Strategies for blended learning in an undergraduate curriculum Benjamin Kehrwald, Massey University College of Education

Overview Blended Learning basics ADDIE model Key questions for ANALYSIS Case Study: BEd(Teaching)Primary Question and Answer/Discussion

What is blended learning? The *blend* of blended learning uses combinations of modes of delivery (face-to-face, correspondence, online, etc) AND approaches to learning and teaching To improve learning experiences, cater to learner needs and generally improve learning outcomes

Examples of blended learning A face-to-face class with online learning activities A practical experience course which includes both on campus (lecture and laboratory) and off campus components. Distance education courses where students come on campus a few times a year for group work and face-to- face instruction Project work in which teams work separately on or off- campus but keep a record of their activity and learning online.

How do we find the best blend? What must be learned? How is it learned? What are learners being asked to do? What do learners need? What do teaching staff need? What does the programme need? What delivery options are available? What delivery options are best for (these students)?

ADDIE: An approach to Development A D D I E

An approach to Development A Analysis D Design D Development I Implementation E Evaluation

An approach to Development A Analysis Understand the situation D Design Make plans D Development Build the parts, prepare to put the plan into action I Implementation Put the plan into action E Evaluation Check to see how it worked

Gathering Information: Analysis context the content learners teachers

Gathering Information: Analysis Context What level of education is involved? What is the scale of the plan (course, programme, department, whole university) Where are learners learning? What is “the learning environment ‟ ? What is the practice context and how is it different from the learning context? What tools do learners have at hand? How do those tools help (or hinder) learning?

Gathering Information: Analysis Content What are the learning goals? What needs to be learned? E.g., is it cognitive (in the head), psychomotor (physical activity and movement) or something else? What do learners need to be able to do or know at the conclusion of their learning? What is the best way to learn the intended material? What is the standard for “achievement ‟ or “success ‟ ?

Gathering Information: Analysis Learners What can learners do now? What do they know? What experience do they bring to the learning situation? What situation are they in? What characteristics (e.g. demographics, prior learning, current situation etc) affects learners’ abilities to achieve the learning objectives? What do learners need?

Gathering Information: Analysis Teachers Who are the teachers? What skills do they have? What kind of experience do they have? What experience do they lack? What tools do they lack to work in blended delivery?

Design: Strategies and plans Identify subject content Analyse intended activity related to stated goals and purposes. Plan delivery and activity. Design learning situations (broadly) as a process or series of processes which form a whole. Consider resources (time, technology, money, staff expertise, etc)

Design: Strategies and plans Identify subject content What must be learned (with the programme?) What is the difference between what learners can do (now) and what they should be able to do at the end of the programme? What kind of learning is required? Consider knowledge and skills, attitudes, beliefs, and other aspects. What will (and won’t) be taught?

Design: Strategies and plans Analyse intended activity related to stated goals and purposes. What is involved in the learning? I.e., how do people learn to do those things? What are the implications of the previous for design, esp. related to (a) views of learning and (b) pedagogical approaches?

Design: Strategies and plans Plan delivery and activity. Design learning situations (broadly) as a process or series of processes which form a whole. What processes, steps or other units of work are involved in a progression from (a) learners current state to (b) the intended outcomes of the learning programme? How can the intended learning (as a whole), be broken down into it the constituent parts? What is the relationship between the parts? What do these suggest about the structure and sequence of content, tasks, activities?

Design: Strategies and plans Consider resources (time, technology, money, staff expertise, etc) How much time is available to do development? What technology is available? What else is needed? How much will the development cost? What expertise does the current staff have? What else will be needed?

Questions?

Case Study: BEd(Teaching)Primary History Intent of the project Analysis Design Development Implementation Evaluation and what we learned

History of the BEd(Teaching)Primary Offered in two modes Face-to-face (Palmerston North and Ruawharo) Extramural Delivery Option (EDO, students all around NZ) Both modes had the same content Learner activity in the two modes was different EDO was mostly individual work, very flexible, online learning On campus students did most of their work ‘in class’ Separate but equal?

The idea Bring all student groups together Create a more consistent experience for learners Improve the programme content Improve overall programme quality

The idea! Create a blended delivery situation which allowed students from all groups to interact online: Palmerston North students get face-to-face and online learning Ruawharo students get face-to-face and online learning Extramural (distance) students get some correspondence and online learning One online programme community for information sharing and learner support Shared online learning environments for each course

Analysis Context Content Learners Teachers

Analysis Context Undergraduate education for pre-service teachers Professional degree programme Multiple groups (Palmerston North, Ruawharo, EDO) Use of online learning

Analysis Content Educational Theory Human Development Learning theory/How people learn How to teach Subject-specific theory (e.g. Maths, Science, Music, etc). Practical Teaching Combination of ‘learning about’ and ‘learning to do’ or ‘learning to be (a teacher)’

Analysis Learners Students of varying ages from Need a combination of theory and practice Some learners have experience, some don’t Learners are adults, not children Students to have personal computers, use technology regularly

Analysis Teachers Experienced with primary school teaching Experienced with face-to-face and (some) correspondence teaching Not (very) experienced with online teaching Not experienced with team/group writing and teaching Limited experience with instructional design

Design/Planning Identify subject content Analyse intended activity related to stated goals and purposes. Plan delivery and activity. Design learning situations (broadly) as a process or series of processes which form a whole. Consider resources (time, technology, money, staff expertise, etc)

Design/Planning Identify subject content Map the entire programme Identify a conceptual structure for the programme Include theory about teacher education Include NZ curriculum Include a programme structure

Design/Planning Analyse intended activity related to stated goals and purposes. Identify programme goals Graduate profile Graduating teacher Standards Identify learning goals for each course Link each course to programme goals

Design/Planning Plan delivery and activity. Design learning situations (broadly) as a process or series of processes which form a whole. Commitment to blended learning F2f + online Distance + online Shared online spaces Elaborate the programme From programme to course From course to module/unit/theme From module to task

Design/Planning Consider resources (time, technology, money, staff expertise, etc) Get College commitment of $$$ and time Organise and structure activity: Establish Programme Implementation Committee Appoint e-Learning Facilitator Appoint Course Coordinators, writing teams Establish a project plan Provide staff development, support

Development and Implementation 4 year development timeline Each course developed by a writing team under the leadership of the course coordinator Writing team = teaching team E-Learning Facilitator available for support Collaborative writing, development and teaching Teach one year, write the next year

Questions?

Lessons we learned Don’t underestimate the cost of blended learning Collaborative writing takes more time Development for online learning takes time Writing + teaching at the same time is difficult Staff also need time for personal development to learn how to do new things Support staff (like e-learning facilitator) are important, but cost money Watch out for staff burnout

Lessons we learned Invest in people: Staff development is important Conduct professional development Instructional Design Online Teaching Collaborative Writing New ways of teaching Get more experienced staff to work with less experienced staff Share expertise within the organisation Bring in experts, but keep their expertise in the organisation

Lessons we learned Give staff ownership of the project Create leadership positions from within the programme Share control and decision making Improve ‘buy in’...get staff committed to the project Empower staff to work through problems Realise that some staff simply won’t participate

Lessons we learned Communication is important Communication goes down (from the top to the bottom) and UP (from the bottom to the top) Create opportunities for sharing from one team to another Be clear about expectations and role in the project plan...make sure everyone has a copy/understands the plan Open communication helps identify and deal with problems

Lessons we learned Learners need help with online learning Digital natives are not real Most students need some kind of help with technology Learners don’t know how to learn online. Early courses should help develop learners ability to learn online.

Lessons we learned Development and pursuit of quality is an ongoing project High quality programmes take time, energy and money New programmes take time to establish and develop Evaluation provides feedback for continuing development Courses take 2-3 years to become ‘stable’ Sometimes project processes, timelines and structures need to change

Questions and Discussion