BLENDED LEARNING
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Transcript of BLENDED LEARNING
BLENDED BLENDED LEARNINGLEARNINGBLENDED BLENDED LEARNINGLEARNING
„…„…becausebecause peoplepeople are no are no
single-method learners !“single-method learners !“
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Overview
1. What is blended learning?2. Blended learning theories3. Blended learning design/ingredients4. Blended learning models5. How to build an effective blend6. ALN principles for blended
environments7. Blended works – here´s proof
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What is blended learning?
… a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS and knowledge management practices.
… learning that mixes various event-based activities, including face-to-face classrooms, live e-learning and self-paced learning.
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What is blended learning?
a planned combination of approaches
• Coaching by a supervisor• Participation in an online class• Breakfast with colleagues• Competency descriptions• Reading on the beach• Reference to a manual• Collegial relationships• Participation in seminars, workshops,
online communities
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What is blended learning?
Blends are characterized by …
… customization… integration
… purpose… flexibility
… redundancy
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Blended learning theories
“Learning theories aren´t like religion. You don´t have to pick Catholic or Baptist or Muslim, and shun the others. The goal is to have the right theory for the right situation.”
Allison Rossett
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Blended learning theories
The situation is dependant upon……the people you serve…the nature of the skills they must
master…the context in which they are to
perform situational instructional design
model
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BLENDED LEARNIN
G THEORYVygots
ky
Piaget
Gery
Bloom
Merrill
Gagné
Clark
Keller
A blend of learning theories
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Blended learning design
5 key ingredients for blended learning:
1 Live events2 Self-paced learning3 Collaboration4 Assessment5 Performance support materials
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Ingredients for blended learning
Collaboration
Performance support materials
Live Event
Assessment
Self-paced learnin
g
Live events
Self-paced learni
ng
formal and informal, technology- and people-based, independent and convivial, directive and discovery-oriented
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Ingredient 1: Live events
• live, synchronous events are main “ingredient” of blended learning
• nothing can replace the ability to tap the expertise of a live instructor
• J. Keller “ARCS-Model” of Motivation
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Attention
gaining and (!) keeping the learner´s attention
+ begin class by telling a joke+ or by polling the learners with a
thought-provoking question= engaged online-learners, who are
prepared for learning
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Relevance
learners only stay focused when they believe the training is relevant to their specific situation
+ use examples or analogies familiar to the audience
+ show how course information can be used to solve real problems
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Confidence
learners must have confidence in their skills and abilities in order to remain motivated
+ make classroom expectations clear+ give learners ample time to practice
their new skills= experience of success and
confidence
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Satisfaction
learners must be satisfied with the results of their learning experiences in order to remain motivated
+ provide learners with opportunities to use new skills
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Ingredient 2: Self-paced learning
• self-paced, asynchronous learning events add significant value to the blended learning equation
• must be based on effective implementation of traditional and modern instructional design principles
Multimedia and Modern Design Theory
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Ruth Clark (2002):• The Multimedia Principle
adding graphics to text can improve learning
• The Contiguity Principle placing text near graphics improves learning
• The Modality Principle explaining graphics with audio improves learning
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Ingredient 3: Collaboration
• humans are social beings the power of learning is augmented when opportunities for meaningful collaboration exist
• 2 types of collaboration produce effective results:peer-to-peer peer-to-mentor
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Ingredient 4: Assessment
• enables learners to “test out” of content they already know, fine-tuning their own blended learning experience
• measures the effectiveness of all other learning modalities and events
6 Levels of Cognitive Learning (B. Bloom, 1956)
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6 Levels of Assessment1 Knowledge2 Comprehension3 Application4 Analysis5 Synthesis6 Evaluation
“higher level” assessment
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Ingredient 5: Performance support
materials• most important ingredient
promotes “learning retention and transfer” to the work environment
• several flavors:printable referencesjob aidsPDA downloads
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Blended learning models
NIIT categorizes blended learning intothree models:
Skill-driven learning Attitude-driven learning Competency-driven learning
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Skill-driven learning model
combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
requires regular feedback and support from the trainer, facilitator or peer
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Skill-driven learning model
Blended learning that´s skill-driven mixes interaction with a facilitator through e-mail, discussion forums and face-to-face meetings with self-paced learning, such as Web-based courses and books.
analogous to a chemical reaction
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Skill-driven learning model
Survey by the Masie Center (2000)88% of learners and 91% of managers recommend that the trainer should be an active part of the online training program. They placed a high value on having the trainer monitor progress and contact the learner, evaluate online project-work, build and facilitate an online-community and be available via email or threaded discussion to respond to content questions.
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Skill-driven learning model
Combining self-paced learning with facilitator support …
keeps the learner from feeling isolated
assists in the successful completion of the self-paced modules
works best when people are learning content at the knowledge or application levels
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Skill-driven learning model
Techniques to incorporate skill-driven learning include:
creating a tightly scheduled group learning plan
using instructor-led overview and closing sessions
using synchronous learning labs providing support to learners
trough email
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Skill-driven blended learning plan
Technology-based techniques
Non-technology based techniques
Announcement LMS, email push flyer, mail, phone
Overview session email, Webinar traditional classroom
Self-paced learning
Web-based tutorial, e-books, EPSS
articles, books, job-aids
Query resolution email, FAQ, instant messenger
face-to-face meeting
Demonstration Web meeting, simulations
traditional classroom
Practice simulations workbook assignment
Feedback email face-to-face meeting, print report
Closing session email, Webinar traditional classroom
Certification Web-based test print test
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Attitude-driven model blends traditional classroom-based
learning with online collaborative learning events
mixes various events and delivery media to develop specific behavior
at times, the nature of the content, as well as the desired outcome (developing attitudes and behavior) necessitates the inclusion of collaborative learning
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Attitude-driven model
content that deals with developing new attitudes and behaviors requires peer-to-peer interaction and a risk-free environment
For example soft skill courses: Role playing
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Attitude-driven blended learning plan
Technology-based techniques
Non-technology based techniques
Announcement LMS, email push flyer, mail, phone
Overview session email, Webinar traditional classroom
Self-paced learning
Web-based tutorial, e-books, simulations
articles, books, workbooks
Query resolution email, FAQ, instant messenger
face-to-face meeting with expert
Assessment simulations print test
Practice simulations role-playing with peers
Collaborative session
Webinar, chat role-playing with peers
Feedback and Closing session
email, Webinar traditional classroom
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Competency-driven model
blends performance support tools with knowledge management resources and mentoring to develop workplace competencies
to capture and transfer tacit knowledge, learners must interact with and observe experts on the job
for learning that facilitates the transfer of tacit knowledge
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Competency-driven blended learning plan
Technology-based techniques
Non-technology based techniques
Assign guides or mentors
email phone
Create a community
space on the Internet or intranet
study groups
Practice email, discussion groups, simulations
workshops, face-to-face meetings, phone
Hold discussion discussion forums, chatface-to-face meetings, workshops, phone
Resolve queries email, instant messenger
face-to-face meeting
Capture learningstories and data compiled in a knowledge repository
white papers
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How to build an effective blend…
• Consider:stability & urgencytouches & costslearning resources & experience
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Long development
Short development
TIME TO IMPLEMENT
stable
volatile
CONTENT
STABILITY
Simulations
Scenarios
Workshops
Web learning modules
Video & Audio CD/DVDs
Online communities
Live e-learning
Mentoring
E-mentoring
Online resource links
On-the-job training
Online bulletin boards
Print job aids
Workbooks
Role modeling
Collegial connections
Live e-learning
Documentation
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HighLow
COSTS
TOUCHES
Human
System
On-the-job training
Coaching
Online communities
Role modeling
Mentoring
Instructor-led classroom
Workshops
Live e-learning
Workbooks
Online knowledge databases
Video & Audio CD/DVDs
Online resource links
Simulations
Web learning modules
Scenarios
Performance support tools
Online help systems
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Independent
Social
EXPERIENCE
Instruction
Extensions
LEARNING
RESOURCES Live e-learning
Live simulations
On-the-job training
Workshops
Workbooks
Documentation
Scenarios
Video & Audio CD/DVDs
Web learning modules
Coaching
Mentoring
Listservs
Online communities
Work teams
Print job aids
Online help systems
Online resource links
Online self-assessments
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How to build an effective blend…
Deliver assets and guidance Work cross-functionally Encourage independence & conviviality Focus on flexible options for employees &
customers Put people in the middle of the blend Communicate, communicate, communicate Embrace redundancy Take on key initiatives and measure results
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12 ALN Principles for blended environments
1) Begin with a shared vision of how technology can improve teaching and learning.
2) Develop efficiences in cost and scalability.
3) Identify ways to meet the needs of individual learners.
4) Provide continuous support for role adjustment.
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5) Provide active institutional support and recognition for faculty.
6) Ensure learning design appropriately integrates face-to-face and online components.
7) Promote metacognitive reflection on the process of learning.
8) Provide timely feedback and clear expectations for response time.
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9) Integrate student services.10) Plan early for course development.11) Provide continuous training &
support.12) Choose appropriate technology.
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What are the advantages of blended learning?
• greater access to a range of appropriate, personalized and individualized learning, teaching and resources
• greater accommodation for learners and teachers of diverse ages, styles, expertise, nationalities and cultures, who can connect from multiple settings such as homes, workplaces, libraries, countries,…
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What are the advantages of blended learning?
• greater flexibility and cost effectiveness in terms of mission, scalability, breadth, time, value and infrastructure
• greater student and faculty satisfaction
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Blended works – here´s proof
Dean et al. (2001)study about the effectiveness of combined delivery modalities for distance learning and resident learning providing several linked options for learners, in addition to classroom training, increased what they learned
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Blended works – here´s proof
DeLacey & Leonard (2002)technology and distance in education at the Harvard Business School students not only learned more when online sessions were added to traditional courses; their interaction and satisfaction improved as well
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Blended works – here´s proof
Thomson & NETg (2003) speedier performance on real world tasks by people who learned through a blended strategy – faster than those studying through e-learning alone
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Blended works – here´s proof
Thomson Job Impact Study (1999) focused on teaching elements of Microsoft Excel to three different groups of people
group 1: blended approachgroup 2: e-learning approachgroup 3: control group/no training
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Group 1• 5 Excel scenario-based exercises
that provided a realistic business situation that could be applied to real-world tasks
• arranged in ascending order of difficulty
• access to supporting materials (NETg Excel Fundamentals Learning Objects, online mentors, FAQs, relevant Web sites)
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Group 2• completed standard NETg E-
learning Excel Fundamentals course
• no scenarios, but the same Excel learning objectives
• option of consulting with an online mentor, FAQs, book links, pertinent Web sites
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Results Group 1 showed a 30% increase in
accuracy of performance over Group 2 159% more accuracy than the untrained
Control group (Group 2: 99%) Group 1 completed real-world tasks
41% faster than the e-learning group (SBEs enhanced the learners understanding of procedural knowledge)
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Results having access to mentors within
the online instruction was essential to the success of both groups, but particularly to the SBE participants
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Blended works – here´s proof
Rovai & Jordan (2004)Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses
68 graduate students – 3 groups
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• Group 1/traditional course:3 hours face-to-face time/weektextbook study assignmentslecture with class-wide discussionssome collaborative group workindividual work
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• Group 2/blended course14 face-to-face hours/semestergroup simulationsproject presentationsguest speakersinteractive videosdiscussionsBlackboardSM e-learning systemasynchronous dialogues
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• Group 3/fully online courseBlackboardSM e-learning systemtextbook study assignmentscollaborative online discussion topicsauthentic assessment tasks
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• InstrumentationCCS Classroom Community Scale20 self-report items/ 2 scales:
Connectedness(cohesion, community spirit, trust,
interdependence)
Learning(sharing educational goals, experiencing
educational benefits by interacting with others)
5-point-Likert-scale
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Results blended courses produce a
stronger sense of community among students than either traditional or fully online courses
trad. course
blended course
fully online course
connectedness
30.78 34.91 28.83
learning 34.03 36.17 33.01
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Blended works – here´s proof
Benbunan-Fich & Hiltz (1999)Impacts of asynchronous learning networks on individual and group problem solving: A field experiment140 students – 4 groups
Task: Solving an ethical case scenario2x2 factorial designwith/without ALN x alone/group
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• Individual/manual conditionsolved case individually, in an in-class exercise
• Individual/online conditionsubmitted their individual responses in a computer conference
• Group/manual conditionteam members solved case by interacting in a face-to-face session
• Group/online conditionteam members interacted asynchronously for a week using computer conference as the only means of communication to discuss and solve the case
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• ResultsTeamwork Effects Result
length of reports G>I
Solution satisfaction G>I
Online effects
solution quality O>M
length of reports O>M
Interaction Effects
length of the reports GxO
self reported learning GxO
Group Perception
collab. learning perception GO=GM
perception of discussion quality
GO<GM
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• Results ALN enhances the quantity and
quality of the solutions to an ethical case scenario
combination of teamwork with ALN-support increases the student´s perceptions of learning
seems that ALN is equally suited for collaborative learning activities as traditional synchronous methods
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Thanks for your attention!
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References
Barbian, J. (2002). Blended works: Here´s proof. Online Learning Magazine. Available: http://www.onlinelearningmag.com/onlinelearning/magazine/article_display.jsp?vnu_content_id=1526767
Benbunan-Fich, R. & Hiltz, S.R. (1999). Impacts of asynchronous learning networks on individual and group problem solving: A field experiment. Group Decision and Negotiation, 8, 409-426.
Carman, J.M. (2002). Blended learning design: Five key ingredients. Available: http://www.knowledgenet.com/pdf/Blended%20Learning%20Design_1028.PDF
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DeLacey, B.J. & Leonard, D.A. (2002). Case study on technology and distance in education at the Harvard Business School. Educational Technology and Society, 5, 13-28.
Julian, E.H. & Boone, C. (2001). Blended learning solutions: Improving the way companies manage intellectual capital. An IDC White Paper. Available: http://suned.sun.com/US/images/final_IDC_SES_6_22_01.pdf
Lefoe, G., Gunn, C. & Hedberg, J. (2002). Recommendations for teaching in a distributed learning environment: The student´s perspective. Australian Journal of Educational Technology, 18, 40-56. Available: http://www.ascilite.org.au/ajet/ajet18/lefoe.html
Moore, J.C. (2004). ALN Principles for blended environments: A collaboration. Available: http://www.aln.org/publications/books/alnprinciples2.pdf
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Rossett, A., Douglis, F. & Frazee, R.V. (2003). Strategies for building blended learning. Learning Circuits, ASTD online magazine. Available: http://www.learningcircuits.org/2003/jul2003/rossett.htm
Rovai, A.P. & Jordan, H.M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning.
Valiathan, P. (2002). Blended learning models. Learning Circuits. Available: http://www.learningcircuits.org/2002/aug2002/valiathan.html