Concepts of blended learning and evaluation of the use of technologies LIVERPOOL HOPE UNIVERSITY 4TH ANNUAL BLENDED LEARNING SYMPOSIUM - July 2017 Concepts of blended learning and evaluation of the use of technologies Don Passey Professor of Technology Enhanced Learning Director, Doctoral Programme for e-Research and Technology Enhanced Learning Co-Director, Centre for Technology Enhanced Learning Department of Educational Research Lancaster University LANCASTER UNIVERSITY POWERPOINT TEMPLATES These PowerPoint templates are for use by all University staff. Please see below for further information regarding the use of these templates. Should you have any further queries, please contact the marketing team via webmaster@lancaster.ac.uk Template slide 3: Insert a new slide If you need to insert a new slide, from the ‘home’ toolbar, click on ‘new slide’ and select from the templates the style you require from the dropdown box. Template slide 4: Typing new text and copying text from another document New text should be typed over the text in the appropriate template. Copy and pasting text from another document will result in changing the style of the typography and layout. This is unavoidable as it is part of the Microsoft software. We appreciate that in sometimes you will need to copy text from another document into this template. Once you have pasted the existing text into the template, you will need to change the formatting so that they typefaces, sizes, colour, line spacing and alignment are consistent with the rest of the template. Template slide 5: Inserting images There are three choices of templates with images already inserted. Please use the template with the relevant image size and positioning. To insert an image, please go to ‘insert’ then ‘picture’ and find your image, highlight it and ‘insert’. Resize the image and position as per the example template. Template slide 6: Text boxes If a text box is deleted, either insert a new slide (using the appropriate template) or go to another slide and copy a text box. To select a text box for copying, please click on the outer edge of the text box so that the line goes solid (not dashed). Right click your mouse and select ‘copy’, then go back and ‘paste’ it into the slide where the text box is missing which should paste into the correct position on the slide. Template slide 7: Other information Typefaces, sizes and colours All copy is Calibri. Slide title copy throughout: Size: 36 point Colour Lancaster University red: (RGB) R: 181 G: 18 B: 27 (recent colours on PowerPoint) Small copy on first and last slide: Size: 16 point Colour grey: (RGB) R: 102 G: 102 B: 102 (recent colours on PowerPoint) Sub-headings: Size: 24 point – italics Colour grey: (RGB) R: 102 G: 102 B: 102 (recent colours on PowerPoint) Bullets copy and body copy: Size: 24 point (see below for a further option) Colour grey: (RGB) R: 102 G: 102 B: 102 (recent colours on PowerPoint) It isn’t advisable to have too much text on a slide, however on rare occasions it may be necessary, therefore there is a slide using 20 point bullet pointed text. Line spacing and alignment Single line spacing (apart from the main headings which is ‘exactly 35 point’) All text is aligned left Slide title options There are two options for titles on the slides – one line or two lines for longer titles. Ideally, the one line title should be used, however on rare occasions a two line title maybe needed.

Where we start Where do we start in developing uses of technology in teaching and learning? Technologies Curriculum Teachers Teaching Learners Learning Where do we start if we want to develop blended learning approaches?

Summary of content to be covered Ways that blended learning is currently being discussed and conceptualised How different approaches can affect implementation Key concerns for those developing blended learning approaches Balancing strengths and weaknesses of different environments Balancing blending to meet course aims and student needs

One (of many) models to consider Source: Bath and Bourke, 2010

An initial issue to consider Studies show complexities when blending; for example, Daymont, Blau and Campbell (2011) found that those undergraduate students on a management course preferring flexibility and those with work, home, or outside activity constraints tended to choose an online format, believing online courses provided greater flexibility, while those preferring structure tended not to choose an online format

Other key points to consider Setting clear goals on what we want to achieve through using blended learning Accommodating student needs, choice, and widening or inclusive participation Focusing on the range and choice of pedagogies and learning Integrating lifelong learning and intergenerational learning approaches Orchestrating online and face-to-face components to create a cohesive learning experience Understanding different combinations of face-to-face and virtual learning to drive results We must integrate the key goals of doctoral study – higher order learning, ambition and original outcomes Students will have different interests, professional or personal needs, and come from across the world Pedagogies must support the learning that is needed, so technologies have to take second place Peer involvement is crucial, as students will otherwise be very isolated Face-to-face and online components have different purposes The one needs to drive the other – the face-to-face needs to inculcate trust, sharing and ownership Sources: Passey, 2017b; In press

Teaching for the future A balance between transmission and participative pedagogies A focus on student-centred approaches Concepts of social constructivism integrated to greater extents Student responsibilities being shifted Forms of engagement and activity widening Greater emphasis on tutoring, guidance and facilitation A greater range of tools being introduced and used Sources: Bonk, Kim, and Zen, 2006; Passey, 2016

Exploring ‘new’ ways of learning Some ‘new’ ways proposed: Problem-based learning (Barrows, 1996) PBL Authentic learning (Donovan, Bransford and Pellegrino, 1999) AL Dialogic learning (Alexander, 2008) DL Situated learning (Lave and Wenger, 1991) SL Technology enhanced learning (Kirkwood and Price, 2014) TEL Networked learning (Dirckinck-Holmfeld, Jones and Lindström, 2009) NL Computer supported collaborative learning (Stahl, Koschmann and Suthers, 2006) CSCL Mobile learning (Crompton, 2013) ML Flipped learning (Mazur, 2015) FL We consider these rather than being driven by them

Forms and balance needed for our purposes Ways of learning Informational elements of TEL Communication elements of TEL Face-to-face Online Problem-based learning √ Authentic learning   Dialogic learning Situated learning Technology enhanced learning Networked learning Computer supported collaborative learning Mobile learning Flipped learning We look at how our needs for information, communication, face-to-face interaction and online provision match ways we can support learning – but, centrally, consider the learning needs of doctoral study

Relating teaching approaches and pedagogy Type of interaction Teacher Tutor Facilitator Guide Instruction √   Explanation and illustration Direction Demonstration Discussion Scaffolding Questioning Speculation Consolidation Summarising Initiating and guiding exploration Evaluating learners’ responses We take different roles across the programme. A teacher mode is used when some specific topic content is covered, a tutor mode is used when working with a small group focused on a specific activity, a facilitator mode is used when monitoring research-based activities, or a guide mode is used when scaffolding a group around an issue that is raised Source: Passey, 2016

Using technologies in teaching Type of interaction Video Audio Text Discussion forum Instruction √ Explanation and illustration Direction Demonstration Discussion Scaffolding Questioning Speculation Consolidation Summarising Initiating and guiding exploration Evaluating learners’ responses Technologies we select come later – and need to be integrated to match the forms of interaction that we are mainly concerned with Example image Source: Passey, 2016

My interest and background The Department of Educational Research at Lancaster University runs four doctoral programmes These are largely or wholly online I direct one of those programmes The programme I direct recruits about 25 students (part-time professionals) each year There are some 100 doctoral students on our programme There are some 400 doctoral students on programmes across the Department Online and blended environments are essential and vital to us! What I will talk about in terms of blended learning is a case study example, where I am involved as a key stakeholder

Blended learning approaches Consider at a programme and module level which elements must be undertaken on site, and what time needs to be devoted to these, and where in the overall time plan such onsite activities should be located For other elements, identify the learning aims and objectives, and how these relate to ‘new’ ways of learning - problem-based learning (PBL), authentic learning (AL), dialogic learning (DL), situated learning (SL), technology enhanced learning (TEL), networked learning (NL), computer supported collaborative learning (CSCL), or mobile learning (ML) Consider what forms of learning activities can be used to enable the aims and objectives to be met, based on a selection of appropriate interactions – instruction, explanation/illustration, direction, demonstration, discussion, scaffolding, questioning, speculation, consolidation, summarising, initiating/guiding exploration, or evaluating learners’ responses Consider the educator mode or modes that will support these selected activities and learner interactions – teacher, tutor, facilitator, or guide Select the technologies that will support or fulfil these educator-supported activities and interactions - topic-specific resources and software, curriculum-wide learner-centred software, curriculum-wide tutor-centred software, or online learner support (Passey, 2017) Source: Passey, In press

Evaluating uses of technologies in blended learning We should consider the ways we conceive uses of technologies online and uses of resources offline Evaluating technologies out of context is not providing us with all the evidence we need We need to draw distinctions between evidence we can gather about affordances, uses, outcomes and impacts

The four origins of evidence Affordances Of technologies Uses Through pedagogies and activities Outcomes From activities, for teachers and for learners Impact On learning, for learners Source: Passey, 2013

The state-of-play of the four origins of evidence Affordances Of technologies Uses Through pedagogies and activities Outcomes From activities, for teachers and for learners Impact On learning, for learners

References (1) Alexander, R.J. (2008). Towards Dialogic Teaching: rethinking classroom talk (4th edition), Dialogos: Cambridge Bath, D. and Bourke, J. (2010). Getting Started with Blended Learning. Griffith Institute of Higher Education Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68 (3) Bonk, C. J., Kim, K.-J. and Zen, T. (2006). Future Directions Of Blended Learning In Higher Education And Workplace Learning Settings. In C. J. Bonk and C. R. Graham (eds.) The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing. Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge and L. Y. Muilenburg (eds.) Handbook of mobile learning. Florence, KY: Routledge. Daymont, T., Blau, G., & Campbell, D. (2011). Deciding Between Traditional and Online Formats: Exploring the Role of Learning Advantages, Flexibility, and Compensatory Adaptation. Journal of Behavioral and Applied Management, 12(2), 156-175 Dirckinck-Holmfeld, L., Jones, C. and Lindström, B. (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam, The Netherlands: Sense Publishers, BV. Donovan, S., Bransford, J., and Pellegrino. (1999). How People Learn: Bridging Research and Practice. Washington, DC: National Academy of Sciences Kirkwood, A. and Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39 (1), 6–36

References (2) Lave, J. and Wenger, E. (1991). Communities of Practice: Creating Learning Environments for Educators. Cambridge University Press: Cambridge Mazur, E. (2015). “Flipping the classroom and never looking back”, keynote/plenary talk presented at the Digital Education Show Middle East, Dubai, United Arab Emirates, 15 September 2015. Passey, D. (2013). Inclusive technology enhanced learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges. New York, NY: Routledge Passey, D. (2016). Prólogo: Nuevas formas de enseñar usando tecnología. In A. R. Martinell and M. A. C. Alvarado (Eds.), Háblame de TIC: Educación Virtual y Recursos Educativos. (Vol. 3, pp. 8-19). Cordoba, Argentina: Editorial Brujas Passey, D. (2017a). New ways of learning using different forms of technologies. In J.A.H. Moral (eds.) Retos y debates en la educación superior para el siglo XXI: Algunas propuestas para orientar la innovación educativa para las sociedades del conocimiento. Xalapa, Mexico: Universidad Veracruzana. pp.15-22 Passey, D. (2017b). Developing inclusive practices with technologies for online teaching and learning: a theoretical perspective. Bordón Revista de pedagogía Passey, D. (In press). Blending learning provision for higher education: integrating ‘new ways’ of teaching and learning. NEUPA book from NEUPA and The British Council: International Seminar on Teaching-Learning and New Technologies in Higher Education from 25 to 26 February 2016 in New Delhi Stahl, G., Koschmann, T., and Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.). Cambridge handbook of the learning sciences. Cambridge: Cambridge University Press

Thank you for listening! Contact d.passey@lancaster.ac.uk