1. Blended Learning and Flipped Classrooms: Practical Strategies and Ideas
Everyone needs paper and a writing instrument
Presented by Janine Lim, Associate Dean, Online Higher Education Andrews University

2. United States Distance Learning Association Board of Directors
Andrews University Associate Dean, Online Higher Education present
Berrien Regional Education Service Agency
Instructional Technology Consultant
Edtech, videoconferencing, online teaching & learning
Griswold Christian Academy, Worthington, OH
5-8 Language Arts
5-10 Bible
Missionary kid
Pastor’s kid
Faculty brat
Winter-lover
Albertan
Canadian

4. Your Turn! Introductions Ask them what they are doing now
What technologies are they using?
What technologies have they seen or heard of that they want to try?
Your Turn!

5. Background Practical Strategies 1. Definitions of Blended & Flipped
Evan Long
1. Definitions of Blended & Flipped
2. Considerations / Regulations
5. Planning
Practical Strategies
Outline – what we are doing today
Tim Pierce
3. Video / Outside Class
4. In Class Activities
Earlham College

6. 1. Definitions of Blended & Flipped

7. Blended Learning Definitions
Andrews: Blended learning courses include some time where the faculty and students are physically separated from each other and additional time where the faculty and students are in the same location. Tours and intensives are also classified at Andrews University as a form of blended learning.
Glossary of Education Reform: The term blended learning is generally applied to the practice of using both online and in-person learning experiences when teaching students.
Blended learning scenarios include a face-to-face class that has reduced face-to-face time replaced with extended online assignments or a short intense face-to-face time supplemented with online learning activities. The blended learning course format uses the online activities to ensure that the course meets the credit hour definition requirements. The online portion of this type of course must meet the description of interactive online courses listed above. 

8. RockyRunes

9. Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction U.S. Dept of Ed Study, p. xv
Research
US. Dept of Education reviewed 1100 empirical studies of online learning
Face-to-face and online are seemingly equivalent in effectiveness (no-significant difference)
Blended education advantage
Means, B., Toyama, Y. , Murphy, R., Bakia M., Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies.

10. Faculty Directed Activities Homework Activities
Reflective Journals
Case Studies
Chat Rooms
Consultation/conference
Discussion boards
Field Trips
Group activity: read/write/project
Simulation / active learning
Lecture
Library work
Multimedia
Orientations
Presentations / Guest speakers
Self Assessment
Student projects
Assignments (Read/write)
Case Analysis
Clinical Field Application
Exam
Instructive Feedback
Multimedia
Discussion Boards
Papers/Essays
Portfolios
Simulations
Presentations by students
Quizzes
Research
Self Assessment
Statistical Analysis
Tutorials
Each of these can be online or in class
Note that some are in both – difference is how much you show up/engage DURING

11. Blended Degree Blended Course Fully f2f courses
Required time on campus in the summer
Fully online courses
Blended courses
Intensives blended with online
Tours blended with online
Online blended with f2f
Online blended with extension/affiliate sites
Online blended with tours
What other examples can they think of

12. Flipped Classrooms
Lecture / Content
Homework / Application

14. Flipped classroom infographic: http://www. knewton

15. Flipped classroom infographic: http://www. knewton

16. High school teacher

17. Homework / Application
Lecture / Content
Homework / Application
Standard Inversion Lecture Videos Practice with traditional schoolwork
Discussion Flipped Lecture/YouTube/TED Classroom discussions
Demonstration Flipped Screencast/Demo Math, science lab, in class practice
Faux Flipped Videos in class Practice in class
Group-Based Flipped Lecture/YouTube/TED Group/team activities in class
Virtual Flipped Lecture/YouTube/TED Interaction in an LMS
Flip the Teacher Student Created Video Practical application / teacher-guided
Variations of Flipped Models

18. Blended Learning Flipped Classrooms
US Department of Education
Comparing – blended reduces f2f time; flipped changes what you do in the f2f time
blended online part is more like a regular online course
summary / bottom line – experimenting with multiple modes of delivery based on needs of the student
UBC Learning Commons
Pixaby

19. 2. Considerations and Regulations

20. Regular and Substantive Interaction Credit Hour Definition
Distance Education vs. Correspondence Education
Faculty Directed Activities
ask them if there are any regulations that they know of that might restrict their creativity?
Financial Aid Regulations

21. Practical Strategies: Outside Class
Videos, online resources, partially online course, etc.

22. Ask them how many have used each one for themselves or their classroom

23. Add a slide for iTunes
Swap out to web
and show bits
Go to the my itunes top left with the 3 already downloaded

25. Add a virt U iphone app

26. coursera

29. A Contrarian View
Lorena Barba. (2015). Why my MOOC is not built on video.

30. Practical Strategies: In Class
Assessments, active learning, real-world learning

31. Assessments at the Door
Clickers
Poll everywhere
Print
Short
Assess!
Alex France

32. Well Designed Learning Activities
More discussion
Group work (designed with interdependence)
More practical application
Supported homework
Labs
Real-world learning
Mini-projects
NTNU, Faculty of Natural Sc

33. Implementation More in class active learning
More engaging assignments and in-class activities
Use when appropriate, not necessarily the whole semester
Snow days
CHOOSE the best teaching strategy for the content.
MIX it up – use a variety of methods
Bottom line: Can do in pieces; doesn’t have to be the whole course

34. Some Expected Challenges
Student Expectations: Are they getting their money’s worth?
Course Design: What to assign out of class and what to do in class?
Activity Design: How can students best learn this?
Considerations: Are the videos accessible?

35. Course Design Recording Videos
Weigh how much time you spend on each – need significant time on course design as well…

36. Practical Strategies: Planning

37. Observation and reflection
Kolb’s Experiential Learning Cycle
Concrete Experience (doing / having an experience)
Observation and reflection
(reviewing / reflecting on the experience)
Abstract Conceptualization (concluding / learning from the experience)
Active Experimentation (planning / trying out what you have learned)
In class activity
In class activity
Out of class – rich content
In class discussion or out of class writing

38. Why? Content Application Next Steps
make them fold a paper in four pieces to think about it…
Application
Next Steps

39. Why?
What is the main point of your course? What do you want students to walk away with?
Have them fold a paper in four pieces to think about it…
Review prior course evaluations for guidance on where students struggle.
Identify the most difficult concepts for students and focus on those.
Create detailed learning outcomes. Use strong action verbs and avoid terms like "know," "understand," and "learn."

40. Content
How do your students currently learn the content part of your course? What ideas do you have for other ways to do that?
Divide course into F2F and online components
And/or f2f and video/outside class components
Match learning objectives with technology.

41. How do your students currently apply their content learning
How do your students currently apply their content learning? What assignments or activities do you currently do? Are they working well? If not, why not? How will students use this learning in the real-world/workplace?
Application

42. Think about what you need next; and after that; plan to evaluate for continuous improvement
Assessment is critical for course improvement and accreditation.
Leverage technology to collect data (think about this in the design stage).
Utilize evaluation data to "close the loop" to improve the course for next time.
Next Steps

43. Share the results of your planning
Think Pair Share

44. Background Practical Strategies 1. Definitions of Blended & Flipped
Evan Long
1. Definitions of Blended & Flipped
2. Considerations / Regulations
5. Planning
Practical Strategies
Outline review
Tim Pierce
3. Video / Outside Class
4. In Class Activities
Earlham College

45. Blended Learning and Flipped Classrooms: Practical Strategies and Ideas
Presented by Janine Lim, Associate Dean, Online Higher Education Andrews University