1. Blended Online Instruction
What is the Blend in Blended Online Learning

2. The Ohio State University
David Stein,Ph.D

3. Our Time Together Today
Begin to develop a Community of Practice
Generate issues
Share resources
Share Best Practices
Develop ways to continue the dialogue

4. Our Community
When did you first become engaged in Blended Learning as student or instructor?
Year and Activity?

5. What is E Learning?
E-Learning is…..

6. Community of Practice
We define community of practice as a persistent network of practitioners who share and develop a common learning agenda including norms for practice, values, and modes of problem solving based on lessons learned from the workplace (Barab, MaKinster, & Scheckler, 2004).

7. Community of Practice
In a community of practice, tacit knowledge is made explicit, and practice can be transformed through the critical and reflective thought about practice (Stuckey & Barab, 2010).

8. Community of Practice
A goal for this community of practice is to become an electronic knowledge building community for blended learning; a space for sharing experiences, offer guidance, discuss issues, and create new understandings about our practice.

9. Our Agenda Defining Blended Learning Characteristics Why Blend
Results of Blending

10. Defining Blended Learning
Blending is a transitory term
Seat Time
Online learning Consortium
“Online course activity replaces at least 30 percent of required face-to-face meetings. When the technologies used for education and communication outside the classroom are used to supplant some of the classroom work, reducing the time actually spent in the classroom, the result is a blended or hybrid course.“

11. Defining Blended Learning
As a proportion of on online Content
face to face– 0% online content
web-enhance – 1-29% online content
blended – 30-79% online content
complete online %
Mix of pedagogy, methods outcomes, resources,
i.e. correspondence with tutors onsite, video lectures with asynchronous discussions, at home work with practice in class
Web enhanced- online quizes, discussions, lecture notes- as a supplement to ongoing physical presence instruction

12. Blended vs. Hybrid
Blended - Courses in which a significant amount of the activities are implemented in a face-to-face classroom setting. Some materials available online. No online instruction time is substituted for f2f time.
Hybrid - Courses in which a significant amount of the learning activities have been moved online, and time traditionally spent in the classroom is reduced but not eliminated ( Lindeman 2oo5 quoting Garnham & Kaleta, 2002)

13. Flipped and Hyper-Flex
Flipped Classroom- independent study and in class session
A flipped classroom learners receive content at home, and practice working through it at school.
Flipped
Hyper-flex classroom – multiple formats for learners. May or may not have required face to face components.

14. What is in the mix Space- From the physical to the virtual
Time- from real time to distributed time
Fidelity – from all senses to text only
Connections- from high touch to low touch
Collaboration- from self paced to interdependent learning
Communication from one to many to many to many
Feedback – from immediate to delayed

15. Why Blended Learning Enabling- access and convenience
Enhancing- incremental change to the way we teach
Transforming radical transformation- ways of intellectual activity not possible without the technology.
Flexibility to meet different learning styles
Efficient use of learner and instructor time
Introduces variation in exploring and mastering content
Administrative concerns- use of space
Oliver and Trigwell introduce idea of variation theory- for learning to occur learners need to experience different ways of thinking about the content presented. This permits a more critical view of content Blends might help learners see new patterns experience the variation not possible in a traditional classroom. Although the classroom could use different designs

16. Blended Learning Blended Learning Developing a learning ecology:
Blended is a transitory term.
Combining instructional modalities
Usually incorporates varying proportions of online and co present (face to face) spaces (does this really mean physical presence)
Use of time, place and space to create variations in how content is acquired and mastered.

17. Time to Ask Questions
an immersive environment blending course outcomes, with different spaces and places for interaction.

18. A case Study
The Situation: A required course in contemporary issues in the education of adults for working adult graduate and upper division undergraduate student 90+% work and are not geographically present on campus. Problem: How to encourage high levels of interaction in a course scheduled for three hours one evening per week during the cold winter months.

19. Case Continued- The Design
Three in-classroom sessions
Introduce the class
Midpoint review
Concluding session
Learners Select own Learning Places
web-conferencing rooms
chat rooms
coffee shops/library/other community spaces
Optional instructor led web conferences

20. Case Continued- Design
Session notes and assignments posted on LMS
Learners meet in discussion groups ( with guidance) to address issue for the week and create a group response ( small group)
Group responses are posted in the whole class discussion board
Whole class engages in a discussion focused on the different perspectives ( large group)

21. Activity
Generate a list of 5 issues/problems/best practices that are important to you in relation to blended learning
Write them on your paper using a few descriptive terms

22. Blended Learning Outcomes
Learners are more satisfied with Blended learning as compared to other modalities
Key to success is in the design including the instructor’s involvement and support
Overall, learners in blended courses outperformed learners in face to face and completely online