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  • Charles R. Graham charles.graham@byu.eduu

    Designing Blended Learning to Engage

    Learners Online and In-Class

    mailto:charles.graham@byu.eduu mailto:charles.graham@byu.eduu

  • 2

    Overview

    1. Brief Introductions

    2. What is Blended Learning?

    3. What do learners think about

    blended learning?

    4. What does effective BL look like?

  • 3

    Family and Research

    BL articles available at: http://bit.ly/BL-research

  • 4

    Getting to know you

    What discipline areas

    do you teach in?

    • Sciences

    • Education

    • Social Sciences

    • Engineering

    • Fine Arts

    • Business

    • Law

    • Humanities

  • 5

    Getting to know you

    Have you taught an

    online or blended

    learning course

    before?

  • 6

    Blended Learning Resources

    Books and research articles on Blended Learning

    – http://bit.ly/BL-resources

    BL Research Articles

    – http://bit.ly/BL-research

    BL Presentations

    – http://bit.ly/BL-presentations

    BL Institutional Adoption Checklist

    – http://bit.ly/BL-adopt-checklist

    BL Video Examples

    – http://bit.ly/BL-video-examples

    http://bit.ly/BL-resources http://bit.ly/BL-resources http://bit.ly/BL-resources http://bit.ly/BL-resources http://bit.ly/BL-research http://bit.ly/BL-research http://bit.ly/BL-research http://bit.ly/BL-presentations http://bit.ly/BL-presentations http://bit.ly/BL-presentations http://bit.ly/BL-adopt-checklist http://bit.ly/BL-adopt-checklist http://bit.ly/BL-adopt-checklist http://bit.ly/BL-adopt-checklist http://bit.ly/BL-adopt-checklist http://bit.ly/BL-adopt-checklist http://bit.ly/BL-video-examples http://bit.ly/BL-video-examples http://bit.ly/BL-video-examples http://bit.ly/BL-video-examples http://bit.ly/BL-video-examples

  • 7

    What is

    Blended Learning?

  • 8

    Definition

    Definition:

    Blended learning combines face-to-face instruction with

    computer-mediated (online) instruction.

  • 9

    Blended Learning Spectrum

    Traditional F2F

    (no online

    components)

    Completely Online

    (no F2F

    components)

    Technology

    Enhanced

    (no reduction in

    F2F contact time)

    Blended Learning

    (reduction in F2F

    contact time)

    Mostly Online

    (supplemental

    or optional F2F

    contact)

  • 10

    Blended Learning Spectrum

    Traditional F2F

    (no online

    components)

    Completely Online

    (no F2F

    components)

    Technology

    Enhanced

    (no reduction in

    F2F contact time)

    Blended Learning

    (reduction in F2F

    contact time)

    Mostly Online

    (supplemental

    or optional F2F

    contact)

    Sometimes institutions call these blended but

    often they are not considered to be blended

    Image Source: Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended

    learning in higher education. The Internet and Higher Education, 18(3), 4–14. doi:10.1016/j.iheduc.2012.09.003 http://bit.ly/BL-research

  • 11

    Blended Learning Spectrum

    Traditional F2F

    (no online

    components)

    Completely Online

    (no F2F

    components)

    Technology

    Enhanced

    (no reduction in

    F2F contact time)

    Blended Learning

    (reduction in F2F

    contact time)

    Mostly Online

    (supplemental

    or optional F2F

    contact)

    Sometimes institutions call these blended but

    often they are not considered to be blended

    Because of the supervisory responsibility in K-12 . . . often

    the online portions are done in the brick and mortar school.

  • 12

    What do learners

    think about blended

    learning?

  • 13

    Learner Preferences

    ECAR 2011 - Responses from 3,000

    students at 1,179 colleges and

    universities provided a nationally

    representative sample of students.

    ECAR 2012 -195 institutions; 106,575

    student responses, stratified sample of

    10,000 U.S.-based respondents to

    proportionally match IPEDS

    undergraduate demographics.

    Source: http://www.educause.edu/library/resources/ecar-national-

    study-undergraduate-students-and-information-technology-2011-report

    Source: http://www.educause.edu/library/resources/ecar-study-

    undergraduate-students-and-information-technology-2012

  • 14

    2011 ECAR survey

    Source: http://www.educause.edu/library/resources/ecar-national-study-undergraduate-students-and-information-technology-2011-report

  • 15

    2012 ECAR survey

    Source: http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2012

  • 16

    Engagement Winners

    2012 ECAR survey

    Source: http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2012

  • 17

    What does research

    say about the

    effectiveness of BL?

    Summary at: Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed.,

    pp. 333–350). New York, NY: Routledge. http://bit.ly/BL-research

    http://bit.ly/BL-research http://bit.ly/BL-research http://bit.ly/BL-research

  • 18

    Effectiveness Research

    Barbara Means meta analysis:

    • 45 very different blends

    • Improved outcomes for blended

    learning

    • Couldn’t identify reason for

    improvement

  • 19

    Effectiveness Research

    Current BL Research Cases (2014)

    Global Examples of BL in practice

    Includes literature review on BL focusing on learning effectiveness, student

    and faculty satisfaction, access, and cost

    effectiveness.

  • 20

    What does effective

    BL look like?

  • 21

    Which item doesn’t belong?

  • 22

    Technology itself is not bad or good …

    technology = tool

    value = how you use it

  • 23

    What makes a

    learning experience

    engaging?

  • 24

    Think of interaction with . . .

    Student

    How is the student engaging

    inside and outside of class?

    . . . peers and instructors . . . Content

  • 25

    Purpose of BL . . .

    . . . is NOT to

    eliminate the human

    interaction

    . . . IS to maximize

    the potential of the

    learner-human and

    the learner-content

    interaction.

  • 26

    What are some of the

    challenges that

    prevent EVERY

    LEARNER from

    engaging in your

    classes?

  • 27

    Challenges to Engagement (Six Ps)

    Pacing

    Participation

    (active learning)

    Personal

    Interaction

    Preparation

    Place

    (Authenticity)

    Personalization

  • 28

    Learner preparation through online quizzes

    Online quizzes – flipping classroom – Accounting (watch)

    https://www.youtube.com/watch?v=WxQcgNLaunk

  • 29

    Mastery & Personalizing - Video Link

    Flipping classroom for more active learning

    Student Perspectives - Video Link Problem solving in class - Video Link

    Personal Interaction for struggling students

    http://youtu.be/uHK_a9SuTIk http://youtu.be/uHK_a9SuTIk http://youtu.be/uHK_a9SuTIk http://youtu.be/uHK_a9SuTIk http://youtu.be/PuCVGBYfgQA http://youtu.be/PuCVGBYfgQA http://youtu.be/PuCVGBYfgQA http://youtu.be/PuCVGBYfgQA http://youtu.be/PuCVGBYfgQA http://youtu.be/6FA_hCmfsp8 http://youtu.be/6FA_hCmfsp8 http://youtu.be/6FA_hCmfsp8 http://youtu.be/6FA_hCmfsp8 http://youtu.be/6FA_hCmfsp8 http://youtu.be/y2QgtPyk_Gk

  • 30

    Have you had an experience like this . . .

    Bethany & Math Homework

  • 31

    Student - Video Link

    Teacher - Video Link

    Blended Math Instruction – K-12

    http://youtu.be/q7lttowsC0Y?t=11s http://youtu.be/q7lttowsC0Y?t=11s http://youtu.be/q7lttowsC0Y?t=11s http://youtu.be/q7lttowsC0Y?t=11s http://youtu.be/RoGgxrCsCEQ?t=13 http://youtu.be/RoGgxrCsCEQ?t=13 http://youtu.be/RoGgxrCsCEQ?t=13 http://youtu.be/RoGgxrCsCEQ?t=13

  • 32

    Video Link

    Math Emporium – Higher Ed

    http://youtu.be/oRhQvOfZBpM

  • 33

    Differing Ability Levels

    Each student's ability to understand and apply the material varies.

    The more students in a class, the more difficult it becomes to

    scaffold individual student learning.

    Pre-class self-pa

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