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Blended instructional strategies

Patricia McGee, Ph.D. The University of Texas at San Antonio. Blended instructional strategies. Agenda. Starting with Challenges Programmatic Strategies What works: Best Practices. Starting with Challenges. Discussion: Most Challenging?. Organization and time management?

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Blended instructional strategies

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  1. Patricia McGee, Ph.D. The University of Texas at San Antonio Blended instructional strategies

  2. Agenda • Starting with Challenges • Programmatic Strategies • What works: Best Practices

  3. Starting with Challenges

  4. Discussion: Most Challenging? • Organization and time management? • Communicating? • Teaching and online experience? • Logistics? • Keeping track? • Technical skills? • You as instructor? -or • Your experience with faculty?

  5. Blended Pedagogical Challenges • Creating community in distributed classrooms • Monitoring and facilitating across locations • Keeping students on task • Letting the technology ‘teach’ Patricia McGee - This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

  6. Blended Structuring Challenges • Not planning entire course before implementation • Building in flexibility • Creating a course and a half • Getting ‘lost’ in location https://sites.google.com/site/socialpersonalidentify/course-map

  7. Programmatic strategies

  8. Alignment & Consistency • Assignments, activities & assessment • Professional standards & experiences • Structured events & activities

  9. Babson College, FastTrack MBA • Partnership with IBM • Organization: • 50% F2F • 30% online team collaboration • 20% viewing content-rich DVD-based lectures and presentations • Tools: Blackboard™, Elluminate™, blogs, wikis, Turnitin™ plagiarism deterrent, and Brownstone™ assessment tools • Faculty participation is publicly rewarded

  10. ISU, School Law • Weekly, real time, problem-based chats per learning team • Team response sent to instructor by 6 PM • Individual responses sent to instructor by 9 AM next day • Discussions over readings • Online – foundation information • In Class – complex, ill-structured • Decision-making and problem solving • Annotated web searches • Case-based challenges- presented in class

  11. George Mason U., ClassroomPlus MBA • Partnership with Northrop Grumman • Cohort meets 4 times a year • Discussion and case-based • Organization: 50% F2F and 50% online • Tools: Webex™, Blackboard™

  12. http://www.totalhrmanagement.com/employees-human-resources-and-social-media-best-practices-%E2%80%93-top-questions-to-considerhttp://www.totalhrmanagement.com/employees-human-resources-and-social-media-best-practices-%E2%80%93-top-questions-to-consider What works: Best practices

  13. Aligning your objectives with… 3 A’s Example In class: students bring examples (news, experience, research) of 21st century learners Out of class: teams complete webquest In class: Peer and instructor grade of findings • Activity • Assignment • Assessment (formal, informal) McGee & Reis (2012)

  14. Focus on Ways of Thinking

  15. Focus on Learner Performance

  16. In the Classroom: Formal Strategies • Instructor-led activities • Workshop formats or hands-on labs • Organized coaching and/or mentoring • On the job training • Modified lecture (10-15 min) • Coaching/Mentoring • Debate • Breakfast with colleagues Active learning • Group Work • Listen, read, write, reflect • Problem-solving exercises • Simulations, case studies, role-playing McGee & Reis (2012)

  17. In the Classroom: Informal Strategies • Collegial connections • Work teams • Peer role modeling • Just-in-need scaffolding McGee & Reis (2012)

  18. Activity: Where is the blend? • Go to wiki • Select one of the 3 course overviews linked • What happens in classroom and online? • How do you describe the instructional approach? • For what courses might the approach be used?

  19. Active Learning: Processes Description Examples Audio recordings Brainstorming, Document analysis Concept mapping Fieldwork Gaming Peer review Problem solving Listen, read, write, reflect, Self-testing exercises Simulations Synchronous discussions Tutorials A focus on practice through isolated or progressive activities (typically completed by the individual rather than a group) that culminate in a performance or an objective assessment. McGee & Reis (2012)

  20. Active Learning: Products Description Examples Peer reviews Art/design projects Essays Case briefs Podcasting Assignments and activities support the development of a well-defined product that documents and illustrates the learner’s mastery of course content. McGee & Reis (2012)

  21. Active Learning: Projects Description Examples Debates Group reports Case studies Blogs Interactive web activities Online group collaboration Assignments and activities support an ongoing step-by-step set of activities and assignments with benchmarks so students know they have accomplished objectives. Projects are cumulative in that they require completion of assignments over time. Unlike products, projects involve more than an end result. McGee & Reis (2012)

  22. Active Learning Requires that.. Students… • Reflect upon their ideas and how they are using them • Self-assess their understanding • Participate/contribute to knowledge building • Actively think, gather information & problem solve

  23. Schedule-based Templates • Revisit past learning (last week, summary) • Integrate current content (analysis, interpretation, translation for classmates, creating transparency) • Foreshadow next step (upcoming content; thoughtful reading and summary, aimed at student) Fulkerth, R. (2009) • 1stday online: video lecture- students submit questions online through forum • 2ndday in class: lab questions addressed (Lopez-Perez, Perez-Lopez, & Rodriguez-Ariza) • Groups work together then post response to topic every three weeks online • Present findings in class (Geer, 2009) WHERE IS THE ACTIVE LEARNING????

  24. Student Activity • Review related websites in class • Online learning activity • Directed viewing in class (e.g. prepare a defense, critique, etc.) • NO lectures (Aycock, 2012)

  25. Course Layering Frontloading Backloading Face-to-face meetings are used to introduce content and place it in context for the online work. Students complete assignments before the next class meeting. • Students are prepared to discuss and work through course content in face-to-face class meetings. • Contentis presented online. Chatfield, 2010)

  26. Blended ‘Layering’ • Part 1 - Introduce case (5 roles and 5 teams not assigned a role) and basic concepts (in class) • Part 2- Elaborate on core content w/ opportunity for investigation (online in private group discussions) • Part 3- Mediate conflicts of investigation; role play but preparation online (in class) (Glazer, 2012)

  27. Activity: How can we improve? • Select a blended course syllabi in wiki links • Determine the pedagogical approach to the course referencing Pedagogical Frameworks handout in wiki • Make a recommendation for how the course could focus more on Active Learning for the learner

  28. Patricia McGee, PhD Patricia.mcgee@utsa.edu This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

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