Blended Learning: Challenges and Opportunities - New Faculty Orientation 2018 - University of Newcastle
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Blended Learning: Challenges
and Opportunities
New Faculty
Orientation 2018
Flipped and Blended There has been a recent, substantial rise in flipped and blended modes of delivery At the University of Newcastle, The Faculty of Business and Law have a concentrated initiative to convert all first year courses to a flipped or blended mode
Current Trends Across Australia, universities are developing blended learning experiences and designing learning spaces that leverage the growing number of educational technologies available (Johnson, et al., 2015) This is in stark opposition to the traditional lecture model
Renaissance These developments challenge the relevance of the traditional lecture format as the most effective model, and in fact, represent a renaissance of teaching and learning methods in the university setting
The basic ‘flipped’ model
Lecture Flipped
Evaluation
Out of class In class
Synthesis
Analysis
Application
Comprehension
In class Out of class
Knowledge
Shift to Students There is an increased responsibility for the students to learn materials previously presented in classrooms or lectures
For Staff
A typical flipped approach
1. Students watch a
prerecorded
lecture before
class
2. Students work on
tasks and
assessments in class
(with peers and
instructors)
NB: You don’t have to use a video ‘lecture’ for the flip. Mix it up with appropriate media, materials and
activities.Verbs categorised by Bloom’s
TaxonomyExpanding the definition …
A Blended or Flipped Lesson
Plan
1. Purpose
2. Prior-to-class activities
3. In-class activities
4. Closing
Honeycutt, B & Garrett, J (2013), The Flipped Approach to a Learner-Centered Class (white paper), Magna
Publications: WI, USA.1. Purpose Goal of the lesson. All activities and assignments should be designed to help students achieve the goal (constructive alignment) What should students be able to DO at the end of the lesson? Make it big – set a goal that is dynamic, challenging and authentic.
Constructive alignment
Learning
• What do the activity • How will we
students need • How will the know that
to be able to students learn students are
do? what to do, able to do it
and how to do
Learning it? Assessment
outcomeConstructive alignment
Learning
• At the end of activity • Students will
this lesson, • To achieve demonstrate
students will this outcome, achievement
be able to.. students by…
Learning will…
Assessment
outcome2. Prior-to-class activities Connected to the purpose Have at least one learning outcome to be achieved before class – be specific Design in-class activities to hold learners accountable for that learning outcome Clearly define learning outcomes and activities prior to class – students won’t connect if there is confusion and uncertainty
3. In-class activities Build on prior-to-class activities by addressing more difficult or higher level skills (e.g. Bloom’s taxonomy) Hold students accountable by providing continuity between prior-to-class and in-class activities. Show them that preparation is time well-spent. Start class with a focusing activity to direct attention immediately on the topic, and connect to prior work. Examples include: a quiz, a video, a quote, a problem, a photo, a demonstration. Be creative.
4. Closing Revisit what was learned Ensure that learning outcomes were achieved Set the stage for what comes next
The flipped flow
Prior-to-class In-class
Learning Learning
Closing
outcome outcome
Learning Learning Next
Purpose
activity activity purpose
{Bloom’s: lower {Bloom’s: higher
levels} levels}Preparing Students We must construct student support mechanisms that will prepare our students to embark on radically different learning journeys and do it successfully
What next? Self-assessment of readiness Find a model of development for your course Visit a flipped classroom Try one flipped strategy in a lesson – start with something simple Share ideas, problems, successes
Transition Plan
(from Face-to-Face to Online)
Generously provided by Melanie
Pereversoff and Kasey Fulton of Red
Deer College in Alberta Canada 2017Face to Face Transition Online
→
←
→
←
→
←
←
→Transition Plan (Exemplar)
Face to Face Transition Online
← Read Instructions on Debate
Work in Groups to prepare
debate platform.
Debate
Self Reflection on you role
→ within the debate team using
Bb Journal
Group discussion air quality →
blah. Questions gathered to
ask guest speaker during
next online class. Guest Speaker From China
Break into groups and pick a
topic based on information
from the online guest ←
presentation.
← Study Buddies Online
Final Exam Blackboard study quiz
←
→An Example of a Blended Course
Planning Map
Generously provided by Melanie
Pereversoff and Kasey Fulton of Red
Deer College in Alberta Canada 2017What will learners know and be What must the student Include a 'hook' for the student to
able to do? Approved course understand to demonstrate the get them engaged. This can be a
outcomes can be found on the intended course outcome? picture, a quote, a short clip,
Curriculum Element Sheets and comic, real life scenario are
match the course outcomes used in Topics/Concepts come from the examples of hooks.The hook
the course outline. approved curriculum element grabs the attention of the learner
sheets. Please note, this is not a and provides curiosity and or
driver of the course, your course motivation to continue. The hook
outcome is.You must identify the relates to the course
alignment between a topic/concepts being covered.
module/unit/week/topics to the Then include a brief summary of
course outcome the course - describe what the
Quote "Choose a job you love
and, and you will never have to
CLO 6,2 Human Relations
work a day in your life" -
ConfuciousContent can come in various Require the learner to practice Summative assessments formally
forms that can be covered by: and receive formative feedback evaluate student learning at the
video, articles, text book in order to be successful in end of an instructional unit by
readings, etc. The goal is to meeting the outcomes. Examples comparing it against some
make sure the content provided can range from peer online standard or benchmark (like a
aligns back to the topic/concept collaboration, individual course outcome).Summative
and identified course outcome(s) discussions, group work, practice assessments usually have a high
from the course curriculum activities, blogs, etc. point value. Examples of
element sheet. summative assessments include:
a midterm exam
a final project
a paper or a portfolio.
Video:________ Article: _______ Self Knowlege Questionnaire
Text Book Pages: ________ Discussion Posting QuestionAre there a ddi tiona l res ources Ins ert a bri ef s umma ry of wha t wa s Describe to the students what they
(content) provi ded for thi s outcome? covered i n thi s modul e, how i t fi ts i nto need to do and be prepared for in
the cours e i n genera l , a nd wha t the order to successfully tranition into
s tudent ca n expect to fi nd i n the next the next class environment be it face
modul e. Thi s i s a l s o a good pl a ce to to face or online.
remi nd s tudents a bout upcomi ng
a s s i gnments , dea dl i nes , etc.
On May 2 we will be face to face
in room 122 at 1:00. I can't wait
to reconnect.Please ensure you
Ted Talk:________
have read and watched (x,w, z)
because the face to face class
will begin with us working in twoRECOMMENDATIONS
(USED FOR COURSE REVIEW
ONLY)
Indi ca te the l ength of time requi red by your Suggestion for changes go here.
s tudents to revi ew a nd compl ete the
For example, if the verb in the
ma teri a l i n thi s modul e of your cours e.
outcome does not match the
assessment/activity planned to
measure the outcome then jot
that down. Or if there is an
outcome that has no content
attached to it you would jot that
down.Ready toonline What about flip?learning experiences?
‘Flipped flow’: visualising an online learning
activity
Solo, Collaborative,
asynchronous, self- synchronous,
assessed peer-assessed
Learning Learning
outcome outcome Closing
Learning Learning Next
Purpose
activity activity purpose
{Bloom’s: lower {Bloom’s: higher
levels} levels}
Modified from:
Honeycutt, B & Garrett, J (2013), The Flipped Approach to a Learner-Centered Class (white paper), Magna
Publications: WI, USA.You can also read
