Blended Learning Models: Strategies for Transformation

Patsy MoskalUniversity of Central Florida

Anthony PiccianoHunter College

City University of New York

Stephen LasterHarvard Business School

George OtteCity University of New York

The History of Blending

Then….

The History of Blending

…now

Sloan Consortium and Blended Learning…

• 2003: Alfred P. Sloan Foundation funded an invitation-only workshop

• Evolved into today’s Annual Sloan-C Blended Learning Conference and Workshop

How Do We DefineBlended Learning?

Blended learning courses combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues.Classroom attendance (“seat time”) is reduced.

– Oakley, 2004

FullyF2F

FullyOnline

BlendedLearning

ì í î

Blended Learning: The Space Between

Institutional Promise

• Blended learning has the potential to impact all of the institution’s students and faculty; it can therefore be a force for transformation

• To the more experienced institutions, blending is an optimization of pedagogical approaches, rather than a time division between online and F2F

Joel Hartman, 2010

Some Models for Blended Learning

Added Value

Anthony Picciano

City University of New York

10

10

Hegelian Dialectic

Thesis Antithesis

Synthesis (Thesis)

Antithesis

Synthesis (Thesis)

Antithesis

Synthesis(Thesis)

11

11

Hegelian Dialectic - Society and Technology

Society

Pre-technologyNew Technology Introduced

Changed Society

New Technology Introduced

New Technology Introduced

Changed Society

Changed Society

12

12

Hegelian Dialectic – F2F and Online Learning

F2F

InstructionOnline

Technology

Blended Learning

Online Technology

Online Technology

Blended Learning

Blended Learning

13

13

Hegelian Dialectic – The Agony and the Ecstasy

Neil Postman – Technopoly – technology has both a dark

(negative) and a light (positive) side. (Ch. 3)

W. Brian Arthur – The Nature of Technology - the evolution of

technology is rooted in the constant capture [and

tension] with natural phenomena. (Ch. 1)

Manuel Castells – Internet Galaxy – networking technology

has consequences but it also provides a freedom to

break out and a freedom to redistribute knowledge. (Ch. 2)

Evgeny Morozov – The Net Delusion – The Internet has the

ability to free individuals to seek democracy, it can also

be used by authoritarian regimes to stifle dissent. (Intro.)

Blended Learning Conceptualization

ConventionalFace to Face Classroom

Fully Online

Blended

Picciano, A.G, & Dziuban, C. (2007). Blended learning: Research perspectives. Needham, MA:

The Sloan Consortium.http://www.sloan-c.org/publications/books/index.asp

Blended Learning Conceptualization

ConventionalFace to Face Classroom

Fully Online

Minimal Technology/Media

Blended Blended

Blended Blended

Students meet f2f – teacher uses simple technology such as email, blogs, wikis or web for e-lectures.

Students meet f2f – teacher uses technology such as simulations, tutorials, digital video.

Students meet online - teacher uses simple technology such as CMS, electronic bulletin boards.

Students meet online – teacher uses advanced technology such as interactive videoconferencing, MUVEs.

Content (CMS/Media/

MUVE)

Synthesis/ Evaluation (Assignments/Assessment),

Papers, Tests, Student Presentations (PPT,

Youtube),E-Portfolios

Blending with Purpose – The Multimodal Model

Reflection (Blog,Journal)

Collaboration/ Student

Generated Content (Wiki)

Social/Emotional (F2F)

Dialectic/ Questioning

(Discussion Board)

Blending with Purpose

Pedagogical Objectives/Activities -> Technology

Synthesis/Evaluation (Assignments/Assessment)

Papers, Tests, Student Presentations (PPT,

Youtube), E-Portfolios

Reflection (Blog,Journal)

Collaboration/ Student Generated Content

(Wiki)

Social/Emotional (F2F)

Dialectic/ Questioning

(Discussion Board)

Blending with Purpose

Content (CMS/Media/MUVE)

Blending with Purpose – The Multimodal Model

Blended Learning as Ecosystem

As blended learning matures and develops, it is evolving into a seamless, organic environment or ecosystem

It is the artful design of a teaching and learning experience that leverages instruction, technology, administrative and support services, into a natural experience for learner and teacher.

BLENDED LEARNING CREATING ENABLING INFRASTRUCTURE

Stephen Laster, CIO Harvard Business School

The Blended Learning Ecosystem

• The weaving of practice, technology, support, design, pedagogy and community into a harmonious environment capable of adaptation, evolution, and self-sustaining growth.

• A healthy ecosystem fosters the goals of the Sloan Pillars:• Learning effectiveness, cost effectiveness, faculty

satisfaction, student satisfaction, and access

Question: What infrastructure is required to enable the Ecosystem?

InfrastructureFa

cult

y, S

tude

nts,

Tec

hnol

ogis

ts,

Inst

ruct

iona

l Des

igne

r

Enabling Institutional Services and Policies

Course, Program, Nugget

Pedagogy, Teaching Methods,

curriculum

Timely, Relevant, Learning Materials

Support Services

Standards Based Integration

Technology Providers

Blended Experience

Learning and Teaching Centric Technology Environment

Infrastructure Must Have’s

• Management of the student record• Federated access and identity management• Federated content aggregation• Flexible and extensible course space• Integrated course support services• Robust findability: (People, Policy, Services and

Content)• Human-based student and faculty support

Questions to Ponder• What do I need to provide? (Make/Own vs.

Rent)• Does my infrastructure support or hinder

innovation?• How inviting is my infrastructure?• Do my policies invite innovation?• Can my infrastructure scale?• What is my business continuity plan?

REASONS AND RATIONALES, CRITERIA AND PROCEDURES

CUNY’S HYBRID INITIATIVE

George OtteUniversity Director of Academic Technology

CUNY’S HYBRID INITIATIVE(a case study – or a study of cases)

Key Points

• Standards vs. standardization• Definition as a range, not a point (but not a

garden of forking paths either)• Shared motives, goals• A transparency to the process

A LITTLE CONTEXT(just a little)

Some Facts about CUNY

• The world’s largest urban university

• 23 campuses (with half a million students)

• Everyone commutes

• Real estate is expensive

What Motivated the HYBRID INITIATIVE(things you’ve probably already guessed but deserve to have confirmed)

• Maximizing scheduling flexibility for the students’ sake

• Conserving classroom space during a time of enrollment spikes

• Getting “21st-Century” about teaching and learning

• Getting return on our investment in a University-wide LMS

• Getting faculty to talk about and collaborate on pedagogy

• Taking advantage of a generational shift in the faculty

What Realizing Such Motives Would Take(also inferable but worth unpacking)

• Consistency and Definition• Commitment (from the administration, faculty -- all

stakeholders really)• Leadership• Investment (not a lot, but “skin in the game”)• Development (faculty and other…)• Organization (logistics)• Impact (short-term and long-term)• Dissemination (ROI)

What the RFP Actually Said(since there are kinds and degrees of transparency)

“Parameters”• Definition of hybrid as 33-66% online

• Commitment to making online instruction

interactive and substantive

• Regularities in scheduling (standardized

expectations)

• Team approach (bringing together tech staff,

teaching staff, admin, etc.)

• Identified campus leader

• Faculty development as core element

• Enhanced learning as key goal

More on What the RFP Actually Said(since it said a lot for such a short document)

“Criteria”• Impact

• Number of faculty, number of sections,

number of students

• Conservation of classroom space

• Improved learning outcomes

• Capacity to serve as a successful model

• Potential of scalability and

sustainability

• Demonstrable campus commitment

The Result(and the winners are….)

Another Result(they talk to each other)

Yet Another Result(they share a blog)

Next Steps for the HYBRID INITIATIVE(you didn’t think it was over, did you?)

• A second RFP has resulted in 6 more campuses joining• All 15 will meet in early April for a general debriefing• Funding for the 2010 is through FY 2011 (the first 9)• Funding for the 2011 is through FY 2012 (the next 6)• And then we’ll see about dissemination, cross-

fertilization, all that good stuff

Contact information

Anthony Piccianoantho13926@aol.com

Stephen Lasterslaster@hbs.edu

George OtteGeorge.Otte@mail.cuny.edu

Patsy MoskalPatsy.Moskal@ucf.edu