1. Blended Learning Workshop Richard Walker E-Learning Development Team University of York Design Principles & Planning Tools

2. Workshop Outline  Some context: York’s approach to staff development & training  What is Blended Learning? - definitions - characteristics & design principles - BL models  Planning tools

3. Training pathway Design Getting started, identifying course objectives, planning principles Develop Accessibility guidelines, structuring content, set-up and use of e-tools Prepare Testing and reviewing module site Rollout Student induction & support resources

4. Gantt chart

5. Reflection point 1 1.Why are you considering a blended approach to course design and delivery?  What are you trying to achieve? 2. What do you understand by the term ‘blended learning’?

6. Blended Learning - definitions  “the thoughtful integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004)  “a pedagogical approach that combines the effectiveness & socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment” (Dziuban, Hartman & Moskal, 2004)

7. Characteristics of Blended Learning  BL is a convergence of two “archetypal” learning environments: face to face and fully online  BL recognises strengths and weaknesses in both environments and attempts to merge the strengths to provide more engaged learning experiences for students  In blended courses human-human interaction and learner-material interaction both typically play strong roles, though to different degrees  Thus, different modes of student engagement are discernible…

8. Modes of engagement Enabling learning Enhancing learning Transformative learning Extending range of learning opportunities active learning and engagement Increasing flexibility & access to learning  Self-study resources & extension reading  Discussion space & peer support  Formative assessment activities  Personalised learning pathways  Collaboration & communities of inquiry  Student-led teaching & discovery-based learning

9. What’s in the blend?  Space: location where online learning is conducted (off-campus/ work-based…) –physical & pedagogic distance between learners & instructor  Time: timing of learning activities (synchronous/asynchronous) & frequency and fit within overall course design  Activity: mix of study models & pedagogy underpinning online activities, influencing roles/focus/direction of student learning  Media: range of tools employed in support of study activities  Scope: activity > course > programme > institution Class Block  ‘pre-learning’  assessment of prior knowledge/skills  knowledge acquisition  collaborative tasks Class Block Class Block Front Loading  transfer of conceptual learning to practical tasks / skills development  assessment milestones  preparation for seminars Class Block Class Block Incremental Class Block Class Block Online Activities  themed research activity  portfolio development & evidence collection Parallel Class Block Class Block Class Block Class Block  project work  dissertation writing  structured development of class-based learning Class Block Class Block Back Loading Targeted learning behaviour CharacteristicsTools BehaviourismPre-conscious learning: information in chunks with questions/feedback Learning units with CAI / CAA Information processing Transmission of information thro communication/explanation Virtual classroom; conferencing; agents Constructivist learning Experiential; task-oriented; hands-on & self-directed Microworlds; simulations; access to resources & expertise Conversational learning Tutor mediated discussion of concepts / tasks: ’reflection in action’ Interactive learning resources; tutoring tools Knowledge negotiation & collaboration Problem-based or research driven learning (group-based) Resource base & collaborative group tools Socially situated learning Learning as social participation – imitation & modelling; competency based Asychronous / synchronous communication tools

10. Blended Learning Models ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion B – VLE Dependent (i) Content (ii) Communication (iii) Collaboration (iv) Assessment Student-centred activities requiring active engagement Online activities for (i), (ii), (iii) or (iv). Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment ModelDefinitionIllustrative Features A – VLE Supplemented Optional resources focusing on self- directed learner support Self-study resources & extension reading Space for formative assessment; reflection & space for problem solving & discussion B – VLE Dependent (i) Content (ii) Communication (iii) Collaboration (iv) Assessment Student-centred activities requiring active engagement Online activities for (i), (ii), (iii) or (iv). Online activities linked to face-to-face sessions, also targeted by learning outcomes & assessment C – VLE Integrated Online environment as key locus for learning, supporting knowledge acquisition, skills development & assessment Student-staff interaction within VLE, plus face-to-face Activities as per B (i), (ii), (iii) and (iv) Learner interaction to resources, assessment & collaboration tasks online

11.  Blended Learning is not an ‘add-on’ to an existing teaching approach  It involves a “fundamental reconceptualisation & reorganization of the teaching and learning dynamic”  It is about “rethinking and redesigning the teaching & learning relationship” (Garrison & Kanuka, 2004) Principles for BL course design

12. Reflection point 2 1.What are the objectives & targeted learning outcomes for the course that you are currently leading?  How has the course worked to date?  Strengths & weaknesses of the current design?  Opportunities to ‘design in’ student activity 2.How might the introduction of online activity address student learning and engagement with the targeted learning outcomes?  What are the implications for the way that course is designed and delivered (i.e. impact on teaching & learning relationship)?

13. Blending Illustration: World Politics (2006) ONLINE Objectives:  Encourage students to explore politics through diverse cases  Promote independent research skills & collaborative learning Activities:  Individual reading of primary electronic sources  Group research  Collaborative writing of case reports CLASS-BASED Objectives:  Provide students with theoretical approaches to understanding political issues  Engage students in evidence-based seminar discussion & debate Activities:  Weekly lectures  8 weekly seminars

14. Role of Online Tools Targeted learning behaviour FunctionTool Reference & revisionMake available instructions, study guidance assignment shedule & updates Course outline Announcements Sharing research & interacting on group writing task Enable ready sharing of research and writing of group reports Work group file exchange Knowledge sharing to inform seminar discussion Enable exchange & reading of case reports prior to seminars Seminar group file exchange Discovery learningReview of case study resources with links to a range of e-journals and websites Electronic case resources Benchmarking own workMaking available examples of work nominated by tutors Good reports Develop awareness of plagiarism avoidance Submitting work for plagiarism detection & discussing report Quizzes Safe Assignment

15. Structure of the Course Course WeekActivityMethod (online / class-based) Week 1Induction – intro to VLE, review of netiquette, entry survey PC classroom Week 2Introduction – lecture on approach - seminar discussion - completion of referencing & plagiarism quizzes Plenary lecture Class-based Online Weeks 2/3Group research & report writing Upload to seminar work spaceOnline Week 3States lecture Seminar discussion on group reports Plenary lecture Class-based Weeks 3/4Group research & report writing Upload to seminar work space Online

16. Structure of the Course Cont. Course WeekActivityMethod (online / class-based) Week 4Governance lecture Seminar discussion on group reports Plenary lecture Class-based Weeks 4/5Group research & report writing Upload to seminar work space Online Week 5Women & Development lecture Seminar discussion on group reports Plenary lecture Class-based Weeks 5/6Group research & report writing Upload to seminar work space Online Week 6Causes of Armed Conflict lecture Seminar discussion on group reports Plenary lecture Class-based etc.

17. Reflection point 3 1.The rationale and drivers for a blended design  how the course will be ‘sold’ to students?  suitability of the design to learner profile (competencies/aptitude/established learning culture) 2.The coherence of the blended design  the ‘join’ between the face-to-face and online learning activities and their relationship to the overall course objectives, including targeted learning outcomes & assessment plan Use the planning template to sketch out the design of your blended course Think about:

18. Refining your plan  Define roles of instructor, tutors & students  Identify responsibilities for each role –Key actions & delivery phases  Highlight timing for release of resources –supporting & sustaining learning  Interventions –support, feedback & assessment

19. Delivery phases Phase 1: Preparation of the module (design phase) Phase 2: Socialising learners (start of the module) Phase 3: Supporting student participation online (early stages) Phase 4: Sustaining student participation online (later stages) Phase 5: Summing up the learning outcomes for the module (end of module)

20. References & recommended reading Donnelly, R & McSweeney, F. (2009) Applied eLearning and eTeaching in Higher Education. Hershey, PA: IGI Global. Dziuban, C., Hartman, J., & Moskal, P. (2004, March 30). Blended learning. EDUCAUSE Center for Applied Research Research Bulletin. Garrison, D. R. & Kanuka, H. (2004). Blended Learning: Uncovering its Transformative Potential in Higher Education. The Internet and Higher Education, 7(2), 95-105. Littlejohn, A.H. & Pegler, C. (2007) Planning for blended learning, Routledge, London ISBN 978-0-415-40361-0

21. Questions & Comments