instructional theory and practice using ICTs in a way that is relevant and connected to your own discipline.

4. Create and test a module where blended delivery strategies are used.

7 Principles of Blended & Online Learning

1. Design for open communication & trust2. Design for critical reflection & discourse3. Create and sustain sense of community4. Support purposeful inquiry5. Ensure students sustain collaboration6. Ensure that inquiry moves to resolution7. Ensure assessment is congruent with

intended learning outcomes

Vaughan, Cleveland-Innes, & Garrison, 2013

Community of Inquiry Framework

Social PresenceThe ability of participantsto identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.

Cognitive PresenceThe extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry.

Teaching PresenceThe design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

Creating the blend

Face-to-face Virtual

Teaching presence

DesignFacilitationDirect instruction

DesignFacilitationDirect instruction

Social presence

Open communicationAffective expression Group cohesion

Open communicationAffective expressionGroup cohesion

Cognitive presence

Triggering eventExplorationIntegrationResolution

Triggering eventExplorationIntegrationResolution

Outcomes and participant evaluation

• Twenty-nine course evaluation questions Likert scale 0-5• Average 4.36; sd .73; range 3.64 – 4.91

Bricks• AdobeConnect poor technically and pace was too slow• More concrete examples and practical advice• Train in AdobeConnect in f2f meetingsBouquets • Gets you in the seat of the students for blended learning• Provides theoretical backbone• Flexibility and engagement

Key learning for instructors

- Disciplinary clusters- Disciplinary examples- Balance theory with increased techniques and

tools- Importance of margin for learning- Longitudinal implementation - Change balance and sequence of f2f and online

sessions

Next steps

Revise based on pilot feedback

Consider options for on-going community

Increase disciplinary literature and examples

Integrate with workshops on technology

Which of the three presences is the leading presence in a blended

learning environment?

Questions and Discussion

Community of Inquiry Interactive Site coi.athabascau.ca

University of Ottawa – Blended Learning Initiative

http://www.saea.uottawa.ca/index.php?option=com_content&view=article&id=128&Itemid=140&lang=en

CIDER Session on Blended Learninghttp://cider.athabascau.ca/

Hybrid Teaching and Learning at Augsburghttp://engage.augsburg.edu/hybrid/2014/05/08/marti-cleveland_inness-response-to-invitation-to-comment/