COHEREBlended learning: a strategy for online higher education research

Calgary, October 17-19, 2012

DESIGNING UNIVERSITY TEACHING TO MEET THE NEEDS OF 21ST CENTURY

STUDENTS

Dr. Tony Bates,Tony Bates Associates Ltd

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Overview

Why the move to blended/hybrid learning?

What kind of course? How to decide

Pedagogical developments

Why web 2.0 is changing the game

Advanced course designs

Conclusions

Discussion

Joseph Kim’s blended class

• Weekly 30 minute web modules (main content):

• Short ‘lecture’ videos

• Extra media

• Feedback via chat, CMAs

• Weekly live lecture

• Weekly tutorials with TAs3

Joseph Kim: Introductory Psychology: McMaster University:3,500 students in class

Why the move to blended/hybrid learning?

• Large lecture classes

• Recognition that students can learn ‘some things’ online

• Demands of knowledge society: 21st century skills

• New, easy to use technologies

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21st century skills

good communication skills

independent learning

ethics/responsibility

teamwork

flexibility

thinking skills

knowledge navigation

IT skills embedded in subject area

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Hybrid learning

• ‘Flipped’ teaching: move towards re-design

• BUT: it can be so much more

• Rationales for hybrid learning:

• More interaction/student activity

• Use classroom time ‘better’

• What is the best use of face-to-face time? What is the right mix?

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What kind of courses?

no e-learning fully e-learning

face-to-

face

classroom

aids

hybrid(reduced f2f +

online)

fully

online(distance)

blended learningdistributed learning

What kind of course?

where on the continuum should my course or program be?

four deciding factors:

teaching philosophy

targeted students

demands of subject discipline (content + skills)

resources

How do you want to teach online?

From this:

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to this?

+

Pedagogical developments to drive blended learning

• Collaborative learning

• Knowledge construction

• Use of multimedia

• Learner control and choice

• New program structures

• New forms of assessment

• Self-directed learning

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Students

Who benefits from online learning?

lifelong learners wanting new qualifications/upgrading

full-time students wanting more flexibility

students needing 21st century skills

independent learners

remote, isolated students

Subject requirements

What do students need to know? (content)

Content: haematology

What must they be able to do with their knowledge? (skills)

Skills: identify analytes, analyze glucose and insulin levels, interpret results

Subject requirements

Learning objectives

Resources• Instructor’s time

( workload; course design)

• LT support (instructional/web design)

• experienced colleagues

• technology (e.g. LMS)

• open educational resources

Blended, hybrid or distance?

Determine by analysis of:

Teaching philosophy

+

(potential) students

+

needs of discipline

+

resources available

Who should decide?

• Face-to-face, hybrid, fully online?

• Individual instructor; program team; senior admin?

• Best decided at program level: a progression?

• One course, multiple delivery, for different students?

• What mechanisms for this decision? 1

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Questions

• How are decisions made in your institution about delivery mode (hybrid or fully online)?

• Who do you think should make these decisions?

• How do you decide what should be done online and what face-to-face?

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The growth of web 2.0 in education

• Mobile learning

• blogs/WordPress, e.g. ETEC 522

• wikis, e.g. UBC Latin American

studies

• video and audio, e.g. showing

dynamic change, talking through images

• e-portfolios

• open educational resources

Features of web 2.0

• Portability/mobility

• End-user control/authoring

• Collaboration and sharing

• Collective intelligence

• Low-cost/free, adaptive software

• Rich media

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Educational implications

• learners have powerful tools

• personal learning environments

• ‘open’ access, content, services

• learners can find/create/add/adapt content

• power shift from teachers to learners

From e-learning 1.0 to e-learning 2.0

E-LEARNING 1.0 (before web 2.0)

• Use of learning management system

• Instructor determines content

• Assessment by instructor

• Learning environment managed by instructor

• Any web 2.0 tools added by instructor

From e-learning 1.0 to e-learning 2.0

E-LEARNING 2.0

• Learning managed by learner

• Peer-to-peer collaboration

• Access to open content

• Learning demonstrated by creating multi-media materials (e.g. e-portfolios)

• Development of 21st century skills

Role of instructor in learning

1. Downes and Siemens: no role; learners are autonomous, self-directed

2. Guide-on-the side: facilitate, guide, interact, organize, but learner controls

3. Teacher controls: web 2.0 extra tools for developing competencies

When to use web 2.0

Learning as development: a move from dependent to independent or inter-dependent learning

Use of web 2.0 depends on:

• needs of learners

• requirements of accreditation

• your educational philosophy

Web 2.0 excellent tools for learner-centered teaching/developing 21st century skills.

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‘Advanced’ online course design

core skill: knowledge management

how to find, analyze, evaluate and apply information

open content within a learning design

student-generated multimedia content: online project work

assessment by e-portfolios

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‘Advanced’ course designs (1)

ETEC 522: UBC: Set up an e-learning business; course uses WordPress

Students explore new apps/potential for learning (via web, in groups)

Learn about creating a start-up business

Develop plan for new business

Develop a video ‘elevator’ pitch to an investor; critiqued by class

Advanced course designs (2)

Loyalist College Ontario: Border Simulation for CSBA

• Fully operational ‘virtual’ border post

• Built in Second Life at Loyalist

• Students play roles, with avatars, in separate rooms

• ‘Virtual’ cars can be dismantled

• Virtual students score 37% higher27

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Why not rethink a course to….?

Develop skills as well as content

Increase learner engagement/activity

Increase interaction with/between students

Get students to find/analyze/apply information

Get students to demonstrate learning through multimedia – and assess

Conclusions

• For many students real benefits from hybrid learning: flexibility; 21st century skills

• We know how to teach effectively online; need to follow best practices

• Ensure students maximize the campus experience in a hybrid course

• Make students do the work

• Innovate and share

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Questions

Is hybrid learning the future for your institution?

If so, what needs to happen for you to move in this direction?

Will it affect the reputation of the institution – if so, in what way or how?