My presentation slide deck for ICRE 2014, Program Administrator Conference.

1. Learning and Teaching Online:
Finding the Right Blend
Author: @JRDingwall
Date: October 23, 2014

2. I do not have an affiliation (financial or otherwise)
with a pharmaceutical, medical device or communications
organization.
Je n’ai aucune affiliation (financière ou autre)
avec une entreprise pharmaceutique, un fabricant
d’appareils médicaux ou un cabinet de communication.
Author: @JRDingwall
Date: October 22, 2014

3. About this Workshop
The International Conference on Residency Education | La conférence internationale sur la formation des résidents
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Session/Presentation Name | Presenter Name
● Audience Response System
● (PollEv.com/jrdingwall824)
● Resources Available
● (http://goo.gl/C3PjkR)
● Guided Tour of Blended Learning
#ICRE2014 #PA14

4. A bit about.me/jr_dingwall
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Session/Presentation Name | Presenter Name

5. Who’s in the room? (2)
Where are you joining us from?
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Session/Presentation Name | Presenter Name

6. Objectives (Why are we here today?)
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Session/Presentation Name | Presenter Name
● describe the use of common tools in blended
learning environments
● discuss issues and opportunities when using
technology to enhance a program
● outline an example, from their own context,
where they might consider using technology
to enhance the delivery of a part of their
program

7. Objectives (What is YOUR goal?)
The International Conference on Residency Education | La conférence internationale sur la formation des résidents
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Session/Presentation Name | Presenter Name
Why are you here today?

8. What is Blended Learning?
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Session/Presentation Name | Presenter Name
Face-to-Face Online

9. What is Blended Learning?
The International Conference on Residency Education | La conférence internationale sur la formation des résidents
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Session/Presentation Name | Presenter Name
What if I told you
Uploading PDFs to a
website is not an online
course

10. The Elements of Blended Learning
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Session/Presentation Name | Presenter Name
Self-
Paced
Learning
Live
Events
Support
Collaboration Materials
Assessment
Carman, J.M. (October, 2002). Blended learning design: five key elements. Agilant Learning.

11. The Elements of Blended Learning
The International Conference on Residency Education | La conférence internationale sur la formation des résidents
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Session/Presentation Name | Presenter Name
Self-
Paced
Learning
Live
Events
Support
Collaboration Materials
Assessment

12. The Elements of Blended Learning
The International Conference on Residency Education | La conférence internationale sur la formation des résidents
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Session/Presentation Name | Presenter Name
Self-
Paced
Learning
Live
Events
Support
Collaboration Materials
Assessment

13. The Elements of Blended Learning
The International Conference on Residency Education | La conférence internationale sur la formation des résidents
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Session/Presentation Name | Presenter Name
Self-
Paced
Learning
Live
Events
Support
Collaboration Materials
Assessment

14. The Elements of Blended Learning
The International Conference on Residency Education | La conférence internationale sur la formation des résidents
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Session/Presentation Name | Presenter Name
Self-
Paced
Learning
Live
Events
Support
Collaboration Materials
Assessment

15. The Elements of Blended Learning
The International Conference on Residency Education | La conférence internationale sur la formation des résidents
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Session/Presentation Name | Presenter Name
Self-
Paced
Learning
Live
Events
Support
Collaboration Materials
Assessment

16. Example Blends
• The use of a virtual learning environment in promoting
virtual journal clubs and case-based discussions (link)
• Leveraging Time and Learning Style, iPod vs Realtime
Attendance at a Series of Conferences (link)
• Surgery 101 (iTunes link)
• Teaching Residents Evidence-Based Medicine: Through a
Clinical Question of the Week (MedEdPORTAL link)
• Flexible teaching for inflexible schedules: an online resident
curriculum in acute ambulatory care (link)
• What are some examples you’ve seen?
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Session/Presentation Name | Presenter Name

17. Creating Our Own Blended Learning Outline
• Think of an academic half-day, seminar, journal
club, course, etc. from your program that you
know well
• How many total hours are required/available?
• How frequently do the participants meet?
• What kinds of interactions are there?
• Is technology currently being used already?
• Is there a change taking place (more or less
time available, distributed participants, etc.)?
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Session/Presentation Name | Presenter Name

18. What Might Blended Learning Look Like?
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Session/Presentation Name | Presenter Name
Face
to
Face
● Web-Enhanced
● Blended Synchronous
● Blended Asynchronous
● “Bookended”
● Online Cohort
● Online Self-Paced
Fully
Online

19. Creating Our Own Blended Learning Outline
Consider the following elements of your case:
• what components are you open to changing?
• what will occur face-to-face/online?
• relationship between these modalities?
• how often will participants meet face-to-face?
• is the total time commitment comparable with
similar courses/seminars, etc?
• what is the teacher’s role?
• how important is learner interaction?
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Session/Presentation Name | Presenter Name

20. The Continuum of Instructional Practices
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Session/Presentation Name | Presenter Name
Online
(Self-Paced) Facilitated Online Blended
Teacher/
Student Roles
teacher prepared
content & directed
instruction but
minimal involvement
teacher prepared
content & directed
instruction
interaction between
teacher and students
teacher prepared content &
directed instruction
need to participate face-to-face
and online
Online
Approach
asynchronous
controlled by time
synchronous or
asynchronous
teacher directed
Synchronous teaching /
learning
Increased opportunities for
asynchronous learning
Instructional
Strategy
lecture / information
transfer*
lecture
discussion
lecture, discussion, task
negotiation
Role of Media/
Technology
LMS, CAI
assessment
LMS, synchronous
software, email
LMS, conferencing,
discussion boards, lab/
classroom,
(Adapted from: Thompson, K. 2014 Blendkit Reader CC03.0)

21. Creating Our Own Blended Learning Outline
Consider the kinds of interactions in your case:
• what do interactions look like in face-to-face
and online environments?
• to whom will learners express themselves?
• how will learners express themselves?
• why will learners want to express themselves?
• provide guidelines for learners
• acknowledge learner views
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Session/Presentation Name | Presenter Name

22. Creating Our Own Blended Learning Outline
Consider the kinds of activities in your case:
• how will learners participate?
• how will learners interact with content?
• how can consistency between content, learning
activities, and submissions be preserved
• how can technology provide meaningful
experiences?
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Session/Presentation Name | Presenter Name

23. Some Technology Integration Ideas
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Session/Presentation Name | Presenter Name
Media Form Technology
(process) Technology (tools)
Assimilative
lectures
watching video
reading texts
concept mapping,
brainstorming, MCQ,
social bookmarking
Google Apps, Mindomo, audio,
video, Blogs, Wikispaces, RSS
readers
Adaptive
(Responsive) simulations modeling Camtasia, Articulate,
simulations, eViPS
Communicative
discussions/forums
chats
text messages
reasoning, arguing,
coaching, debate,
discussion, negotiation,
performance
Padlet, email, discussion
boards, IM, video
conferencing, webinar, Flinga,
Wikispaces
Productive
(Creating)
writing
drawing
composing
remixing
thesis, journaling,
literature review, quizzes,
portfolio
creative applications, piazza,
virtual learning environments,
Diigo, comment bubble
Experimental
practicing
applying
experiencing
investigating
case-study, experiment,
laboratory, field trip,
game, role-playing
virtual lab, 3D immersive
environment, Aurasma
Adapted from: Littlejohn, A. and Pegler, C. (2007). Preparing for blended e-learning. Routledge, LONDON: UK. via Blendkit Reader

24. Learning Management Systems
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Session/Presentation Name | Presenter Name
Source: edutechnica retrieved from link HT Phil Hill, e-literate

25. Why Use Learning Management Systems
Productive
White-board
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Session/Presentation Name | Presenter Name
LMS
Experimental
Assimilative
Adaptive
Communicative
Structure
Content
Syllabus
SCORM
Quizzes
Forums
email
video
portfolio
/journal

26. Creating Our Own Blended Learning Outline
“Students can be critical of blended instruction if they feel
the face-to-face and time-out-of-class components of the
course are not well integrated.“
(Thompson, K. 2014)
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Session/Presentation Name | Presenter Name

27. Creating Our Own Blended Learning Outline
Consider the kinds of assessment in your case:
• when/where/how will assessments take place?
• formative vs. summative
• what types of assessments will be available?
• Focus on the learning not controlling
Some helpful resources:
Using Bloom’s Taxonomy to Create Multiple-Choice Questions
Effective Assessment Examples
Question Improvement Suggestions
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Session/Presentation Name | Presenter Name

28. Creating Our Own Blended Learning Outline
Consider quality assurance in your case:
• how will you know your blended course is sound
before launch
• who is involved? (SME, ID, Reviewer, Developer)
• how is success defined?
• are there existing review forms?
» example: Blended Course Self Assessment/Peer Review Form
(Thompson, K. 2014 Blendkit Reader CC0 3.0)
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Session/Presentation Name | Presenter Name

29. Finding the Right Blend
There is NO STANDARD BLEND!
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Session/Presentation Name | Presenter Name

30. What are some concerns?
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31. What are some hopes?
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Session/Presentation Name | Presenter Name

32. References
Carman, J.M. (October, 2002). Blended learning design: five key elements. Agilant Learning. Retrieved June 26, 2011 from http://
www.agilantlearning.com/pdf/Blended%20Learning%20Design.pdf
Chapman, B. (2013). Large Scale, Blended Learning Development: Benchmark [Research Study]. Published by Chapman Alliance LLC.
www.chapmanalliance.com
Cook, D. A., & Dupras, D. M. (2003). Flexible teaching for inflexible schedules: an online resident curriculum in acute ambulatory care. Medical teacher,
25(3), 330-331.
Dziuban, C.D., Hartman, J.L., and Mehaffy, G.L. (2014). Blending it all together, In A. Picciano, C. Dziuban, and C. Graham (Eds.), Blended learning:
Research perspectives, volume 2. NY: Routledge.
Fink, Dee. (n.d.). A self-directed guide to designing courses for significant learning. Unpublished manuscript. Retrieved from http://
www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf
Haas D, Mikhail L, Nocon J, Learman L. Teaching Residents Evidence-Based Medicine: Through a Clinical Question of the Week. MedEdPORTAL
Publications; 2010. Available from: https://www.mededportal.org/publication/7720 http://dx.doi.org/10.15766/mep_2374-8265.7720
Hill, P. (2014). New data available for higher education LMS market. e-Literate. Retrieved from http://mfeldstein.com/new-data-available-higher-education-
lms-market/
Palan, J., Roberts, V., Bloch, B., Kulkarni, A., Bhowal, B., & Dias, J. (2012). The use of a virtual learning environment in promoting virtual journal clubs
and case-based discussions in trauma and orthopaedic postgraduate medical education The Leicester experience. Journal of Bone & Joint Surgery,
British Volume, 94(9), 1170-1175.
Tempelhof, M. W., Garman, K. S., Langman, M. K., & Adams, M. B. (2009). Leveraging time and learning style, iPod vs. realtime attendance at a series
of medicine residents conferences: a randomised controlled trial. Informatics in primary care, 17(2), 87-94.
Thompson, K. (2014). The Blendkit Reader. University of Central Florida.
Additional Reading
Carlson, C. S., Aust, P. J., Gainey, B. S., McNeill, S. J., Powell, T., & Witt, L. (2012). " Which Technology Should I Use To Teach Online?": Online
Technology and Communication Course Instruction. MERLOT Journal of Online Learning and Teaching, 8(4), 334-347.
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Session/Presentation Name | Presenter Name

33. • Visit the evaluation area in
Pre-function Hall B, near
Registration; or
• Go to: http://www.royalcollege.ca/
icreevaluations to complete the
session evaluation.
• Visitez la zone d’évaluation, au
vestibule de la salle B, près du
kiosque d’inscription; ou
• Visitez le http://www.collegeroyal
.ca/evaluationscifr afin de remplir
une évaluation de la séance.
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