1. Blended Learning: Create time; Create conversation; Create depth Francine Glazer, PhD Assistant Provost and Director, Center for Teaching and Learning New York Institute of Technology October 17, 2013

2. After this session, you will be able to: Identify benefits of a blended format in enhancing student learning Use one or two simple active learning structures in class Envision a way to “dip your toes in the water”

3. Definitions Online courses – 80 – 100% of their contact hours online Blended courses – 30 – 80% of their contact hours online – Content delivery, active learning both online and face-to-face Enhanced courses – 0 – 30% of their contact hours online 3

4. Definitions Blended courses – 30 – 80% of their contact hours online – Content delivery, active learning both online and face-to-face Flipped courses – 100% of their contact hours face-to-face – Content delivery online, in advance – Contact hours used for active learning 4

5. Flipped Courses Online learning = lower-order cognitive skills – Remembering – Understanding – Applying In class activities = higher-order cognitive skills – Analyzing – Evaluating – Creating

6. Blended Courses F2F + OL activities = lower-order cognitive skills – Remembering – Understanding – Applying F2F + OL activities = higher-order cognitive skills – Analyzing – Evaluating – Creating

7. Why blend a course? Students are more engaged – 100% participation – Creation of a learning community Focus is on content, not speed – Level playing field – Higher quality discussions Online component supports group work: – Asynchronous = anywhere, anytime access

8. Blending works better when… Students use online time to – Reflect – Write – Discuss – U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C., 2009.

9. Blending is all about the layers “…the thoughtful fusion of face-to-face and online learning experiences … such that the strengths of each are blended into a unique learning experience. - Garrison and Vaughn (2008)

10. “Entry Ticket”

11. Front-load? or Back-load?

12. Where does each part fit best? (cartoon removed due to copyright restrictions)

13. Sample module, F2F Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.

14. Sample module, BL

15. Senior Project – Animation Online: learn software; entry ticket In class: “20-minute Creative Challenge” Online: work on semester project

16. Blended Courses Create Conversation Online: Classroom Assessment Techniques (2 nd edition) – Muddiest Point (pre) – RSQC2 (post)

17. Minute Paper / Muddiest Point Use as an online, interactive activity Students engage in the struggle with the material – Post a question – Answer a question Metacognitive bonus

18. RSQC2 Use as an online, interactive activity Recall, Summarize, Question, Connect, Comment Good way to integrate lots of material

19. Blended Courses Create Conversation Face-to-Face: Interactive Activities – Minute Paper – Think-Pair-Share – Quick-Thinks

20. Engage 3 ways Content Faculty Student Students

21. Take a Test Drive… Use a contract syllabus; give students options – Choose activities to add up to # points – “HyFlex” model; Music of Multicultural America Add an online activity to extend a class – Just-in-Time Teaching (JiTT) – Follow-up discussion questions

22. Discussions, online? Open-ended questions Clear expectations for post, response Gentle facilitation Rubrics for easy grading

23. Create Time for Advanced Work

24. Take a Test Drive… Convert one module of a course Convert one component of a course – Sustained work over semester – Integrative work – Case study, group project

25. Introduction to Physical Therapy Module 1: Online History of PT APTA/House of Delegates Laws, Regulatory Practice Module II: F2F Employment Opportunities Code of Ethics Module III: Online Guide to PT Practice ICF Model Module IV: F2F Documentation Cultural Competence Module V: OL / F2F Related Professions (Jigsaw) Module VI: F2F Current Issues Debate

26. Principles of Genetics Team-Based Learning Case Study: Genetically Modified Foods; Ethics – Complex topic required extensive research – Asynchronous groups – 5 roles, 1 / team – Staged case; part 1 F2F, part 2 OL, part 3 OL / F2F