blended learning first experiences · 5 the first learnings: prepare, organize, communicate,...
TRANSCRIPT
ERES Education Seminar | Alicante
Blended Learning First Experiences
Dr. Annette Kämpf-Dern, 01.12.2017
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |1/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |2/27
Let‘s start with you working
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |3/27
Go to: Pingo.upb.de
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |4/27
„Introduction to Business Administration“ – 200-250 students from 2
faculties, 6 programs, Bachelor and Master‘s, mostly 1st semester
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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
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |6/27
„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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |7/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |8/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |9/27
Source: Osmose (9.1.2017): Blended learning & flipped classroom, https://www.youtube.com/watch?v=paQCE58334M
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |10/27
We started with explaining and living the concept in the first lecture
Change from standard lecture and exam …
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |11/27
Texte
Texte
Texte
Texte
Exam = asking for knowledge
Lecture
Texte
Yawning …
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |12/27
The flipped classroom changes the traditional learning attitude and
behavior
… to the concept des „Blended Learning BWL“
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |13/27
Interactive classroom
Üb
un
gen
Be
isp
iele
Text
e
Qu
izze
s
Vid
eo
s
Own work
Texte
Texte
Texte
Texte
Prüfung des Auswendiggelernten
Vorlesung
Texte
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“
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |14/27
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?
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |15/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |16/27
Needed to explain in week 1, week 2, week 5, ….
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |17/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |18/27
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
event
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |19/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |20/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |21/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |22/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |23/27
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
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |24/27
There are multiple challenges going along with these ideas …
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |25/27
Source: Osmose (9.1.2017): Blended learning & flipped classroom, https://www.youtube.com/watch?v=paQCE58334M
Changed roles and behavior to be changed are always difficult; and not
to be underestimated: the support of other faculty / dean / …
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |26/27
Source: Osmose (9.1.2017): Blended learning & flipped classroom, https://www.youtube.com/watch?v=paQCE58334M
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 …
© Prof. Dr. Annette Kämpf-Dern | Blended Learning | 01.12.2017 |27/27
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
Org
an
i-
zati
on
/Co
-
ord
ina
tio
n
Inte
ract
ive
Se
ssio
nS
elf
-Stu
dy
Co
urs
e
Pre
pa
rati
on
Blended Learning is highly complex but hopefully proves to be much more fun and more effective