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Best Practices to Design �Blended Courses

Norm Vaughan

Mount Royal University

Calgary, Alberta, Canada

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Overview

Inquiry �
Inquiry through blended learning

Before
During
After

Handout- �http://tinyurl.com/uottawatwo

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Inquiry

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Inquiry-based learning

Buzzword, jargon, or potentially a valid approach to learning - your thoughts?

https://docs.google.com/a/mtroyal.ca/document/d/1C-PLf4cUld3aeUHJuOi3DxKLlqa9SA4UH8MHfEk-3tI/edit

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Inquiry

Is problem or question driven
Typically has a small-group feature
Includes critical discourse
Is frequently multi-disciplinary
Incorporates research methods such as �information gathering and synthesis of ideas

University of Calgary

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Community

… community means meaningful association, association based on common interest and endeavor. The essence of community is communication

John Dewey, 1916

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Community Of Inquiry

The importance of a community of inquiry is that, while the objective of critical reflection is intellectual autonomy, in reality, critical reflection is “thoroughly social and communal”.

Lipman, 1991

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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 Presence

The extent to which

learners are able to

construct and confirm

meaning through

sustained reflection

and discourse in a

critical community

of inquiry.

Teaching Presence

The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes. �(Garrison, Anderson & Archer, 2000)

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Practical Inquiry Model – Phases

Sphere	Description	Category/Phase	Indicators
Inquiry Process (Cognitive Presence)	The extent to which learners are able to construct and confirm meaning through sustained reflection, discourse, and application within a critical community of inquiry.	1. Triggering Event 2. Exploration 3. Integration 4.Resolution/ Application	Inciting curiosity and defining key questions and/or issues for investigation Exchanging and exploring perspectives and information resources with other learners� Connecting ideas through reflection� Applying new ideas and/or defending solutions

Garrison, Anderson & Archer (2001)

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Why CoI? – Evidence

Studies have emphasized the importance of community as a key factor in successful online/blended learning (Conrad, 2005; Haythornthwaite & Kazmer, 2004; Rovai, 2002; Shea, 2006; Shea, Li, & Pickett, 2006).

The Community of Inquiry provides a coherent and validated framework (Arbaugh et al., 2008; Bangert, 2009; Garrison et al., 2010; Shea & Bidjerano, 2008) to guide the creation of an effective and sustained learning community (Arbaugh, 2008).

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Inquiry through Blended Learning �(ITBL)

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Inquiry through Blended Learning (ITBL)

Design considerations

Before a face to face (synchronous) session
During a face to face (synchronous) session
After a face to face (synchronous) session
Preparation for the next face to face (synchronous) session

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Triad model

Ehrmann (2002)

http://www.marshall.edu/it/cit/flashlight/AuthorGuidelines.htm#triad

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Modified Triad Approach

Learning Outcomes	Assessment Activities	Before a Synchronous Session	During a Synchronous Session	After a Synchronous Session	Tools
What do you want your students to know when they have finished your course (e.g. key learning outcomes – knowledge, skills and attitudes)?	How will you and your students know if they have achieved these learning outcomes (e.g. opportunities for self, peer and instructor assessment)?	How will you help students determine what prior knowledge and experience they have with the assessment activity?	How will students synchronously interact and engage with the assessment activity?	What portion of this assessment activity will require “reflective time” for interaction and communication?	What tools could be used to help organize, facilitate, and direct these assessment activities?

Handout

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Learning Outcomes

Learning Outcomes	Assessment Activities	Before a Synchronous Session	During a Synchronous Session	After a Synchronous Session	Tools
Communicate effectively, using the language and concepts of teaching and learning

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Assessment Triad Approach

Self-Reflection

Peer Feedback

Teacher/Expert Feedback

Online quizzes

Blogs

Portfolios

Wikis

Peer review tools

Clickers

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Assessment Activities

Learning Outcomes	Assessment Activities	Before a Synchronous Session	During a Synchronous Session	After a Synchronous Session	Tools
Communicate effectively, using the language and concepts of teaching and learning	Online quizzes -10% Journals – 20% Clicker quizzes -10% Wiki Summaries – 10% Peer review – 15% Portfolio - 35%

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1. Before a Face to Face (synchronous) Session

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Questions

How are you preparing students to participate in face to face (synchronous) sessions?

Triggering event ideas?

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Community Web Space

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Pre-readings

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Social Book Marking

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Adobe Presenter (formerly Macromedia Breeze)

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Scenario Generator

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Just in Time Teaching (JiTT)

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Self-assessment Quizzes (knowledge probes)

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Commercial Software Applications

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Mobile Apps

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Design Considerations Before Face to Face (synchronous) Session

Nature of Inquiry	Learning Activities	Technology Tools
Learner Create a triggering event Advanced organizer Stimulate connections Teacher Determine learner prior knowledge or experience with the topic or issue	a) Reading/Writing� b) Listening/Writing	i) Communication� ii) Posting or linking to pre-reading assignments� iii) Digital learning objects� iv) Self assessment quizzes � v) Anonymous surveys � vi) Discussion Forum

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Before a Synchronous Session

Learning Outcomes	Assessment Activities	Before a Synchronous Session	During a Synchronous Session	After a Synchronous Session	Tools
Communicate effectively, using the language and concepts of teaching and learning	Online quizzes -10% Journals – 20% Clicker quizzes -10% Wiki Summaries – 10% Peer review – 15% Portfolio - 35%	Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)			Social bookmarking application Quiz tool in Blackboard

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2. Face to Face (synchronous) Session

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Questions

What types of face to face (synchronous) learning activities are you utilizing with your students?

Challenges or issues with these activities?

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Quiz & Survey Feedback

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Digital Learning Objects/Resources

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Displaying Assignments/Student work

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Classroom Response Systems

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Labatorials

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Design Considerations During Face to Face (synchronous) Session

Nature of Inquiry	Learning Activities	Technology Tools
Defining the triggering events (key questions)� Beginning to explore the questions	a) Talking/Listening	Displaying quiz or survey results� Displaying and discussing digital learning objects� Displaying assignments and creating/discussing assessment rubrics� Conducting in-class quizzes� Small group work�

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During a Synchronous Session

Learning Outcomes	Assessment Activities	Before a Synchronous Session	During a Synchronous Session	After a Synchronous Session	Tools
Communicate effectively, using the language and concepts of teaching and learning	Online quizzes -10% Journals – 20% Clicker quizzes -10% Wiki Summaries – 10% Peer review – 15% Portfolio - 35%	Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)	Study group discussions about the concept questions. Mini-lecture from the instructor to reinforce the concepts and diagnose student misconceptions		Social bookmarking application Quiz tool in Blackboard

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3. After Face to Face (synchronous) Session

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Questions

Examples of “follow-up” activities that you are using with your students?

Challenges or issues with “out of class” activities?

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Anonymous end of week survey

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Announcements

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Weblog – Reflective Journaling & �Peer Review Tool

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Student- led Online Discussion Forums

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Wikis – Collaborative Writing Tool

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Group Project Areas

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Collaborative Virtual Learning Spaces

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Design Considerations After Face to Face (synchronous) Session

Nature of Inquiry	Learning Activities	Technology Tools
Further exploration and a start towards tentative integration through the ability to connect theory to practice/ application	a) Reading/Writing b) Talking/Listening + Reading/Writing Preparation for next synchronous session a) Reading/Writing	i) Anonymous surveys ii) Communication iii) Individual and group project work

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After a Synchronous Session

Learning Outcomes	Assessment Activities	Before a Synchronous Session	During a Synchronous Session	After a Synchronous Session	Tools
Communicate effectively, using the language and concepts of teaching and learning	Online quizzes -10% Journals – 20% Clicker quizzes -10% Wiki Summaries – 10% Peer review – 15% Portfolio - 35%	Pre-class reading with an individual online quiz in Blackboard (4 concept questions and 1 what did you not understand question)	Study group discussions about the concept questions Mini-lecture from the instructor to reinforce the concepts and diagnose student misconceptions	Assigned study group summarizes the class discussion on the course wiki Students use these co- constructed summaries for their research projects and portfolio	Social bookmarking application Quiz tool in Blackboard Course wiki Peer review tool ePortfolio

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Questions?

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Contact Information

Dr. Norman Vaughan, Professor

nvaughan@mtroyal.ca

� Mount Royal University

Faculty of Teaching and Learning

4825 Mount Royal Gate SW� Calgary, Alberta, Canada

T3E 6K6

�