Are we & our faculty ready to blend ?

1. Are we& ourfaculty ready toblend?

2. Rationale The purpose of the study was to examine the attitudes from faculty regarding blended learning and how far they have come in the technologies provided to them. Key research questions: Are our faculty ready to use blended learning pedagogy and what educational resources do we need to help them do this.

3. E-Learning "E-learning should be an integral part of KTH's education and the training is to be characterized by individualized learning in innovative learning environments."

4. E-Learning Business model Business: • Faculty’s pedagogical requirements for technology • Processes • Methods • Knowledge support Technology: • IT support • Software to be used • Custom developed systems

5. NEW! Learning Management System

6. MOOC’s project • We have gone from doing 6 courses to planning19 courses over a 3 year period • From grassroots experiments to strategic areas at some top universities’ KTH also wants to be a part of this

7. Technology enhanced courses Open Network Learning - 3 credits • In collaboration with other universities • Involving inquiry into their own teaching • Open online learning environment • Social media Creating online & Blended courses – 3 credits • Faculty work on blending/re-designing their own courses

8. Questions to our faculty • What are our faculty views on these ever-changing technologies brought to them ? • How do they perceive their teaching role at KTH? • What are they doing to redesign their courses?

9. Methodology of research • Quantative data • Collected from the 2013 and 2015 teacher surveys, (especially on the questions based on activating students in the classroom) • Qualitative data • Interviews • Discussions with faculty in my role on campus • Facilitating the Open Network Learning course

10. Blended/Flexible learning today “Blended learning should be viewed as an opportunity to redesign how courses are developed, scheduled, and delivered through a combination of physical and virtual instruction: “bricks and clicks” (Bleed, 2001)

11. History of Blended learning – 1840’s Postcards

12. 1960’s/70’s – Mainframe computer based training

13. 1980’s – TV based training with videos

14. 1980’s & 1990’s: CD-ROM Training and Rise of LMS

15. 2000 until today: Blended Learning Integration.

16. Social media natives have arrived • We watched TV on very few channels • Listened to music chosen by a specific DJ • Read books to become literate • Went to the Cinema as a big night out

17. Social media natives • They are a character in a video game • Channel surf on You Tube • Make their own playlists • Become literate by blogging and surfing

18. Quantative - Teacher survey results • Survey in 2013 to 974 faculty • Answer count was 89 • Survey in December 2015 to 2332 faculty • Answer count was 431 • 70% needed more time to learn the technology • 60% didn’t know we existed • Chosen 3 areas of the survey • Video clips in classroom, • Clickers/Mentometers • Online Peer review

19. Video clips recorded on own computer • 63.1% were not using the functionality • 15.8% said they intend to use the functionality • 21% said they were using the functionality In the 2013 survey 30% were using the functionality

20. Clickers • 60.6% said they were not using them • 23% said they were intending to use them • 16.4% said they were using them In the 2013 teacher survey less than 10% were using the functionality

21. Peer review – Online • 60.8% said they were not using the functionality • 24-2% said they intended touse the functionality • 15% said they were using the functionality In the 2013 survey still only 15% were using the functionality

22. Feedback from survey • “I'm concerned about KTH adopting e-learningmodels whereby filmed lectures are streamed to students and work is handed in online. I see this kind of learning as putting the integrity and value of a university degree at stake. • The experience of being at a university and politically and ethically discussing issues, of real contact hours, of studio work and of critique/reviews cannot be underestimated”.

23. Qualitative results – Comments from faculty

24. Comments from Faculty “To take risks you have to be a project manager, learn technology and take the time to plan it and basically I don’t have that time” “E-learning we are just not ready for it and I have to account for the extra 50% time that I need to do it”.

25. Comments from Faculty “Especially after the LU1 course we have kept in touch and talk about course design. I got inspiration from my mentors and meetings with the course responsible after the survey. I would like that there is a teacher group for junior faculty” She tried to instigate one herself with no luck as she found out… “What I have learnt is that teaching is not the main income, promotion is based on research achievements”

26. Comments about MOOC’s “Shouldn’t universities in addition to developing MOOCs be developing training courses for teachers and students to learn how to learn in a new way? And would that suffice or would we need to already start redesigning all of our educational institutes”?

27. More comments on MOOC’s “ The first would be a genuine, altruistic, desire of spreading education to new groups of students. While this may in fact be a driving force for some individual teachers who want to spread the knowledge in their area of expertise, it is not a sustainable business model for a university that needs to pay the teachers’ salaries.

29. MOOC’s “I think that transition to MOOCs in general to be more beneficial both on institutional and personal (teacher) level should start from sm (Small Moocs)- and bMOOCs, (blended with on-campus teaching) where the most suitable framework would be not of the content driven versions xMOOC’s”

30. The new leaders of learning • Change management skills • Re-design of courses • Business minded • Facilitator instead of instructor • Need to develop new forms of student assessment • Adapt to new technologies faster • Inform the students of the new learning environment

31. Challenges for Faculty • MisconceptionsofBlended Learning • Motivation • Tenure track (so old fashioned) • Need to develop new instructional skills • Resource requirement • Time • Lacking incentives

32. Conclusion • Support the development of Blended instructors • Best way for our faculty to learn is by taking a blended course themselves • Faculty should have instructional designers • Institutions to support the blended instructional model • Incorporate the designs into the KTH vision and mission statements

33. Instructional design why is it important? • It is abouthelpinglearners make sense of the information • Focuses on the learnersexperience and howto make the classmorestimulating • without clear instructions you’d focus on the wrong things • you don’t want the learners focused on twenty things.  Instead, you’re trying to get them focused on very specific pieces of information. • Instructional designers are dedicated to improving learning with technology.

34. Lessons learned at other universities • Release time needed • Faculty mentors • Course redesign strategies • Central training (instructional designers & learning technology support) • Set realistic targets • Patience • Listen • Tenure and promotion reconsideration

35. Questions? • Thank you • Madeleine Tucker Smith • Blog: www.learningbydoing.blog • LinkedIn: https://www.linkedin.com/feed/ • Twitter: https://twitter.com/MaddyTucker

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