vaughan power cnie08
DESCRIPTION
Blended Learning: A Step Further (towards Blended Online Learning)TRANSCRIPT
Taking Blended Learning a Step FurtherTaking Blended Learning a Step FurtherDr. Norman Vaughan & Dr. Michael Power
OverviewOverview
University of Calgary ContextLaval University ContextBlended LearningBlended Online LearningDiscussion:
What is the impact of BL & BOL on the quality of online courses offered by university faculty?What impact does it have on the quality of online student learning?Does such a blended environment enable faculty to “go online” faster, thus making higher education more easily accessible to the Canadian public?
University of CalgaryUniversity of Calgary
Calgary > 1M population
40 yr old campus‐based institution
~30,000 students & growing
80% plus HS average to get in
Top 10 in research funding
81 students per class (junior level)
Increasing student dissatisfaction
Institutional Learning Plan
That inquiry-based learning approaches be at the centre of the undergraduate learning experience.All students must have the opportunity to participate in communities of inquiryLearning technologies (i.e., eLearning) offer opportunities to enhance the campus experience and extend learning through the innovative use of on-line resources, asynchronous collaborative learning opportunities, and electronic communication.
Community of Inquiry Framework
Social Presence
The ability of participants
‐ to identify with the
community (e.g., course
of study),
‐communicate
purposefully in a trusting
environment, and
‐develop inter‐personal
relationships by way of
projecting their
individual personalities.
Cognitive PresenceThe extent to which learners are able to ‐construct and confirmmeaning through sustained reflectionand discourse in a critical community of inquiry.
Teaching PresenceThe design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.
Blended Learning Blended Learning –– Campus BasedCampus Based
"At its core, blended learning is the thoughtful fusion of face‐to‐face and online learning experiences. The basic principle is that face‐to‐face oral communication and online written communication are optimally integrated such that the strengths of each are blended into a unique learning experience congruent with the context and intended educational purpose. ...
Garrison, D. R. & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. SF: Wiley.
Blended Learning Blended Learning –– Campus BasedCampus Based
Face‐to‐FaceClassroom Learning
Experiences
OnlineLearning
ExperiencesIntegration
Laval University ContextLaval University Context
Quebec City > .8 M population;
2nd oldest university (Canada and US);
~36,000 students & growing;
Top 10 in research funding;
Student mobility and international experience a major priority for all undergraduate programs;
Increasing student interest in online learning & accessing online resources
http://www.elcolmadito.com/Arte/MasProductos/PerezCafetera_3_2.jpg
BOTTLENECKIN SUPPLY
OF HE
DEMAND
SUPPLY
UniversitUniversitéé LAVALLAVAL
The institution
Project: from Blended Learning to Blended Online Learning
The BOL concept
Implications
““A Blended Online Learning EnvironmentA Blended Online Learning Environment
…is the simultaneous and complimentary integration and implementation of an asynchronous‐mode learning environment (i.e. a course management system, or CMS) and a synchronousdesktop conferencing environment”(i.e. a virtual classroom)”.Power (2008) AERA.
ON-CAMPUS DESIGN & DELIVERY
© Michael Power, 2008
A Blended Online Learning EnvironmentA Blended Online Learning Environment
ONLINE DESIGN & DELIVERYON-CAMPUS DESIGN & DELIVERY
© Michael Power, 2008
A Blended Online Learning EnvironmentA Blended Online Learning Environment
ONLINE DESIGN & DELIVERY
FACULTY
ON-CAMPUS DESIGN & DELIVERY
© Michael Power, 2008
“Faculty”= faculty-led instruction
SYNCHRONOUS
A Blended Online Learning EnvironmentA Blended Online Learning Environment
Traditional Higher Education
ONLINE DESIGN & DELIVERY
FACULTY
ON-CAMPUS DESIGN & DELIVERY
© Michael Power, 2008
“Faculty”= faculty-led instruction
SYNCHRONOUS
A Blended Online Learning EnvironmentA Blended Online Learning Environment
SYSTEM
ASYNCHRONOUS
Online Learning
“System”= system-managed instruction
Traditional Higher Education
ONLINE DESIGN & DELIVERY
FACULTY
ON-CAMPUS DESIGN & DELIVERY
© Michael Power, 2008
“Faculty”= faculty-led instruction
SYNCHRONOUS
A Blended Online Learning EnvironmentA Blended Online Learning Environment
SYSTEM
ASYNCHRONOUS
Online Learning
“System”= system-managed instruction
Traditional Higher Education
Blended Learning
ONLINE DESIGN & DELIVERY
FACULTY
ON-CAMPUS DESIGN & DELIVERY
© Michael Power, 2008
“Faculty”= faculty-led instruction
SYNCHRONOUS
A Blended Online Learning EnvironmentA Blended Online Learning Environment
SYSTEM
ASYNCHRONOUS
Online Learning
“System”= system-managed instruction
Traditional Higher Education
Blended LearningBlended ONLINEBlended ONLINELearningLearning
Designing for a BOLE
SynchronousOral
> spontaneous
> lively
< autonomy required
> passion
> creative
AsynchronousWritten
> reflective
> structured
< intimidating
> reason
> rigour
integrate
complement
Inquiry Cycle Approach (Norm’s view)
1. Before a synchronous session2. During a synchronous session3. After a synchronous session4. At the next synchronous meeting
Inquiry Cycle – Before a synchronous session
Triggering activity ‐ introduction to a course concept/topic with an attempt to identify the key questions or issues
Inquiry Cycle – Synchronous session
Opportunities to explore the key questions through synchronous discussion and debate
Inquiry Cycle – After synchronous session
Further exploration and a start towards tentative integration through the ability to connect theory to practice through collaborative project work
Inquiry Cycle – Next synchronous session
Discussion of the self‐ reflection and/or peer review process that led to a sense of resolution/application
Inquiry Cycle Approach (Mike’s view)
1. During a synchronous session
2. After a synchronous session1. Individual Work
2. Teamwork
3. At the next synchronous meeting
DURING A SYNCHRONOUS MEETINGI tell you
there’s bullionto be had!
DURING A SYNCHRONOUS MEETINGSo, do yourwork and getback up here!
Chomsky, 1986; Marton, D. Hounsell, and N. Entwistle, 1984 (deep structure)
AFTER THE SYNCHRONOUS MEETING
IndividualWORK‐readings‐quiz‐personal Qs
IndividualWORK‐readings‐quiz‐personal Qs
AFTER THE SYNCHRONOUS MEETING
TEAM WORK TEAM WORK‐Review of Individual work‐Teams Qs & Debate Qs
AT THE NEXT SYNCHRONOUS MEETING Great workpeople!!
Let’s see whatyou got!
Projected opportunities ‐ Students
Increase in student accountability for ownership of learning (control and responsibility)
More complete course format (virtual face‐to‐face; high‐level faculty‐student and student‐student dialogue);
Improvement in learning outcomes;
Decrease in drop‐out/ failure (DF) rates;
Projected opportunities ‐ Faculty
Overall, + flexible teaching and learning environmentBorderless teaching, reaching more (& potentially better) students;Teaching more “interest‐related” courses, thereby narrowing the teaching‐research divide;Enhanced faculty interaction with students;Less front‐end design (compared to Web courses);Greater “continuity of practice” (Power,2008)Increased student engagement in learningMore realistic level of student autonomy
Projected opportunities ‐ Administration
Overall improvement in cost/effectiveness ratio;Lower structure & associated front‐end design costs;Lower drop‐out and failure rates;Levels of structure & dialogue sustainable;More flexible teaching and learning environment;Some economy of scale possible;
Greater qualityGreater frequency of content refresh & increased course redesign (incrementalimprovement)
Challenges ‐ Students
GeneralTransition – from a passive to an active & collaborative learning approachStudy and timemanagement skillsExpecting that online learning means no classes, exclusively individual work & perhaps less work than on‐campus classes;Adjusting to online synch and asynch teamwork;Accepting responsibility for completing individual & team activities;
TechnicalObtaining high‐speed Internet access;Learning to use more sophisticated technologies
Challenges ‐ Faculty
Managing risk factors
Resistance to change
Managing with scarce support for course redesign;
If online for the first time, developing new skills and learning to use new technology;
If formerly online in asynchronous mode, returning to a synchronous mode of teaching;
Managing potential technology crashes;
Discussion
What is the impact of a BOLE on the quality of online courses offered by university faculty?
What impact does it have on the quality of online student learning?
Does a BOLE enable faculty to “go online”faster? If so, will this result in higher education becoming more easily accessible to the Canadian public, even learners worldwide?
Contact us!
Dr. Michael PowerDepartment of Studies on
Teaching & LearningFaculty of EducationUniversité Laval 2320 rue des BibliothèquesQuebec City (Québec) G1V 0A6Ph: (418) 656‐2131 #5467Fax: (418) 656‐2905Email: [email protected]
Dr. Norman VaughanDepartment of Education &
SchoolingFaculty of Teaching & LearningMount Royal College4825 Mount Royal Gate SWCalgary, Alberta, CanadaT3E 6K6Ph: (403) 440‐5587Fax: (403) 440‐7024Email: [email protected]