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Designing Blended Learning Focused on Designing Blended Learning Focused on Knowledge Category and Learning ActivitiesKnowledge Category and Learning Activities

——Case Studies from Beijing Normal University——Case Studies from Beijing Normal University

March 22, 2005March 22, 2005

Prof. HUANG RonghuaiProf. HUANG RonghuaiKnowledge Science and Engineering Institute, BNUKnowledge Science and Engineering Institute, BNU

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ContentContent

• What What is Blended Learning?is Blended Learning?

• ChallengesChallenges Faced to Implement Blended Faced to Implement Blended LearningLearning

• DesigningDesigning Blended Learning Blended Learning

• Two Two CaseCase Studies Studies

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Why Blended Learning?Why Blended Learning?

China Modern DEChina Modern DE

• Till the end of 2003, China has Till the end of 2003, China has

approved approved CRTVUCRTVU (Central Radio (Central Radio

and TV University) and other and TV University) and other 67 67

higher colleges and universitieshigher colleges and universities

as pilots to develop modern as pilots to develop modern

distance educationdistance education

• 17 in Beijing (including 17 in Beijing (including

CRTVU), 8 in Shanghai, 6 in CRTVU), 8 in Shanghai, 6 in

SichuanSichuan

• More than 2.3 million studentsMore than 2.3 million students

Year# of college

students (million)

Percentage of annual

increasing (%)

1998 3.409 7.4

1999 4.134 21.27

2000 5.561 34.52

2001 7.191 29.31

2002 9.034 25.63

2003 11.736 16.6

2004More than 20 million , the rate

of enrollment is 19%

College StudentsCollege Students

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What is Blended Learning?What is Blended Learning?

• Blended learning focuses on

optimizing achievement of

learning objectives by

• applying the “right” learning

technologies

• to match the “right” personal

learning style

• to transfer the “right” skills

• to the “right” person

• at the “right” time.

• Blended learning focuses on

optimizing achievement of

learning objectives by

• applying the “right” learning

technologies

• to match the “right” personal

learning style

• to transfer the “right” skills

• to the “right” person

• at the “right” time.

• Embedded in this definition are the following principles:• We are focusing on the learning

objective rather than the method of delivery

• Many different personal learning styles need to be supported to reach broad audiences

• Each of us brings different knowledge into the learning experience

• In many cases, the most effective learning strategy is “just-what-I-need, just-in-time”

• Embedded in this definition are the following principles:• We are focusing on the learning

objective rather than the method of delivery

• Many different personal learning styles need to be supported to reach broad audiences

• Each of us brings different knowledge into the learning experience

• In many cases, the most effective learning strategy is “just-what-I-need, just-in-time”

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Dimensions of the BlendDimensions of the Blend • Blending Offline and Online Blending Offline and Online

LearningLearning

• Blending Self-Paced and Live, Blending Self-Paced and Live,

Collaborative LearningCollaborative Learning

• Blending Structured and Blending Structured and

Unstructured LearningUnstructured Learning

• Blending Custom Content with Off-Blending Custom Content with Off-

the-Shelf Contentthe-Shelf Content

• Blending Work and LearningBlending Work and Learning

Dimensions of the BlendDimensions of the Blend • Blending Offline and Online Blending Offline and Online

LearningLearning

• Blending Self-Paced and Live, Blending Self-Paced and Live,

Collaborative LearningCollaborative Learning

• Blending Structured and Blending Structured and

Unstructured LearningUnstructured Learning

• Blending Custom Content with Off-Blending Custom Content with Off-

the-Shelf Contentthe-Shelf Content

• Blending Work and LearningBlending Work and Learning

Ingredients of the BlendIngredients of the Blend • Synchronous physical formats:Synchronous physical formats:

• Instructor-led Classrooms & Lectures

• Hands-on Labs & Workshops

• Field Trips

• Synchronous online formats (Live eLearning):Synchronous online formats (Live eLearning):• eMeetings

• Virtual Classrooms

• Web Seminars and Broadcasts

• Coaching

• Instant Messaging

• Self-paced, asynchronous formats:Self-paced, asynchronous formats:• Documents & Web Pages

• Web/Computer-Based Training Modules

• Assessments/Tests & Surveys

• Simulations

• Job Aids & Electronic Performance Support Systems (EPSS)

• Recorded live events

• Online Learning Communities and Discussion Forums

Ingredients of the BlendIngredients of the Blend • Synchronous physical formats:Synchronous physical formats:

• Instructor-led Classrooms & Lectures

• Hands-on Labs & Workshops

• Field Trips

• Synchronous online formats (Live eLearning):Synchronous online formats (Live eLearning):• eMeetings

• Virtual Classrooms

• Web Seminars and Broadcasts

• Coaching

• Instant Messaging

• Self-paced, asynchronous formats:Self-paced, asynchronous formats:• Documents & Web Pages

• Web/Computer-Based Training Modules

• Assessments/Tests & Surveys

• Simulations

• Job Aids & Electronic Performance Support Systems (EPSS)

• Recorded live events

• Online Learning Communities and Discussion Forums

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ContentContent

• What What is Blended Learning?is Blended Learning?

• ChallengesChallenges Faced to Implement Blended Faced to Implement Blended LearningLearning

• DesigningDesigning Blended Learning Blended Learning

• Two Two CaseCase Studies Studies

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How to Design the How to Design the CurriculumCurriculum of of Blended Learning?Blended Learning?

• Most college and university instructors have not Most college and university instructors have not

acquired enough understanding of instructional acquired enough understanding of instructional

activities based on blended learning. activities based on blended learning.

• So the urgent issue of carrying out blended So the urgent issue of carrying out blended

learning is to put forward a series of curriculum learning is to put forward a series of curriculum

design methods and ideas concerning blended design methods and ideas concerning blended

learning, which are easy to use by teachers.learning, which are easy to use by teachers.

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How to Design and Use the Online How to Design and Use the Online Resources?Resources?

• Blended learning resources need to be integrated Blended learning resources need to be integrated with learning activities (especially in normal with learning activities (especially in normal classrooms) and embedded into online curriculum classrooms) and embedded into online curriculum resources. resources.

• The flexibility of blended learning not only The flexibility of blended learning not only provides more choices for knowledge delivery and provides more choices for knowledge delivery and skill development, but it simultaneously brings skill development, but it simultaneously brings more difficulties for resource development.more difficulties for resource development.

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How to Promote the Level of How to Promote the Level of Learning StrategyLearning Strategy

• Chinese students are often slow to take advantage Chinese students are often slow to take advantage

of web-based learning methods and often fail to of web-based learning methods and often fail to

develop the learning skills that match this develop the learning skills that match this

instructional organizing method.instructional organizing method.

• Teachers and instructional designers must Teachers and instructional designers must

consider how to promote students’ self-regulated consider how to promote students’ self-regulated

learning capability in the process of instructional learning capability in the process of instructional

design.design.

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ContentContent

• What What is Blended Learning?is Blended Learning?

• ChallengesChallenges Faced to Implement Blended Faced to Implement Blended LearningLearning

• DesigningDesigning Blended Learning Blended Learning

• Two Two CaseCase Studies Studies

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Bi-Dimensional Taxonomy of Educational Bi-Dimensional Taxonomy of Educational Objectives and Activity DesignObjectives and Activity Design

Knowledge Dimension

Cognitive Process Dimension

1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create

A. Factual knowledge

Reading (text books and online hypertexts)

Tests;Search on Internet

B. Conceptual knowledge

Concept Maps On-line tests

C. Procedural knowledge

Discussion;Communication;Concept Mappings;On-line Collaboration

Practice; Resolve Well-structured Problems

Case Studies

ReflectionResolve ill-structured problems

D. Meta-cognitive knowledge

Communication;Brain storming

Making up Learning Strategy

Activity Record Study

Reflection

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The Design The Design Procedures for Procedures for

Blended Blended LearningLearning

Pre-analysis

Design of activities and resources

Analysis of learning objects(knowledge taxonomy)

Analysis of B-learning environment Analysis report

Overall design reportof B-learning

B-learning designreport in detail

Instructionalverification

Instructional assessment

Assessment of learning process curriculum examination assessment of activity organization

Design of unit (activity)

Definition of performances

Assessment of unit

Activity objectives Activity organization

Design and development of resources

Selecting contents

Developing cases

Presenting design anddevelopment

Overall design of B-learning

Learning unit (activities)

B-learning learning support

B-learning delivering strategy

Analysis oflearners’ characteristics

1. Pre-analysis

2. Design of Activity and Resource

3. Design of Assessment

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ContentContent

• WhatWhat is Blended Learning? is Blended Learning?

• ChallengesChallenges Faced to Implement Blended Faced to Implement Blended LearningLearning

• DesigningDesigning Blended Learning Blended Learning

• Two Two CaseCase Studies Studies

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Case 1: Online Course Case 1: Online Course “ “Introduction to Introduction to Educational TechnologyEducational Technology””

• one course of the one course of the

master’s degree programmaster’s degree program

• a typical blended a typical blended

learning curriculumlearning curriculum

• jointly produced by jointly produced by

Beijing Normal Beijing Normal

UniversityUniversity and and

University of SheffieldUniversity of Sheffield

• May 2003 - May 2005May 2003 - May 2005

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Pre-analysisPre-analysis• for for in-service teachersin-service teachers to take from to take from

home. Learners of the curriculum home. Learners of the curriculum come from K-12 schools. come from K-12 schools.

• e-learninge-learning is a suitable way for is a suitable way for them to get credit hoursthem to get credit hours

• The The coursecourse consists of seven consists of seven relatively independent modulesrelatively independent modules

• The curriculum implementation and The curriculum implementation and main learning activities will be put main learning activities will be put onto a onto a web-based platform web-based platform (WebCL)(WebCL)

• The basic The basic learning modeslearning modes are are discussion of key themes, case discussion of key themes, case studies, and group learning.studies, and group learning.

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Activity and Resource DesignActivity and Resource Design

Learning objectives Students’ activities Resources Teachers’ activities

1. To understand the basic concepts of instructional design.

2. To get familiar with the process of instructional design.

Mostly reading 1. Articles

2.Video (lectures given by experts)

3. Recommended websites

1.Answering questions on line

2.Video conferencing

3. To design instructional case of the learners’ own subjects.

1. Reading

2. Problem solution: practice and implementation of instructional design

3. Discussion and communication: the process of submission and the record of reflection

1. Articles

2.Cases (video + articles)

1. Tracking the design and implementation process of cases.

2. Offer advice and feedback.

3. Face-to-face discussion

4. To master the assessment methods for instructional design cases.

1. Discussion and communication: analyze cases in groups

2.Case analyses: submission of group reports

1. Cases studies (video)

2. Article cases (description of lesson plans)

An example: The Basic Design Framework of "Instructional Design"

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Assessment DesignAssessment Design

• The evaluation The evaluation

of the curriculum of the curriculum

utilizes utilizes

formative formative

assessment in assessment in

exploring exploring

specific records specific records

of learning of learning

process process

including learner including learner

e-portfolios.e-portfolios.

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Case 2:Case 2: On-campus Curriculum On-campus Curriculum “ “Multimedia TechnologyMultimedia Technology””

• aa compulsory course for junior compulsory course for junior

undergraduate students majoring in undergraduate students majoring in

Computer ScienceComputer Science

• aa 18-week 18-week course course

• about about 120 junior undergraduate 120 junior undergraduate

studentsstudents, ,

• one lecturerone lecturer with with two tutorstwo tutors

• I was involved in creating this I was involved in creating this

course as part of a master’s program course as part of a master’s program

in the early in the early 1990s1990s which later which later

become a compulsory course for become a compulsory course for

undergraduate students.undergraduate students.

• aa compulsory course for junior compulsory course for junior

undergraduate students majoring in undergraduate students majoring in

Computer ScienceComputer Science

• aa 18-week 18-week course course

• about about 120 junior undergraduate 120 junior undergraduate

studentsstudents, ,

• one lecturerone lecturer with with two tutorstwo tutors

• I was involved in creating this I was involved in creating this

course as part of a master’s program course as part of a master’s program

in the early in the early 1990s1990s which later which later

become a compulsory course for become a compulsory course for

undergraduate students.undergraduate students.

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Pre-analysisPre-analysis• many types of knowledgemany types of knowledge

• students have already learned students have already learned

other other relevant computer coursesrelevant computer courses

• lacklack a personal understanding of a personal understanding of

relevant learning strategies and relevant learning strategies and

self-regulated learningself-regulated learning

• group collaboration project was group collaboration project was

guided by tutors through guided by tutors through

WebCLWebCL

• Except for the necessary Except for the necessary

textbookstextbooks, developed most of , developed most of

the other relevant e-learning the other relevant e-learning

resourcesresources and provided and provided

reference websites and reference websites and

bibliographies of the pioneers in bibliographies of the pioneers in

multimedia technologymultimedia technology

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Activity DesignActivity Design

2-9 4-18

2004-2-82004-2-16

One week

learning instruction

data compress

colored digital image

JPEG compress

1 3 54

audio coding

2

2 F2F LectureE-l earni ngacti vi ty

4-19 7-3

Week for exams

6 7

XMLdynamic videocompression

Group reportof task two

Group reportof task one

The Sequence of Activities in "Multimedia Technology"

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Lead-in Activity

Classroom Lecture Activity

22CL in Classroom

23CL through WebCL

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EvaluationEvaluation

1.1. In general, the students thought that the blended learning In general, the students thought that the blended learning activities activities offered them a full range of learning opportunities offered them a full range of learning opportunities and resourcesand resources that better matched reality. that better matched reality.

2.2. Most students Most students were favorable toward combining network-were favorable toward combining network-based and classroom instructional techniquesbased and classroom instructional techniques..

3.3. they can learn how to they can learn how to communicate and collaboratecommunicate and collaborate with others with others to more effectively complete learning tasks. to more effectively complete learning tasks.

4.4. the online learning resources provided by the platform helped the online learning resources provided by the platform helped push highly motivated students to push highly motivated students to expand their knowledge and expand their knowledge and dig deeperdig deeper in an area. in an area.

5.5. The formative assessment of student e-portfolios helped reduce The formative assessment of student e-portfolios helped reduce the all-too-common goal of simply learning for exams, so that the all-too-common goal of simply learning for exams, so that students could really students could really devote themselves in learningdevote themselves in learning..

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ConclusionsConclusions

1.1. The two cases have reflected the conditions of The two cases have reflected the conditions of blended learning. blended learning. The proceduresThe procedures are also are also feasible and can suit different kinds of feasible and can suit different kinds of blended-learning courses.blended-learning courses.

2.2. the the WebCLWebCL tool played an important function tool played an important function in their learning process because it provided an in their learning process because it provided an effective way to cooperate and communicate. effective way to cooperate and communicate.

3.3. e-portfolios e-portfolios can play special roles in blended can play special roles in blended learning settings.learning settings.

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Thank you!Thank you!

WelcomeWelcome to visit to visit

http://ksei.bnu.edu.cn/http://ksei.bnu.edu.cn/ and and

http://www.webcl.net.cnhttp://www.webcl.net.cn ! !