1. North Island College Courtenay BC, April 15, 2013 DESIGNING UNIVERSITY TEACHING TO MEET THE NEEDS OF 21 ST CENTURY STUDENTS Dr. Tony Bates, Tony Bates Associates Ltd DESIGNING UNIVERSITY TEACHING TO MEET THE NEEDS OF 21 ST CENTURY STUDENTS Dr. Tony Bates, Tony Bates Associates Ltd 1

2. 2 Overview Why the move to blended/hybrid learning? 9 steps to quality online teaching Why web 2.0 is changing the game Advanced course designs Conclusions Discussion Why the move to blended/hybrid learning? 9 steps to quality online teaching Why web 2.0 is changing the game Advanced course designs Conclusions Discussion

3. Joseph Kim’s blended class Weekly 30 minute web modules (main content): Short ‘lecture’ videos Extra media Feedback via chat, CMAs Weekly tutorials with TAs Weekly 30 minute web modules (main content): Short ‘lecture’ videos Extra media Feedback via chat, CMAs Weekly tutorials with TAs 3 Joseph Kim: Introductory Psychology: McMaster University:3,500 students in class

4. Why the move to blended/hybrid learning? Large lecture classes Recognition that students can learn ‘some things’ online New, easy to use technologies Demands of knowledge society: 21 st century skills Large lecture classes Recognition that students can learn ‘some things’ online New, easy to use technologies Demands of knowledge society: 21 st century skills 4

5. Hybrid learning ‘Flipped’ teaching: move towards re- design BUT: it can be so much more Rationales for hybrid learning: More interaction/student activity Use classroom time ‘better’ What is the best use of face-to-face time? What is the right mix? ‘Flipped’ teaching: move towards re- design BUT: it can be so much more Rationales for hybrid learning: More interaction/student activity Use classroom time ‘better’ What is the best use of face-to-face time? What is the right mix? 5

6. Nine steps to quality online teaching 1. How do you want to teach online? 2. What kind of online course? 3. Work in a team 4. Build on existing resources 5. Master the technology 6. Set appropriate learning goals for online learning 7. Create a strong online course structure/schedule 8. Communicate, communicate, communicate 9. Innovate and evaluate 1. How do you want to teach online? 2. What kind of online course? 3. Work in a team 4. Build on existing resources 5. Master the technology 6. Set appropriate learning goals for online learning 7. Create a strong online course structure/schedule 8. Communicate, communicate, communicate 9. Innovate and evaluate 6

7. Step 1. How do you want to teach? From this: 7 to this? +

8. 8 21st century skills good communication skills independent learning ethics/responsibility teamwork flexibility thinking skills knowledge navigation IT skills embedded in subject area good communication skills independent learning ethics/responsibility teamwork flexibility thinking skills knowledge navigation IT skills embedded in subject area 8

9. Step 2: What kind of courses? no e-learning fully e-learning face-to- face classroom aids hybrid (reduced f2f + online) hybrid (reduced f2f + online) fully online (distance) fully online (distance) blended learning distributed learning

10. Step 2: What kind of course? where on the continuum should my course or program be? three deciding factors: targeted students demands of subject discipline (content + skills) resources available where on the continuum should my course or program be? three deciding factors: targeted students demands of subject discipline (content + skills) resources available

11. Step 2: What kind of course? Who benefits from fully online learning? lifelong learners full-time students wanting flexibility students needing 21 st century skills independent learners Who benefits from fully online learning? lifelong learners full-time students wanting flexibility students needing 21 st century skills independent learners a. Who are the students?

12. Step 2: What kind of course? What do students need to know? (content) Content: haematology What must they be able to do with their knowledge? (skills) Skills: identify analytes, analyze glucose and insulin levels, interpret results What do students need to know? (content) Content: haematology What must they be able to do with their knowledge? (skills) Skills: identify analytes, analyze glucose and insulin levels, interpret results b. Subject requirements

13. Step 2: What kind of course? Learning objectives b. Subject requirements

14. Step 2: What kind of course? Instructor’s time ( workload; course design) LT support (instructional/web design) experienced colleagues technology (e.g. Moodle) open educational resources Instructor’s time ( workload; course design) LT support (instructional/web design) experienced colleagues technology (e.g. Moodle) open educational resources c. Resources

15. Step 2: Who should decide? Face-to-face, hybrid, fully online? Individual instructor; program team; senior admin? Best decided at program level: a progression? One course, multiple delivery, for different students? What mechanisms for this decision? Face-to-face, hybrid, fully online? Individual instructor; program team; senior admin? Best decided at program level: a progression? One course, multiple delivery, for different students? What mechanisms for this decision? 15

16. Questions How are decisions made in your institution about delivery mode (hybrid or fully online)? Who do you think should make these decisions? How do you decide what should be done online and what face-to-face? How are decisions made in your institution about delivery mode (hybrid or fully online)? Who do you think should make these decisions? How do you decide what should be done online and what face-to-face? 16

17. Step 3. Work in a team Who is in team? instructor + instructional designer (initially) + TAs? colleagues Web designer IT support? Who is in team? instructor + instructional designer (initially) + TAs? colleagues Web designer IT support?

18. 3. Work in a team Why? Blended/online teaching is different course design critical manage workload share experience/resources develop online learning activities Why? Blended/online teaching is different course design critical manage workload share experience/resources develop online learning activities

19. Step 4. Build on existing resources Technology tools: LMS (e.g. Moodle), web conferencing Open educational resources: text; graphics, videos, animations, simulations, remote labs What your colleagues have developed Will save time Technology tools: LMS (e.g. Moodle), web conferencing Open educational resources: text; graphics, videos, animations, simulations, remote labs What your colleagues have developed Will save time Molecule shapes simulation: phET, University of Colorado at Boulder,

20. Step 5. Master the technology LMS provides a structure Take training course on LMS Relate technology training to how you want to teach (‘Can I do this?’) Design (with LTS) course template Don’t get into LMS ‘wars’ Explore (with LTS) new tools (9) LMS provides a structure Take training course on LMS Relate technology training to how you want to teach (‘Can I do this?’) Design (with LTS) course template Don’t get into LMS ‘wars’ Explore (with LTS) new tools (9)

21. Step 6. Set appropriate learning goals for online teaching Same or different? Some online roles: 21 st century skills Subject specific Internet/IT skills Bring in outside world (experts, online resources, other students) Communicate goals to students Same or different? Some online roles: 21 st century skills Subject specific Internet/IT skills Bring in outside world (experts, online resources, other students) Communicate goals to students 21

22. 22 Step 7. Design structure and activities 3 credit = 100 hrs online study = 8 hours a week Topics or projects? Weekly? Student activities: read, discuss, collect, do Learning outcomes and assessment Work with LTS; control YOUR workload 3 credit = 100 hrs online study = 8 hours a week Topics or projects? Weekly? Student activities: read, discuss, collect, do Learning outcomes and assessment Work with LTS; control YOUR workload

23. Step 8. Communicate, communicate, communicate Be ‘present’ online every day Set clear expectations for students Clear learning goals, activities, deadlines Make students do the work 48 hours response maximum Monitor discussion forums Learning consultant? Be ‘present’ online every day Set clear expectations for students Clear learning goals, activities, deadlines Make students do the work 48 hours response maximum Monitor discussion forums Learning consultant? 23

24. Step 9. Innovate and evaluate Steps 1-8: competency, effectiveness Exciting time to be an instructor New technology developments; new possibilities; mobile learning Web 2.0 tools: social media, e- portfolios, WordPress, new LMSs move to learner-centered teaching Steps 1-8: competency, effectiveness Exciting time to be an instructor New technology developments; new possibilities; mobile learning Web 2.0 tools: social media, e- portfolios, WordPress, new LMSs move to learner-centered teaching 24

25. 9. Innovate and evaluate Online learning 2.0: Use of web 2.0 depends on: needs of learners requirements of accreditation your educational philosophy However, web 2.0 are excellent tools for learner-centered teaching and developing 21 st century skills Evaluate and disseminate Online learning 2.0: Use of web 2.0 depends on: needs of learners requirements of accreditation your educational philosophy However, web 2.0 are excellent tools for learner-centered teaching and developing 21 st century skills Evaluate and disseminate

26. The growth of web 2.0 in education Mobile learning blogs/WordPress, e.g. ETEC 522 wikis, e.g. UBC Latin American studies video and audio, e.g. showing dynamic change, talking through images e-portfolios open educational resources Mobile learning blogs/WordPress, e.g. ETEC 522 wikis, e.g. UBC Latin American studies video and audio, e.g. showing dynamic change, talking through images e-portfolios open educational resources

27. Features of web 2.0 Portability/mobility End-user control/authoring Collaboration and sharing Collective intelligence Low-cost/free, adaptive software Rich media Portability/mobility End-user control/authoring Collaboration and sharing Collective intelligence Low-cost/free, adaptive software Rich media

28. 28 Educational implications learners have powerful tools personal learning environments ‘open’ access, content, services learners can find/create/add/adapt content power shift from teachers to learners learners have powerful tools personal learning environments ‘open’ access, content, services learners can find/create/add/adapt content power shift from teachers to learners

29. From e-learning 1.0 to e-learning 2.0 E-LEARNING 1.0 (before web 2.0) Use of learning management system Instructor determines content Assessment by instructor Learning environment managed by instructor Any web 2.0 tools added by instructor E-LEARNING 1.0 (before web 2.0) Use of learning management system Instructor determines content Assessment by instructor Learning environment managed by instructor Any web 2.0 tools added by instructor

30. From e-learning 1.0 to e-learning 2.0 E-LEARNING 2.0 Learning managed by learner Peer-to-peer collaboration Access to open content Learning demonstrated by creating multi-media materials (e.g. e-portfolios) E-LEARNING 2.0 Learning managed by learner Peer-to-peer collaboration Access to open content Learning demonstrated by creating multi-media materials (e.g. e-portfolios) Development of 21 st century skills: historiography

31. When to use web 2.0 Learning as development: a move from dependent to independent or inter- dependent learning Use of web 2.0 depends on: needs of learners requirements of accreditation your educational philosophy Web 2.0 excellent tools for learner-centered teaching/developing 21 st century skills. Learning as development: a move from dependent to independent or inter- dependent learning Use of web 2.0 depends on: needs of learners requirements of accreditation your educational philosophy Web 2.0 excellent tools for learner-centered teaching/developing 21 st century skills.

32. 32 ‘Advanced’ online course design core skill: knowledge management how to find, analyze, evaluate and apply information open content within a learning design student-generated multimedia content: online project work assessment by e-portfolios core skill: knowledge management how to find, analyze, evaluate and apply information open content within a learning design student-generated multimedia content: online project work assessment by e-portfolios

33. 33 Why not rethink a course to….? Develop skills as well as content Increase learner engagement/activity Increase interaction with/between students Get students to find/analyze/apply information Get students to demonstrate learning through multimedia – and assess Develop skills as well as content Increase learner engagement/activity Increase interaction with/between students Get students to find/analyze/apply information Get students to demonstrate learning through multimedia – and assess

34. Conclusions For many students real benefits from hybrid learning: flexibility; 21 st century skills We know how to teach effectively online; need to follow best practices Ensure students maximize the campus experience in a hybrid course Make students do the work Innovate and share For many students real benefits from hybrid learning: flexibility; 21 st century skills We know how to teach effectively online; need to follow best practices Ensure students maximize the campus experience in a hybrid course Make students do the work Innovate and share 34

35. 35 Questions Is hybrid learning the future for North Island College? What needs to happen for you to move in this direction? Will it affect the reputation of the university – if so, in what way or how? Is hybrid learning the future for North Island College? What needs to happen for you to move in this direction? Will it affect the reputation of the university – if so, in what way or how?