Blended Learning: Challenges and Opportunities - New Faculty Orientation 2018 - University of Newcastle

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Blended Learning: Challenges and Opportunities - New Faculty Orientation 2018 - University of Newcastle
Blended Learning: Challenges
and Opportunities

                         New Faculty
                       Orientation 2018
Blended Learning: Challenges and Opportunities - New Faculty Orientation 2018 - University of Newcastle
Flipped and Blended
— There has been a recent, substantial rise in flipped
  and blended modes of delivery

— At the University of Newcastle, The Faculty of
  Business and Law have a concentrated initiative to
  convert all first year courses to a flipped or blended
  mode
Blended Learning: Challenges and Opportunities - New Faculty Orientation 2018 - University of Newcastle
Current Trends
— Across Australia, universities are developing
  blended learning experiences and designing
  learning spaces that leverage the growing number
  of educational technologies available (Johnson, et
  al., 2015)

— This is in stark opposition to the traditional lecture
  model
Blended Learning: Challenges and Opportunities - New Faculty Orientation 2018 - University of Newcastle
Renaissance
These developments challenge the relevance of the
traditional lecture format as the most effective model,
and in fact, represent a renaissance of teaching and
learning methods in the university setting
Blended Learning: Challenges and Opportunities - New Faculty Orientation 2018 - University of Newcastle
The basic ‘flipped’ model
  Lecture                      Flipped
                 Evaluation
Out of class                   In class

                 Synthesis

                  Analysis

                Application

               Comprehension
In class                         Out of class
                 Knowledge
Blended Learning: Challenges and Opportunities - New Faculty Orientation 2018 - University of Newcastle
Shift to Students

— There is an increased responsibility for the
  students to learn materials previously presented in
  classrooms or lectures
Blended Learning: Challenges and Opportunities - New Faculty Orientation 2018 - University of Newcastle
For Staff
A typical flipped approach
                                                         1. Students watch a
                                                            prerecorded
                                                            lecture before
                                                            class
 2. Students work on
        tasks and
        assessments in class
        (with peers and
        instructors)

NB: You don’t have to use a video ‘lecture’ for the flip. Mix it up with appropriate media, materials and
activities.
Verbs categorised by Bloom’s
         Taxonomy
Expanding the definition …
A Blended or Flipped Lesson
            Plan

 1. Purpose
 2. Prior-to-class activities
 3. In-class activities
 4. Closing

Honeycutt, B & Garrett, J (2013), The Flipped Approach to a Learner-Centered Class (white paper), Magna
Publications: WI, USA.
1. Purpose
— Goal of the lesson.
— All activities and assignments should be designed to help
  students achieve the goal (constructive alignment)
— What should students be able to DO at the end of the lesson?
— Make it big – set a goal that is dynamic, challenging and
  authentic.
Constructive alignment

                       Learning
• What do the           activity     • How will we
  students need   • How will the       know that
  to be able to     students learn     students are
  do?               what to do,        able to do it
                    and how to do
     Learning       it?                  Assessment
     outcome
Constructive alignment

                       Learning
• At the end of         activity    • Students will
  this lesson,    • To achieve        demonstrate
  students will     this outcome,     achievement
  be able to..      students          by…
     Learning       will…
                                       Assessment
     outcome
2. Prior-to-class activities
— Connected to the purpose
— Have at least one learning outcome to be achieved before
  class – be specific
— Design in-class activities to hold learners accountable for
  that learning outcome
— Clearly define learning outcomes and activities prior to class
  – students won’t connect if there is confusion and
  uncertainty
3. In-class activities
— Build on prior-to-class activities by addressing more
  difficult or higher level skills (e.g. Bloom’s taxonomy)

— Hold students accountable by providing continuity
  between prior-to-class and in-class activities. Show
  them that preparation is time well-spent.

— Start class with a focusing activity to direct attention
  immediately on the topic, and connect to prior work.
  Examples include: a quiz, a video, a quote, a
  problem, a photo, a demonstration. Be creative.
4. Closing
— Revisit what was learned
— Ensure that learning outcomes were achieved
— Set the stage for what comes next
The flipped flow

          Prior-to-class                             In-class

            Learning                   Learning
                                                                Closing
            outcome                    outcome

                           Learning                 Learning               Next
Purpose
                            activity                 activity             purpose

             {Bloom’s: lower           {Bloom’s: higher
                  levels}                   levels}
Preparing Students
— We must construct student support
 mechanisms that will prepare our students
 to embark on radically different learning
 journeys and do it successfully
What next?
— Self-assessment of readiness
— Find a model of development for your course
— Visit a flipped classroom
— Try one flipped strategy in a lesson – start with something
  simple
— Share ideas, problems, successes
Transition Plan
(from Face-to-Face to Online)

                    Generously provided by Melanie
                Pereversoff and Kasey Fulton of Red
               Deer College in Alberta Canada 2017
Face to Face   Transition   Online

                   →
                   ←

                   →
                   ←

                   →
                   ←

                   ←
                   →
Transition Plan (Exemplar)

         Face to Face                Transition                    Online

                                         ←              Read Instructions on Debate
                                                        Work in Groups to prepare
                                                        debate platform.
Debate
                                                        Self Reflection on you role
                                         →              within the debate team using
                                                        Bb Journal

Group discussion air quality             →
blah. Questions gathered to
ask guest speaker during
next online class.                                      Guest Speaker From China

Break into groups and pick a
topic based on information
from the online guest                    ←
presentation.

                                         ←              Study Buddies Online
Final Exam                                              Blackboard study quiz

                                         ←
                                         →
An Example of a Blended Course
        Planning Map

                    Generously provided by Melanie
                Pereversoff and Kasey Fulton of Red
               Deer College in Alberta Canada 2017
What will learners know and be          What must the student         Include a 'hook' for the student to
  able to do? Approved course       understand to demonstrate the      get them engaged. This can be a
  outcomes can be found on the        intended course outcome?            picture, a quote, a short clip,
 Curriculum Element Sheets and                                            comic, real life scenario are
match the course outcomes used in    Topics/Concepts come from the        examples of hooks.The hook
        the course outline.           approved curriculum element      grabs the attention of the learner
                                    sheets. Please note, this is not a    and provides curiosity and or
                                    driver of the course, your course motivation to continue. The hook
                                    outcome is.You must identify the          relates to the course
                                          alignment between a            topic/concepts being covered.
                                     module/unit/week/topics to the Then include a brief summary of
                                             course outcome              the course - describe what the
                                                                        Quote "Choose a job you love
                                                                        and, and you will never have to
            CLO 6,2                        Human Relations
                                                                           work a day in your life" -
                                                                                 Confucious
Content can come in various     Require the learner to practice    Summative assessments formally
 forms that can be covered by:    and receive formative feedback     evaluate student learning at the
     video, articles, text book     in order to be successful in      end of an instructional unit by
  readings, etc. The goal is to  meeting the outcomes. Examples         comparing it against some
make sure the content provided      can range from peer online        standard or benchmark (like a
aligns back to the topic/concept     collaboration, individual         course outcome).Summative
and identified course outcome(s) discussions, group work, practice   assessments usually have a high
   from the course curriculum           activities, blogs, etc.          point value. Examples of
          element sheet.                                             summative assessments include:
                                                                             a midterm exam
                                                                              a final project
                                                                          a paper or a portfolio.

Video:________ Article: _______    Self Knowlege Questionnaire
  Text Book Pages: ________        Discussion Posting Question
Are there a ddi tiona l res ources      Ins ert a bri ef s umma ry of wha t wa s     Describe to the students what they
(content) provi ded for thi s outcome?   covered i n thi s modul e, how i t fi ts i nto  need to do and be prepared for in
                                           the cours e i n genera l , a nd wha t the    order to successfully tranition into
                                          s tudent ca n expect to fi nd i n the next the next class environment be it face
                                          modul e. Thi s i s a l s o a good pl a ce to           to face or online.
                                             remi nd s tudents a bout upcomi ng
                                               a s s i gnments , dea dl i nes , etc.

                                                                                   On May 2 we will be face to face
                                                                                    in room 122 at 1:00. I can't wait
                                                                                   to reconnect.Please ensure you
       Ted Talk:________
                                                                                   have read and watched (x,w, z)
                                                                                    because the face to face class
                                                                                   will begin with us working in two
RECOMMENDATIONS
                                                    (USED FOR COURSE REVIEW
                                                             ONLY)

Indi ca te the l ength of time requi red by your   Suggestion for changes go here.
   s tudents to revi ew a nd compl ete the
                                                     For example, if the verb in the
  ma teri a l i n thi s modul e of your cours e.
                                                      outcome does not match the
                                                    assessment/activity planned to
                                                     measure the outcome then jot
                                                       that down. Or if there is an
                                                      outcome that has no content
                                                    attached to it you would jot that
                                                                 down.
Ready     toonline
 What about   flip?learning
 experiences?
‘Flipped flow’: visualising an online learning
activity
                 Solo,                                             Collaborative,
          asynchronous, self-                                      synchronous,
               assessed                                            peer-assessed

                  Learning                           Learning
                  outcome                            outcome                             Closing

                                   Learning                            Learning                            Next
Purpose
                                    activity                            activity                          purpose

                  {Bloom’s: lower                    {Bloom’s: higher
                       levels}                            levels}

Modified from:
Honeycutt, B & Garrett, J (2013), The Flipped Approach to a Learner-Centered Class (white paper), Magna
Publications: WI, USA.
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