blended learning first experiences · 5 the first learnings: prepare, organize, communicate,...

ERES Education Seminar | Alicante

Blended Learning First Experiences

Dr. Annette Kämpf-Dern, 01.12.2017

The first learnings: Prepare, organize, communicate, reorganize, communicate, ...5

The accompanying research: We'll see ...4

The practice: Not easy, but promising3

The approach: Flipped classroom and blended learning2

The situation: Many students with heterogeneous backgrounds, interest and capabilities1

Agenda

Let‘s start with you working

Go to: Pingo.upb.de

Agenda

„Introduction to Business Administration“ – 200-250 students from 2

faculties, 6 programs, Bachelor and Master‘s, mostly 1st semester

Programs

Degree Program Semester ECTS

Bachelor Bauingenieurwesen [Konstruktion Umwelt Baustoffe] (B.Sc.), PV 16 1 - 1 3

Master Medienmanagement (M.A.), PV 16 - 3

Bachelor Medienkultur (B.A.), PV17 1 - 1 3+3

Master Bauingenieurwesen (M.Sc.), PV26 - 3

Bachelor Bauingenieurwesen [Konstruktion Umwelt Baustoffe] (B.Sc.), PV 14 1 - 1 3

Bachelor Management [BII] (B.Sc.), PV14 1 - 1 3

Master Medienmanagement (M.A.), PV 11 - 3

Situation:

• Introduction to BA is a required course

• Topic is „strange“ to most students

• Has been taught „dry“ as a lecture with kind of

multiple choice exam at semester end

=> Management students [Construction, Infrastructure, Real Estate] are missing thefundamentals in later semesters

Agenda

„Blended Learning“ and „Flipped Classroom“ help to individualize

learning, give room for interaction, enable group work, motivate, …

A couple of really good videos explain the concept and its benefits

Sources: Skrzypek (26.03.2013): What is Blended Learning / Benefits of Blended Learning; https://www.youtube.com/watch?v=lIh4jJlvF44

Osmose (9.1.2017): Blended learning & flipped classroom, https://www.youtube.com/watch?v=paQCE58334M

Frederic Skrzypek:

Part I: What is Blended Learning (3:17 min)

Part II: Benefits of Blended Learning (5:50 min)

Different

learning styles

21st century skills

Papers, copies, …

Student

centered approach

Efficient

instruction

Start at 4:55Start at 0:00 – 0:45

„Flipped classroom“ flips the traditional teaching in the classroom with

now doing „homework“ and class discussions in class

Source: Osmose (9.1.2017): Blended learning & flipped classroom, https://www.youtube.com/watch?v=paQCE58334M

Especially in larger classrooms with heterogeneous backgrounds and

interests this is a good idea

Agenda

We started with explaining and living the concept in the first lecture

Change from standard lecture and exam …

Exam = asking for knowledge

Lecture

Yawning …

The flipped classroom changes the traditional learning attitude and

behavior

… to the concept des „Blended Learning BWL“

Interactive classroom

Own work

Prüfung des Auswendiggelernten

Vorlesung

We tried to explain the route of the course starting with „interesting“

aspects: needs, sustainability, products and marketing

.. though majority of literature and graphics are „dry“

Quelle: Prof. Dr.-Ing. Christopher M. Schlick, Institut für Arbeitswissenschaft, RWTH Aachen, VL Einf. i.d. Arbeitswissenschaft, Modellierung und Optimierung

von Arbeitsprozessen, SoSe 2014, http://docplayer.org/10949598-Generell-versteht-man-unter-einem-modell-ein-system-das-als-repraesentant-eines-

komplizierten-originals-aufgrund-mit-diesem-gemeinsamer-fuer-eine.html (Abruf 5.11.2017)

When interesting, even in mass events, you can keep students active by

including surveys and other participating work, even group work

Survey: Which programs are you from?

Survey: Which business experience do you have?

Giving many options for preparing for class and „incentivizing“ (forcing)

that this is done – can be good, can be overwhelming

Overview of topics and options to gain points to be admitted to the exam

Needed to explain in week 1, week 2, week 5, ….

Sie haben die WAHL wie und wann

Sie sich die Grundlagen erschließen

(welche Texte, welche Intensität,

welche sonstigen Medien)

Sie Ihren Lernfortschritt überprüfen

(Quiz, Glossar, Diskussion, …)

Sie sich den Transfer erarbeiten (BC,

freie Aufgabe, Zusatzmaterialien, gar

nicht, …)

Sie sich mit der Materie beschäftigen

innerhalb einer Lernwoche

innerhalb des Semesters

Es ist NICHT so, dass

Sie ALLE angebotenen Aufgaben

abarbeiten müssen

Sie JEDE Woche mindestens einen

Punkt benötigen, um zur Prüfung

zugelassen zu werden

Sie alle DETAILS der Veranstal-

tung(sfolien) wissen/verstehen/

wiedergeben müssten

Sie alle auf Moodle angebotenen

Informationsquellen ansehen

sollten

Inhaltliche Anforderungen:• Gute Kenntnis/Verständnis Pflichtliteratur

• Verständnis übergeordneter Zusammenhänge (VA)

• Transfer vollziehen (Sinn und Anwendbarkeit)

Skillstraining:• Mit Informationsfülle umgehen nach eigenem Typ

• Kontinuierliches termingerechtes Lernen &

Arbeiten

Advantages of Blended Learning Possible Misunderstandings

You have the choice!You do not need to

do it all!

But there are learning goals …

The work starts with own reading and working on the task and

„culminates“ in the interactive session

Typical week structure

Required reading

and other material

Interactive

session

When interested:

study further

material

Task of the week

(> 8 points total)

Every week there

will be a lead text

that is fundamental

to understanding

the content of the

A presentation

gives you the basic

knowledge for you

need to understand

the topics of the

lead text

The interactive

session serves to

deepen the

learning,

In particular,

application-related

questions and

business cases are

discussed here.

Regularly there will

be smaller tasks in

preparation for an

interactive session,

such as quizzes or

business cases

(more on the next

slide).

The other material

gives deeper

insights into the

topic and helps you

to answer the tasks

more easily.

It is indispensable to have a well functioning learning platform –

we are using Moodle

„Organisatorisches“ (Administration):

Many, many explanations, now also including FAQs

Each week‘s section:

Required reading

Slides from the interactive session

Additional material (like videos) from interactive session

Alternative reading/material

Tasks of the week to choose from and upload (quiz, glossary, free work, …)

Supplementary material

Business Case Section:

Weekly topic can be worked on by working on an own business case

Templates and background information provided regarding business cases

When done 8 weekly BC tasks then admitted to replace written exam

by comprehensive BC documentation

Some impressions: https://moodle.uni-weimar.de/course/view.php?id=2693

Agenda

Motivation and effort are ascertained in a longitudinal study

233 students are assigned to this course

Co-operation regarding the accompanying research with the professor of instructional design

An average number of 44 students attended the survey

The survey has been conducted weekly over a time span of five weeks so far

Currently there are no survey results of similar courses that our study could be to compared to

Database

Different assessment tools were used to receive

a multidimensional survey result

NASA-TLX: subjective, multidimensional assessment tool that rates perceived workload

dimensions: Mental Demand

Physical Demand

Temporal Demand

Performance

Effort

Frustration

Expectancy-value-tool: motivation deduced from surveyed expectations in comparison to their

fulfillment and the value/expected outcome of a specific behavior

dimensions (with sub scales): importance and advantage

expectations

knowledge

motivation

Additional scales for intrinsic motivation

Tools used

Some descriptive data yet but too early to really talk about insights

The average importance and advantages of the course is rated 4.18 (of 7)

The expectations to the course are rated 5.24 (of 7)

The average intrinsic motivation remained nearly unaltered between 2.92 and 2,95 (of 7)

The rated temporal demand dropped from 18.03 (of 21) to 15.19

The rated frustration dropped from 16.05 (of 21) to 14.35

The rated amount of effort stayed ca. the same at an average of 16.91 to 16.48

the workload becomes easier to handle for students

for further insights and implications it is too early

Agenda

There are multiple challenges going along with these ideas …

Changed roles and behavior to be changed are always difficult; and not

to be underestimated: the support of other faculty / dean / …

After 7 weeks (half a semester), we already have learned a lot – not

least that it‘s much more work than just giving a lecture to 200 …

Lecturers and tutors need to be competent in using Moodle & Moodle room should be set up

Clear topic agenda and responsibility of tutors for the topic

Blended learning concept and its requirements (e.g. point system, exam, etc.) are defined & explicit

Intense use of all kinds of media and technology (e.g. # access points) -> check in time!

Required self-study material should be available as early as possible;

clear separation between required and supplementary material

Incentive-System has to be extremely clear -> examples, FAQ, easy access to tutors, …

Gamification would be nice but be careful not to sacrifice intrinsic motivation

Make sure that technology is tested and works and can be used with ease

Establish trust through more remote interactions first (Pingo), more direct ones later (microphone)

Be sure to make the session an „experience“ / „event“ -> change and try things out -> announce the

risk of failure

It‘s a challenge to communicate that it ‚s not about repetition but reflection/discussion/deepening

Personal and virtual team meetings are important to minimize communication & coordination

problems -> will have an internal OneNote database where preparation can continually be exchanged

Early on agreement about milestones and delivery dates -> easier if course preparation has been

done well

Blended Learning is highly complex but hopefully proves to be much more fun and more effective

blended learning first experiences · 5 the first learnings: prepare, organize, communicate,...

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