1. 1 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ BLENDED INSTRUCTIONAL STRATEGIES Patricia McGee, Ph.D. The University of Texas at San Antonio

2. 2 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Agenda Starting with Challenges Programmatic Strategies What works: Best Practices

3. 3 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ STARTING WITH CHALLENGES

4. 4 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Discussion: Most Challenging? 1.Organization and time management? 2.Communicating? 3.Teaching and online experience? 4.Logistics? 5.Keeping track? 6.Technical skills? You as instructor? -or Your experience with faculty?

5. 5 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Blended Pedagogical Challenges 1.Creating community in distributed classrooms 2.Monitoring and facilitating across locations 3.Keeping students on task 4.Letting the technology ‘teach’ Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

6. 6 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Blended Structuring Challenges 1.Not planning entire course before implementation 2.Building in flexibility 3.Creating a course and a half 4.Getting ‘lost’ in location https://sites.google.com/site/socialpersonalidentify/course-map

7. 7 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ PROGRAMMATIC STRATEGIES

8. 8 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Alignment & Consistency Assignments, activities & assessment Professional standards & experiences Structured events & activities

9. 9 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Babson College, FastTrack MBA Partnership with IBM Organization: – 50% F2F – 30% online team collaboration – 20% viewing content-rich DVD-based lectures and presentations Tools: Blackboard™, Elluminate™, blogs, wikis, Turnitin™ plagiarism deterrent, and Brownstone™ assessment tools Faculty participation is publicly rewarded

10. 10 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ ISU, School Law Weekly, real time, problem-based chats per learning team – Team response sent to instructor by 6 PM – Individual responses sent to instructor by 9 AM next day Discussions over readings – Online – foundation information – In Class – complex, ill-structured Decision-making and problem solving – Annotated web searches – Case-based challenges- presented in class

11. 11 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ George Mason U., ClassroomPlus MBA Partnership with Northrop Grumman Cohort meets 4 times a year Discussion and case-based Organization: 50% F2F and 50% online Tools: Webex™, Blackboard™

12. 12 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ WHAT WORKS: BEST PRACTICES http://www.totalhrmanagement.com/employees-human-resources-and-social-media-best-practices-%E2%80%93-top-questions-to-consider

13. 13 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Aligning your objectives with… 3 A’s A ctivity A ssignment A ssessment (formal, informal) Example In class: students bring examples (news, experience, research) of 21 st century learners Out of class: teams complete webquestwebquest In class: Peer and instructor grade of findings 13 McGee & Reis (2012)

14. 14 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Focus on Ways of Thinking Pedagogical Frameworks based on Ways of Thinking Deductive Project-based Learning Problem-based learning Inductive Case-based learning Scenario-based learning Inquiry Research-based learning Communities of Learning

15. 15 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Focus on Learner Performance Pedagogical Frameworks based on Learner Performance Individual Self-directed (Learning Contract) Self-paced Open Entry, Open Exit Group Cooperative Learning Collaborative Learning Team-based Learning

16. 16 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ In the Classroom: Formal Strategies Instructor-led activities Workshop formats or hands- on labs Organized coaching and/or mentoring On the job training Modified lecture (10-15 min) Coaching/Mentoring Debate Breakfast with colleagues Active learning Group Work Listen, read, write, reflect Problem-solving exercises Simulations, case studies, role-playing McGee & Reis (2012)

17. 17 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ In the Classroom: Informal Strategies Collegial connections Work teams Peer role modeling Just-in-need scaffolding McGee & Reis (2012)

18. 18 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Activity: Where is the blend? Go to wiki Select one of the 3 course overviews linked What happens in classroom and online? How do you describe the instructional approach? For what courses might the approach be used?

19. 19 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Active Learning: Processes Description A focus on practice through isolated or progressive activities (typically completed by the individual rather than a group) that culminate in a performance or an objective assessment. Examples Audio recordings Brainstorming, Document analysis Concept mapping Fieldwork Gaming Peer review Problem solving Listen, read, write, reflect, Self-testing exercises Simulations Synchronous discussions Tutorials McGee & Reis (2012)

20. 20 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Active Learning: Products Description Assignments and activities support the development of a well-defined product that documents and illustrates the learner’s mastery of course content. Examples Peer reviews Art/design projects Essays Case briefs Podcasting McGee & Reis (2012)

21. 21 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Active Learning: Projects Description Assignments and activities support an ongoing step-by- step set of activities and assignments with benchmarks so students know they have accomplished objectives. Projects are cumulative in that they require completion of assignments over time. Unlike products, projects involve more than an end result. Examples Debates Group reports Case studies Blogs Interactive web activities Online group collaboration McGee & Reis (2012)

22. 22 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Active Learning Requires that.. Students… Reflect upon their ideas and how they are using them Self-assess their understanding Participate/contribute to knowledge building Actively think, gather information & problem solve

23. 23 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Schedule-based Templates Revisit past learning (last week, summary) Integrate current content (analysis, interpretation, translation for classmates, creating transparency) Foreshadow next step (upcoming content; thoughtful reading and summary, aimed at student) Fulkerth, R. (2009) 1 st day online: video lecture- students submit questions online through forum 2 nd day in class: lab questions addressed (Lopez-Perez, Perez-Lopez, & Rodriguez-Ariza) Groups work together then post response to topic every three weeks online Present findings in class (Geer, 2009) WHERE IS THE ACTIVE LEARNING????

24. 24 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Student Activity Review related websites in class Online learning activity Directed viewing in class (e.g. prepare a defense, critique, etc.) NO lectures (Aycock, 2012)

25. 25 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Course Layering Frontloading Students are prepared to discuss and work through course content in face-to- face class meetings. Content is presented online. Backloading Face-to-face meetings are used to introduce content and place it in context for the online work. Students complete assignments before the next class meeting. Chatfield, 2010)

26. 26 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Blended ‘Layering’ Part 1 - Introduce case (5 roles and 5 teams not assigned a role) and basic concepts (in class) Part 2- Elaborate on core content w/ opportunity for investigation (online in private group discussions) Part 3- Mediate conflicts of investigation; role play but preparation online (in class) (Glazer, 2012)

27. 27 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Activity: How can we improve? Select a blended course syllabi in wiki links Determine the pedagogical approach to the course referencing Pedagogical Frameworks handout in wiki Make a recommendation for how the course could focus more on Active Learning for the learner

28. 28 Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ Patricia McGee, PhD Patricia.mcgee@utsa.edu This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/ http://creativecommons.org/licenses/nc-sampling+/1.0/