Introduction to Blended Learning

September 28, 2018

Objectives

• Identify the best strategies for blending a course
• Identify components of a course to create online modules in Moodle
• Identify tools (and possibly other workshops), that will aid in a blended course�

Bethany V. Smith

Associate Director of Instructional Technology Training

DELTA

bethany_smith@ncsu.edu

Justin Post

Teaching Associate Professor

Statistics

jbpost2@ncsu.edu

Do you currently teach in person?

1. Yes
2. No
3. I have in the past
4. I plan to in the future
5. I support someone who teaches

How do you define blended learning?

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Definition of Blended Learning

Blended courses (also known as hybrid or mixed-mode courses) are classes where a portion of the traditional face-to-face instruction is replaced by web-based online learning.

https://blended.online.ucf.edu/about/what-is-blended-learning/ �

30% - 70%

Based on our definition, do you currently blend?

1. Yes
2. No

Why do you want to blend your course?

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Large Range of Blended Approaches

Face-to-Face Driver

Teachers deliver most of the curriculum in face-to-face classes. However, they also produce online resources to supplement or revise course material, which students can study at home, in the classroom or in the IT lab.

Rotation

The students rotate between a period of face-to-face tuition and a period of online study. In some case, online study may be done remotely (at home, for example).

Flex

In this model, most learning is done in the online environment. Face-to-face teaching is still available, but for small groups or individuals on an as-needed basis�

Online Lab

All course material and teaching is done online, but in a physical classroom on computer lab. Teachers interact with students online (through pre-recorded videos, audio and video conferences or discussion forums and email.

Self-blend

A fully individualized approach, in this model the students takes online classes a la carte. While the student will still attend face-to-face classes, much of the learning is done online.�

Online Driver

Students work mainly online in a remote location and come into school for optional or required face-to-face classes��

Face-to-Face Driver

Teachers deliver most of the curriculum in face-to-face classes. However, they also produce online resources to supplement or revise course material, which students can study at home, in the classroom or in the IT lab.

Example:

ECI 201

Snow Day!

Face-to-Face Driver

Teachers deliver most of the curriculum in face-to-face classes. However, they also produce online resources to supplement or revise course material, which students can study at home or in the classroom.

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Flex

In this model, most learning is done in the online environment. Face-to-face teaching is still available, but for small groups or individuals on an as-needed basis�

Flex Example: CSC 116

• Small lecture topics, one topic per page.
• Short lecture videos (10-15 minutes or less)
• Lecture slides
• Textbook references

Flex

In this model, most learning is done in the online environment. Face-to-face teaching is still available, but for small groups or individuals on an as-needed basis���

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Online Driver

Students work mainly online in a remote location and come into school for optional or required face-to-face classes.�

Example: MA 231

• Awardee of a DELTA Critical Path Redesign Grant
• Molly Fenn, Math, Principal Investigator and Instructor
• Shira Viel, Math, Instructor (Now Professor of the Practice at Duke)�

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Lecture-based learning before F2F class

Active learning during and after F2F class

Strategy #2 Example:

MA 231 Moodle Lesson

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Goals of steps 3-4 in learning cycle:

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• Address any questions from online learning

• Expose students to interesting applications

• Enhance content retention and transfer

• Practice logical problem-solving

Example: ST 307 (1 credit SAS programming)

Instructor: Justin Post

1. Students watch 20 minute video with quiz questions integrated
2. Once completed, access to pre-class activity
• Due night before in-class section
• Make sure students have done video
• Not graded for correctness
3. Once pre-class submitted, access to weekly activity
• 50 minute class to get started (or complete)
• Two TAs per class to recap ideas, answer questions
• Due two business days later
• Graded for correctness

Example: ST 307 (1 credit SAS programming)

• Uses Moodle “Activity Completion”

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• Three “project weeks” with no new content�
• Weekly TA meetings to develop new content, discuss student issues, and introduce relevant pedagogy

Example: ST 307 (1 credit SAS programming)

• Meeting schedule (6 TAs for 9 sections)

Online Driver

Students work mainly online in a remote location and come into school for optional or required face-to-face classes.���

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Flipping or Blended?

Flipped

Blended

What model are you the most interested in using?

1. Face-to-Face Driver
2. Flex
3. Online Lab
4. Self-blend
5. Online Driver

I have a model…. now what?

Structuring Moodle to Support Blending

Moodle Book

Moodle Quiz

Moodle Lesson

Activity Completion

Moodle Book

• Static, organized content presentation
• Materials organized by pages and preformatted blocks
• Templates are a must

Moodle Quiz

• Can be paired with a Book
• Has many features built-in
• Can add description segments/labels within question pages

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ST 311 - Quizzes used for formative assessment

Moodle Lesson

• Series of content and question pages
• Can be linear or branching
• Not as fully-featured as Quiz
• Templates are a must

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Activity Completion

• Allow students to track progress
• Restrict access to material until activity/date/etc.

Balance Videos & Activities

Virtual Classrooms

What will you work on first to blend?

1. Alignment
2. Moodle Content
3. Videos
4. Assessment
5. Moodle Activities

Getting your students on board

MA 231 Course Orientation Moodle Lesson

Course Orientation

http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/The-Basics-of-Blended-Instruction.aspx

Tip 1: Think big, but start small.

Tip 2: Patience is a virtue when trying something new.

Tip 3: Technology shouldn't be just a frill.

http://www.icecreambeforedinner.com/2008/10/

Tip 4: Weaving media together makes them stronger.

Upcoming Workshops

Getting Started with My Mediasite

10/11 1:30 PM - 3:30 PM Center for Technology & Innovation

Utilizing Engaging Instructional Video

10/25 1:30 PM - 3:30 PM Center for Technology & Innovation

Using Moodle Tools to Improve Your Course

11/6 10:00 AM - 12:00 PM Center for Technology & Innovation

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https://delta.ncsu.edu/workshops/

Thank you to instructional designers and instructors that shared their examples with me!

References:

https://www.heacademy.ac.uk/enhancement/starter-tools/blended-learning �https://www.griffith.edu.au/__data/assets/pdf_file/0004/267178/Getting_started_with_blended_learning_guide.pdf (graphic)�http://edtechreview.in/trends-insights/insights/2438-blended-learning-in-higher-education �https://www.facultyfocus.com/articles/blended-flipped-learning/flipping-large-classes-three-strategies-engage-students/ �

Questions?�DELTA’s LearnTech Help Desk��(919) 513-7094�learntech@ncsu.edu �

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