Using Kolb’s Learning Cycle to Design Blended and Flexible Learning

Faculty Institute, Fall 2020

Janine Lim, PhD

janine@andrews.edu

1. Definitions
2. Spectrums
3. Course Problem Solving
4. LearningHub Checklist�

Kolb’s Learning Cycle & Course Components

Concrete experience (online or f2f)

Observation & reflection (online or f2f)

Abstract conceptualization / making meaning

(online or f2f)

Active experimentation, projects

(online or f2f)

Thinking

Doing

Definitions - Pre COVID

Blended Learning @ Andrews University

Reduced F2F Teaching

Replaced with Online

Synchronous

Asynchronous or

Synchronous

Asynchronous or

Flipped Learning

Homework

Class Lecture

Homework - lecture recording

Class Activities / Application

Synchronous Dual Format @ Andrews University

Teaching Students Registered for �Face to Face (001)

While Teaching Students Registered for Interactive Online (999)

AND

HyFlex: Students Choose Sync, Async or F2F

Fully built asynchronous online course

Lectures recorded live

Same assessments

https://radicidigitali.eu/en/2020/07/10/the-new-normal-a-case-for-circular-hybrid-learning/

https://radicidigitali.eu/en/2020/07/10/the-new-normal-a-case-for-circular-hybrid-learning/

Your Turn: Which model are you planning to use?

Spectrums

Lecture

Recorded ahead of time

Recorded during f2f class

Combination

Group Class Time

Fully Asynchronous

Recorded during f2f class

Combination

Active Learning

Asynchronous for everyone

Mix f2f and remote students in groups

Double designed active learning (f2f & remote)

Student choices

Flexibility

Student Choices for major assessments & engagement

Backup plans, teacher-driven for remote, quarantined, or sick students

Your Turn: What components of your course must be synchronous? Which can be moved to asynchronous?

Kolb’s Learning Cycle & Course Components

Concrete experience (online or f2f)

Observation & reflection (online or f2f)

Abstract conceptualization / making meaning

(online or f2f)

Active experimentation, projects

(online or f2f)

Thinking

Doing

Course Problem Solving

Storyboard Options

www.andrews.edu/distance/dlit/online-course-development.html

LearningHub Checklist

Blended Learning Expectations: Syllabus

• Syllabus includes at least two methods of reaching the professor (i.e. Zoom, phone, text, email, etc. and includes limits such as times available, when to text first, etc.)�
• Syllabus includes expectations for Zoom participation, if applicable (dress, camera, mic, breaks, etc)

Blended Learning Expectations: LH Setup

• LearningHub site is set up (if teaching in another site, please link to where that is)
• Any live Zoom sessions are recorded for students with schedule conflicts
• Students receive timely feedback on progress (i.e. via gradebook, status reports, specific feedback, etc.)
• Deadlines for major assessments and assignments are published in the syllabus and/or LearningHub before the first day of the course.

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Blended Learning Expectations: Teacher-Initiated Communication

• Professor sends at least weekly emails to students (i.e. overview of the week, what is due, reminders, updates on grades, general class feedback)�
• Professor offers weekly office hours (amount of time defined by College)�
• Students receive timely feedback on progress (i.e. via gradebook, status reports, specific feedback, etc.)

​

Blended Learning Expectations: Course Design

• Major assessments and assignments are designed to be resilient, accommodating face to face or remote students.�
• Quality Matters Emergency Remote Instruction Checklist

Extra Slides

Universal Design for Learning

http://udlguidelines.cast.org/

Universal Design for Resilient Teaching

Multiple Forms of Representation (Lecture)

Multiple Forms of Expression (Assignments & Assessments)

Multiple Forms of Engagement�(Motivation & Interaction)

For more: https://www.coursera.org/learn/resilient-teaching-through-times-of-crisis

• What current course activities, methods of instruction, and assessments are working well? What is your teaching style and what are your students’ learning modalities?

​

• Which students would likely do well in your class and which students might struggle?

​

• Could you offer more flexibility in the way you present content, the way students engage in learning in your course, and the way they are assessed?

Reference: https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-learning

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Work Time

Choose a breakout room:

Anneris

Marsha

Michael

Janine

Disconnect

Selecting Strategies for Blended Learning

Think about the components of your class

Concrete experience (online or f2f)

Observation & reflection (online or f2f)

Abstract conceptualization / making meaning

(online or f2f)

Active experimentation, projects

(online or f2f)

Thinking

Doing

Kolb’s Learning Cycle for Blended Learning

Concrete experience (online or f2f)

Observation & reflection (online or f2f)

Abstract conceptualization / making meaning

(online or f2f)

Active experimentation, projects

(online or f2f)

Observation of other’s experience, reflecting on own experience

Simulations, out of class experience, interviews, labs

Journals, one-minute papers, research, discussions, integrating with course knowledge - lectures, textbook, etc.

Projects, presentations, role play

Concrete Experience

Simulations�Labs�Group Work�Interviews�Role Play

Real-life, offline, out-of-class experiences�

Interviews�Data Collection

Active Learning

Field trips (real life & online)

Observation & Reflection

Discussion of observations

Self-assessment

Case analysis

Conference on student work

Observations

Reflection on experiences

Discussion (f2f, forum, breakout)

Journals

​

Abstract Conceptualization / Making Meaning

In Person Lecture�Zoom Lecture�Recorded Lecture�Videos, Podcasts, etc.�Interactive Textbook Lectures�Research

Papers

Library Work

Polls, Clickers�Journals�Pauses: One-minute paper�Pair-Share�Simulations�Reflection�Discussion (f2f, forums, Zoom breakouts, Flipgrid, VoiceThread)

Active Experimentation / Projects

Practical application

Real-world experimentation

Projects

Presentations

Tutorials

Role plays

Team activities

Skill / concept practice

Case analysis

Clinical Field Application

Work Time

Choose a breakout room:

Anneris

Marsha

Michael

Janine

Disconnect

Cheat Resistant Summative Assessments

Objective:

Encourage ideation about

cheat resistant summative assessment

Thinking:

1. Establish an honor code.
2. Focus on higher order outcomes and assessments.
3. Prepare the students with sufficient practice (low-stakes formative assessment) to reduce anxiety and increase feelings that they can be successful.

How does each picture describe assessment?

A

B

(Carranza, n.d.)

Tasks that assess higher order skills could be less prone to or create fewer opportunities for dishonesty.

Summative Assessment Alternatives

Open Book/Internet (HO)

Papers (HO)

A series of quizzes or short tests

Large randomized test bank

Memorandum or briefing (HO)

Curated anthology or glossary (HO)

Portfolio of work (HO)

Adapted from University of California, Berkeley Center for Teaching and Learning and Indiana University Center for Innovative Teaching and Learning

Authentic Assessments

Reflections (HO)

Fact sheet

Op-Ed piece (HO)

Student generated set of problems (HO)

Diagram or description of a process (HO)

Analysis of data

Adapted from University of California, Berkeley Center for Teaching and Learning and Indiana University Center for Innovative Teaching and Learning

Alternatives and Authentic Assessments

Explanation of multiple choice selections

Literature review (HO)

Video doing a set of problems with explanation (HO)

Scientific abstract (HO)

Webpage

Video or visual representation (HO)

Adapted from University of California, Berkeley Center for Teaching and Learning and Indiana University Center for Innovative Teaching and Learning

4 ways to approach integrity in assessments

1. Replace one or two multiple choice questions with short answer.
2. Ask students to record (voice or writing) an explanation of 1-3 of their answers.
3. Ensure that students had sufficient low-stakes practice in the same way they are going to be tested to lower anxiety and increase the feelings of self-efficacy (feeling successful).
4. Place the responsibility for integrity behaviors on the students after they have been addressed in class as common goals.
1. Ask students what are the integrity expectations they have of themselves and classmates.
2. Teach academic integrity in the context of character development.

Outcome: Synthesize concepts in the literature for professional practice.

Ideation

Outcome: Synthesize concepts in the literature for professional practice.

Ideation

Assessments:

• Blog professional experiences over time and relate them to theories/concepts in the literature.
• Visually diagram relationships between theory/concept and professional tasks/events.
• Create a series of role play videos that highlight theory in action. Perhaps, narrate analysis.
• Other ideas…………………..

(Carranza, n.d.)