My Presentation Title

Subtitle Goes Here

Instructional Strategies for Blended and Online Learning:

A Report

Instructional Strategies for Blended and Online Learning:

A ReportJannette Finch

Librarian

College of Charleston North Campus and

Lowcountry Graduate Center

Leslie Sautter Associate Prof.

Dept. of Geology and Environmental Geosciences

Conference Presenter Qualifications

Dr. Margaret Riel

Dr. Norm Vaughan

Dr. Charles “Chuck” Dziuban

Dr. Thomas C. Reeves

Common among Presenters

• Good Teachers. Good Students.

• TRIAD APPROACH – Planning – Having elements aligned

(more in Strategies section)

source: Ehrmann (2002)http://www.marshall.edu/it/cit/flashlight/AuthorGuidelines.htm#triad

Strategies for Success:TRIAD Approach

Definitions

• Online– No face to face

(F2F) interaction• Blended

– Some F2F

• Synchronous– All together

now!• Asynchronous

– Student-paced

“…thoughtfully selected and complementary face-to-face and online approaches and technologies. “

Blended Course:What Proportion for Each? Planning is Key

ONLINE

F2F

Synchronous Asynchronous

30 %

20 %

50 %

0 %

Example!

Why Teach Blended/Online?Benefits to Faculty

Ongoing course redesign; introduction of new teaching materials/resources;

More actual, real-time interaction with students; Borderless teaching, reaching more (and potentially

better prepared) students; Teach a course from other locations (e.g., during

summer) Potential to create sustained communities of learners

– enhance student learning; maximize institutional resources; access; retention/convenience

Benefits to Faculty (Dziuban)87% of UCF faculty surveyed indicated they have

changed their approach to teaching as a result of their online teaching experience.

• respond more to student needs• course development and delivery• incorporating technology into teaching• modifying their time management• utilizing resources

source: RITE, http://www.rite.ucf.edu/impactevaluation.htm

Why Take Blended/Online? Benefits to Students

• Convenience and Access– Removing the geographic barrier. Reaching remote

areas that don’t have universities.

• Convenience and Access– Allows adults to continue to work full-time. Have an

intensive F2F institute (i.e., during summer), then the rest is online.

• Potential to succeed – Students have more time to digest materials. Hands

on experience still possible.

• Create sustained communities of learners – enhance student learning

Strategies for Success

Seven Principles of Good Practice in Undergraduate Education

1. encourages contact between students and faculty,

2. develops reciprocity and cooperation among students,

3. encourages active learning,

4. gives prompt feedback,

5. emphasizes time on task,

6. communicates high expectations, and

7. respects diverse talents and ways of learning.

Chickering and Gamson’s (1987)

learning objectives

content

learner tasks

assessment

technology roles

instructor roles

instructional design

mission goalsE-Learning Alignment (Reeves’ Strategy)

Long-term Development

Higher order, general

Short-term outcomes

Lower order,discrete

Multiple perspectives

One right answer

Problem-Based

Direct Instruction

Authentic, meaningful

Academic and textbook

Focus on Learning

Focus on teaching

Real world data

Prepackaged data

Mental models

Discrete knowledge

Higher order, general

Problem-Based

Authentic, meaningful

Real world data

Mental models

Teaching with technology works when learning tasks are authentic!

Keep it real.

Technology in higher education is necessary, but not sufficient.

Learning WITH technology, not FROM technology

Technologies such as Web are only delivery systems for the interactive learning dimensions we design for them.

Problem-Solving

Authentic Tasks

Coaching

Authentic Assessment

E-Learning Alignment

How To Apply…

E-Learning Alignment

How To Apply…

ALIGNMENT IS KEY!

Objectives

Content

Instructional Design

Instructor Roles

Learner Roles

Technology Roles

Assessment

Apply tourniquet

ATLS (from manual)

Authentic tasks

Formative feedback

Active engagement

High fidelity simulation

Stop bleeding

E-learning that fails (Reeves):• extensive use of

talking heads

• isolated learners who get limited feedback

• low-level learning measured by multiple-choice tests

• abstract exercises that don’t take advantage of technology

E-learning that works (Reeves):• Authentic tasks in an

information-rich, tool-rich environment

• collaborative learning with synchronous and asynchronous communications

• learning at pace and time of learner‘s choosing

• learning marked by continuous improvement of a piece of work

FallacyWe are Here

• People learn “from” technology.

• Knowledge is transmitted via media.

• People passively receive messages.

• Interaction need only be occasional and artificial.

• Instructional design is best left to experts.

• E-learning is simply moving

traditional instruction online.

TruthWe want to be Here

• People learn “with” technology.

• Knowledge is constructed, represented, and

shared.

• People learn best when they collaborate to

tackle problems/tasks.

• Interaction is authentic.

• Instructional design must become a process that

better reflects how people learn.

Vaughan’s Strategy for Success

Teaching Presence (Vaughan)

• Teaching Presence (TP) is a significant determinate of student satisfaction, perceived learning, and sense of community (Akyol & Garrison, 2008; Arbaugh, 2008; Eom, et al., 2006 ; Shea et al. 2004, 2005).

• TP is needed to establish CP and SP; lowest CP scores were reported by students who rated TP as weak (Shea & Bidjerano, 2009).

Faculty Strategies (Dziuban)Advice from Faculty to Faculty• Preparation is crucial to success

• Attending to their mental health, getting support, and knowing technology.

• Finally, faculty should be prepared to spend more time on their Web course - it is a fact of life!

source: RITE, http://www.rite.ucf.edu/impactevaluation.htm

Leslie

Student Strategies (Dziuban)Advice from Students to Students

• Keep up and don't procrastinate (discipline!)

• Attend the orientation

• Develop your computer skills

• Keep in touch with the professor, ask for help

• Check the forum daily

source: RITE, http://www.rite.ucf.edu/impactevaluation.htm

Building Learning Communities

• Community of Inquiry (Vaughan)

• Learning Circles (Riel)

Jannette

Vaughan’s Community of Inquiry

• The importance of a community of inquiry is that, while the objective of critical reflection is intellectual autonomy, in reality, critical reflection is “thoroughly social and communal”.

» Lipman, 1991

Riel’s Learning Circles

• Characterized by diverse population

• Distributed leadership

• Use the social capital of your classmates. Make every student a "consultant."

• Knowledge building

• Activities instead of weeks are organizational factors

Take Away

• Learning Circles might be best way for us (Distance Ed educators) to share information.

• Requiring students to form and use Learning Circles will save me time (peer review)

Strategy for Success

Follow Models• http://www.authentictasks.uow.edu.au/proj

ectSites.html

• Others are on the blog

Technology Tools

• Your handout

• On the blog

http://mindmaps.wikispaces.com/Collaborative+Tools

Assessment

“We assess people

and we evaluate things.”

(Reeves)

Primary Roles of Assessment

• Diagnostic

• Formative

• Summative

determine a student’s pre-knowledge and identify strengths and weaknesses

provide a student with feedback on their progress during a course

estimate performance at the end of a course and ‘grade’ student’s work

Experts recommend that online & blended courses should include a mix of three kinds of assessment:1. Traditional2. Performance3. Portfolio

Authentic Assessment

• Seamless integration of assessment and task

• Opportunities to craft polished performances

• Significant student time and effort in collaboration with others

Electronic portfolios

Movies/documentaries

Web pages

Presentations to clients

Downloadable reports

CharacteristicsCharacteristicsCharacteristicsCharacteristics Examples in blended Examples in blended learninglearning

Learning Styles

Leslie

Learning Styles

Which Type Learns Best Online?

Cognitive

• To know

• Thinking

• Thought

• Epistemology

• Knowing

• To feel

• Feeling

• Emotion

• Esthetics

• Caring

• To act

• Willing

• Volition

• Ethics

• Doing

– Affective – Conative

Four Types:

Function of Energy Level and Need for Approval

Learning Styles(William Long, Univ. of Mississippi)

Learning Styles

Learning Styles

How do you act when you are pissed off?

Which Type Learns Best Online?

Fully Online

Which Type Learns Best Online?

• Passive dependent – least satisfied with online learning

• Baby Boomer faculty and Millenial students – disconnect of generations

• Aggressive dependent• most students in universities • self-selection

Reality and Challenges

• University Support– Alone – Systemic – Boutique?

Reality and Challenges• University Support

– Smart Classrooms• Too few• Intermittent wireless

– Course Development support?• Training?

– IT support• Who ya’ gonna call?• Password protected sites• Streaming video

– Secure Testing site

Reality and Challenges

• Student Technology Difficulties– Multiple platforms

• Multiple operating systems

– Multiple browsers• Multiple versions

– Multiple technology literacy levels

– MULTIPLE CHALLENGES…– …and fears…

It’s 3 AM. I hope my instructor is online too!

Conclusion

• Improvement in higher education will require converting teaching from a “solo sport” to a “community-based research activity”.

(Herbert Simon, Former President of Carnegie Mellon University)

Discussion?

Time Equivalencies?College of Charleston Distance Education Guidelines4.2.2  Time Requirements for DE classes

A synchronous three-hour lecture class should meet at least 2100 minutes just as a face-to face class would meet. 

An asynchronous class must be sustained long enough for the students to complete the course in a reasonable amount of time.  The course must adhere to the same standards of quality found in the traditionalclassroom and must result in collegiate level learning outcomes appropriate to the rigor and breadth of the course offered in a face-to-face setting. 

Non-credit courses may carry time requirements.  

Learning Styles• Long Behavior Types – energy levels, need for approval• Aggressive Independent – loves adventure, loves to confront, dislike pleasing and

positive people, in your face, leaders when they learn to control their impulses, viewed as discipline problems in elementary education

• Aggressive Dependent – high energy level, need approval, work hard, all American kids, merit scholars, dedicated to pleasing others, hard time with leadership, trying to please everyone, all the time, pathologically polite

• Passive Independent – low energy levels, independent, like pushing jello under a door, non-communicative, withdraw under pressure, interpret advice as nagging, very little need for approval, chronically late, stubborn when pressured, don’t do things in their best interest, un-coachable

• Passive Dependent – low energy, highly sensitive, needs approval, very compliant, • Long Behavior Traits• Phobic – careful decision making, negative spin on anything, examine all the

alternatives, yes . . . but, great critical thinkers and problem solvers • Impulsive – short attention span, quick tempered • Compulsive – thorough, precise, ritualistic • Hysteric – passionate, colourful people, always in chaos, always crisis • We teach these learning styles to students – alert them to issues• How do you act when you are pissed off?

Categories of Teaching Presence (Vaughan)

Categories Design &

Organization:

Setting curriculum & methods

Facilitating Discourse:

Shaping constructive exchange

Direct Instruction:

Focusing and resolving issues

Indicators • Setting the curriculum

• Designing methods

• Establishing time parameters

• Utilizing medium effectively

• Establishing netiquette

• Setting climate for learning• Drawing in participants,

prompting discussion• Encouraging, acknowledging,

or reinforcing student contributions

• Identifying areas of agreement/disagreement

• Seeking to reach consensus/understanding

• Assess the efficacy of the process

• Present content/questions• Focus the discussion on

certain issues• Confirm understanding

through assessment and explanatory feedback

• Diagnose misconceptions • Inject knowledge from

diverse sources e.g., textbook, articles, internet, personal experiences (includes pointers to resources)

Redesigning a Course

• Case Study from Norm Vaughan

PSYC 467 - Winter 2007Course redesigned for the winter 2007 semester based on feedback from the

NSSE survey results

Lecture component• Social bookmarking - peer reviewed journal articles used to supplement

course textbook• Article critique assignment

– Student groups select an article to critique each week– Weekly online discussions about the articles – moderated by these student

groups– Groups then make a class presentation based on an analysis & synthesis of the

online discussion – summary posted to seedwikiLab Component• Individual experiments redesigned to become team based• Data collection required outside of class time• Mashups used to analyze and present research findings• Instructor and graduate teaching assistant demonstrated and discussed

their current research in the labs

http://mindmaps.wikispaces.com/c12+Design+Library

What is the typical effect of educational treatments on achievement across 800 meta-analyses, 50,000 studies, with more than 200 million students?

Decreased EnhancedEnhancedZeroZero

0 .20

Typical Effect Size

1.0.40

• Teaching is about asking the right questions

• Learners must care

• If it hasn’t been assessed – it hasn’t been learned

Which Type Learns Best Online?

Dr. Margaret RielSenior Researcher at SRI,

International,and Visiting Professor,

Pepperdine University Online Master in Educational

Technology

• Use students as consultants

• Learning circles• Group modules

around learning outcomes, not weeks.

Dr. Norm VaughanFaculty of Teaching & Learning, Mount

Royal University

• Norm’s Questionnaire

• Table linking technologies with learning outcomes

Dr. Charles “Chuck” Dziuban Director of the Research Initiative for Teaching

Effectiveness (RITE), University of Central Florida

• Statistician, all research driven by data

• Learning Styles as predictors for success or failure online

• Reactive behavior patterns

Dr. Thomas C. ReevesProfessor of Instructional Technology,

The University of Georgia

• Why worry about evaluating online learning?

• Has F2F learning ever truly been measured?

• Technology – like a dog act on stage – never know when the dog will pee