3 Face-to- Face Learning Supervised Online Activities Blended
Learning The short answer
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4 The long answer
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% CONTENT DELIVERED ONLINE TYPE OF COURSEDESCRIPTION OF COURSE
0%TraditionalContent is delivered face-to-face 1 to
29%Web-Facilitated Course uses web-based technology to facilitate a
face-to-face course (may post the syllabus, schedule and a few
resources online) 30-79%BLENDED / HYBRID Face-to-face meetings are
reduced (most blended courses replace 25%-50% of classroom time
with online activities); discussions and some lectures typically
take place online 80+%Online Almost all course content is delivered
online 5
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6 In essence
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A Sample Blended Course 8 Face to Face Activities Course
introduction Collaborative small-group work Advanced discussions
Project presentations Guest speakers Q&A sessions
Demonstrations & performances Lab work Role play & debates
Online Activities Syllabus and course schedule Announcements, email
Lectures (home-grown, YouTube, Ted Ed, Khan Academy) Quizzes Exam
prep & lesson prep Web resources, readings, docs Blogs, wikis,
discussion boards Multimedia exercises Social networking (fb,
twitter) Virtual field trip Office hours
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Benefits More active learning More flexible scheduling More
convenience Review concepts and lectures Stay in closer contact
with fellow students and instructors Share digital content Enhance
control over pacing Maximize resources for learning gain 9
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How do I blend? 12
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Blending Learning Scheme 14 PhaseWhenWhereWhat 1Before
classOnline Low-level learning (pre-class assignment initiates
feedback; ask students to respond to a passage, a video, audio, a
chart or a rubric; instructor evaluates knowledge or skill and
incorporates this into mid-level learning) 2In classFace-to-face
Mid-level learning (in-class dialogue builds upon what students
conveyed in phase 1; emphasize student engagement and building on
facts; could have a Socratic discussion, a lab, a lecture) 3After
classOnline Mid-level to high-level learning (in this post- class
follow-up, students demonstrate knowledge of work covered in phases
1-2)
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Macro Structures for Blending 1.A course normally meets f2f
four hrs 1x/wk: reduce each class by 1-2 hours (25-50%); but
require students to complete assignments online 1-2 hours/wk 2.A
course ordinarily meets M & W: blend to meet M & W in weeks
1, 2, 11, but meet on W only during weeks 3- 10; all other
activities online 3.For a practicum or capstone course, weeks 1-4,
10-11 could be f2f; weeks 5-9 devoted to online activities 15
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Examples of Online Activities Discussions Online journals Wikis
(group documents) Virtual field trips Lab exercises Simulations
Videos Podcasts Audio and video conferencing Presentations Lectures
Blogs 16
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Start with a Course Blueprint 17
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1.Think about a course you teach and its learning
objectives/outcomes. 2.Is there an objective or outcome that needs
shoring up, undergirding or improving? An assignment you want to
tweak? 3.What strategies for change have you considered employing?
4.Discuss with the person next to you. ThinkPairShare Planning for
Blended Learning 18
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Flipping the Classroom 19
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20 Lectures in class Lectures at home
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Break (10 minutes) 23
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Lecture Capture 24
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Jill Zimmerman: Panopto Using Panopto for capturing her CS 224
lectures to share with students for viewing and reviewing 26
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Alice Miller: Demos 1. Panopto 2. WebEx 3. Screencast-o-matic
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Super Resources 28
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31 3,200 videos3,200 videos; 2,000 tutorials
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34 The iTunes U app gives you access to complete courses from
leading universities and other schools plus the worlds largest
digital catalog of free education content right on your iPad,
iPhone, or iPod touch. Whether youre majoring in molecular biology
at a university, taking Spanish in high school, or just interested
in European history, you now have a valuable tool to help you learn
anytime, anywhere.
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35 https://www.coursera.org/ Coursera is my university. Im
taking so many great courses there that I never got the opportunity
to before! Just finished the Coursera Machine Learning course by
Stanford University! Excellent course and have used stuff in the
real world already! Just finished my coursera Machine Learning
class. Professor Andrew Ng taught with the wisdom only a true
expert can have. Highly recommended!
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Top 100 Tools for Learning 2014 C ENTRE FOR L EARNING & P
ERFORMANCE T ECHNOLOGIES From the votes of 1,038 learning
professionals from 61 countries worldwide voting for their favorite
tools in these categories: Social networks Blogging Wiki tools
Photo-sharing Animation tools Audio tools Video creation/hosting
Screen capture Document creation Presentation creation Conferencing
Polling & surveys Many more! http://c4lpt.co.uk/top100tools/
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Designing My Blended Lesson Learning objective: Lesson design:
Technology tools needed: 39 PhaseWhenWhereWhat 1Before classOnline
Low-level learning (students to respond to a passage, a video,
audio, a chart or a rubric 2In class Face-to- face Mid-level
learning (emphasize student engagement and building on facts, like
a lab, a discussion) 3After classOnline Mid-level to high-level
learning (students demo knowledge of work covered in phases
1-2)
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Summary 40
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1.What do I want my students to experience and learn? 2.How can
I make the experiences and the learning more active and engaging -
by using available resources? 41
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42 Keep it simple at first
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Recipe for Success 1.Start with learning goals 2.Create ways
for students to learn before class 3.Create ways for students to
learn in class 4.Create ways for students to learn after class
5.Use multiple forms of communication 6.Encourage collaboration
7.Utilize online resources 8.Utilize both low and high stakes
grading 9.Seek assistance from professionals 10.Stay organized
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Faculty Concerns Is blended learning a viable mode for me and
my subject? What will be different? How will I connect with
students? Will I be successful? How much work is needed? Do I have
the necessary skills? What kind of training will I need? Will I
receive assistance? Do I have the right hardware and software? Will
I be fairly compensated? Will the institution be behind me? Will I
be happy and satisfied? 44
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Online Learning in the U.S. 1 in 3 higher education students
takes at least one course online (33.5% - 7.1 M) Online enrollments
have been the predominant source of enrollment increases in higher
ed for the last decade 70.8% of chief academic leaders report that
online learning is critical to their long-term strategy (a new
high) http://onlinelearningconsortium.org/read/survey-reports-2014/
http://sloanconsortium.org/publications/survey/class_differences
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E-v-e-r-y course at Goucher gets a website each term