Presented as part of our "Blended Learning" month at PLU, this presentation covers the basics of blended learning and why it is an effective means of instruction.

1. “BABY STEPS TO BLENDED LEARNING”
Presented by Dana Bodewes and Steve Sosa

2. DEFINITIONS & TERMS
DB

3. Definitions & Terms

4. Definitions & Terms
• No universal definition
• Attributes of blended learning:
• Generally, blended combines f-2-f with online learning
• Shift to more “student-centered” learning

5. Definitions & Terms
http://youtu.be/KD8AUfGsCKg

6. RESEARCH & BENEFITS
SS

7. Research & Benefits
Growing body of research supports blended instruction
• Department of Education
• ECAR – Center for Analysis and Research
• MISO – Measuring Information Service Outcomes

8. Research & Benefits
“Blended is more effective than fully face-to-face or fully
online instruction.”
U.S. Department of Education Evaluation of
Evidence-Based Practices in Online Learning, 2010

9. Research & Benefits
“Students prefer and learn most in blended learning
environments”
ECAR 2013 Study of Undergraduate Students
and Information Technology

10. ECAR Study of Undergraduate Students and Information Technology, 2013
Research & Benefits
Why do students prefer blended learning?

11. Research & Benefits
76% Extends learning beyond the classroom
72% Gives them control of their own learning
66% Better prepares them to enter workforce
48% Makes learning creative
47% Makes learning fun
ECAR Study of Undergraduate Students and Information Technology, 2013
Student believe technology:

12. Research & Benefits
Are we taking advantage of student access to, preference
for, and interest in technology?
Can we connect something they enjoy to learning?
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13. Research & Benefits
Why is this important? What does it mean for PLU?
• Research shows its more effective
• Students prefer it
• Part of our core elements
“…will do what I see will be needful, advantageous, and wholesome for my neighbor.”
“…profound commitment to the common good.”
How do we take the first steps
towards blended learning?

14. BEFORE THE FIRST STEP:
Examine Course Goals
DB

15. Examine Course Goals
• Course goals focus course design
• Start with the end in mind and work backwards
• Technology supports pedagogy, not reverse

16. Examine Course Goals
Technologies
Assessments
Activities
Instruction
Course
Goals

18. Examine Course Goals
• What goals do students struggle with the most?
• What elements of the course could be changed to
improve learning?

19. BABY STEP ONE:
Engage Beyond the Classroom
SS

20. Engage Beyond the Classroom
“PLU professors are committed to a teaching and learning
environment that introduces students…to search for truth.”
(Core Elements in Lutheran Higher Education)

21. Engage Beyond the Classroom
Classroom
• Confined space
• Limited access/availability
• Single location
• Engaging students in the classroom

22. Engage Beyond the Classroom
Environment
• Limitless space
• Constant access, availability
• Multiple locations
• Engaging the world around us

23. So, how do we begin to engage
students beyond the classroom?

24. Engage Beyond the Classroom
Enable access
• Utilize the learning management system (LMS)
• Not just to upload our syllabus, but for actual engagement

25. Engage Beyond the Classroom
Continue the conversation
• Whatever we begin in-class can continue online
• Discussion boards topics
• Give all students a voice and chance to be heard

26. Engage Beyond the Classroom
Gauge student understanding
• Create online polls
• Understand their understanding or struggles with material
• Starting point for tomorrow’s course

27. BABY STEP TWO:
Repurpose Class Time for Peer Learning
DB

28. Repurpose Class Time for Peer Learning
• Reduce time spent on lecture
• Engage students more in the learning process
• Peer learning is most powerful type
• Technology enhances group work

29. Repurpose Class Time for Peer Learning
Provide a platform for collaboration
• Google Sites, included in Google Apps
• Allows students to share work with the class and world
• Encourages personalization, engagement, and creativity

30. Repurpose Class Time for Peer Learning
• Create video projects
• Lets students creatively demonstrate learning
• Encourages thorough planning and preparation
• Allows for editing and sharing better than live presentations

31. BABY STEP THREE:
Personalize Student Learning and Incorporate Choice
SS

32. Personalize Learning and Incorporate Choice

33. Personalize Learning and Incorporate Choice
Variety of online resources
• Gives students control over what interests them most
• Student choose preferred medium or content
• Access enables further learning
• Supports students at multiple levels
TEXTBOOK
ARTICLE
VIDEO
SIMULATION
APP

34. Personalize Learning and Incorporate Choice
• Desire to personalize
• What personalization accomplishes

35. Personalize Learning and Incorporate Choice
Incorporate choice in content creation
• Assignment objectives are always met
• Submissions might include essays, interviews, blog posts, videos
• Match learning preferences with content generation
• Increases student motivation and effort
• Utilizes individual talents to increase success

36. BABY STEP FOUR:
Make Homework More Interactive and Engaging
DB

37. Make Homework Interactive and Engaging
• Practice is necessary to learn new skills
• But, can be difficult to sustain attention and focus
• What makes work more interesting?
• Competition
• Interactivity
• Peers
• Immediate feedback

38. Make Homework Interactive and Engaging
Publish student blogs
• Encourages student accountability and ownership of work
• Engages peers with social media elements
• Encourages creativity and professionalism

39. Make Homework Interactive and Engaging
Explore online simulations/games
• Allows practice and failure in “safe” environments
• Motivates students
• Provides immediate feedback

40. ACTIVITY
Blending a Personal Connection
SS

41. Personal Connection
Importance of the human connection
• “Nobody cares how much you know, until they know how much you
care.” Theodore Roosevelt
• Before you win their minds, you must win their hearts
• Establishing trust, allowing them to relate to you

42. Personal Connection
First day of class, instructor introduction
• Establish rapport
• Syllabus review
• Expectations
What could that mean in a blended course?
What if you shared this same
information before they arrived?

43. Personal Connection
Activity: Create an Blended Introduction
• Goal is to connect with students
• What topics would your introduction contain?
• Background
• Interests (pets, travel, entertainment)
• Hobbies (sword fighting, body building, jewelry making)

44. Your Personal Introduction
Activity: Create an Blended Introduction
• Blended options might include:
• Personal blog
• Digital artwork/collage
• Video
• Other
What medium would you use
for an online introduction?
What topics would you cover
within that medium?

45. Your Personal Introduction
Activity: Create an Blended Introduction
• What medium did you choose and why?
• What topics did you include in your introduction?

46. NEXT STEPS
DB

47. Next Steps
• Keep Going:
• Using Instructional Video to Meet Student Needs, Feb 20
• Instructional Technologies Faculty Lunch, Feb 28
• Stayed tuned for more opportunities
• Get Assistance:
• Instructional Technologies

48. THANK YOU
See You at the Next Workshop!