Tools to Enhance Blended Learning

1. Tools to Enhance Blended Learning  By Jim Milden, CPIM, CIRM, CSCP Heartland District Staff Cedar Valley Chapter APICS Joint District Meeting, Las Vegas, October 17, 2010 Poll: how many of audience are currently teaching using the internet or plan to do so in the next six months? This presentation is an overview of some interactive tools that you can use in your internet-based courseware where learners collaborate on-line, and you can also use these tools in a non-computer mediated classroom as well (cell phones to silence/vibrate)Poll: how many of audience are currently teaching using the internet or plan to do so in the next six months? This presentation is an overview of some interactive tools that you can use in your internet-based courseware where learners collaborate on-line, and you can also use these tools in a non-computer mediated classroom as well (cell phones to silence/vibrate)

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4. Today’s Objectives: Discuss the interaction of active learning techniques and computer-based instruction Explore examples of interactive learning tools: Audience/Personal Response Systems Graphic Organizers Puzzles and Games Address issues and concerns about blended learning Objectives of presentation: if you have questions, please ask.Objectives of presentation: if you have questions, please ask.

5. Computer-Mediated Communication From the 1960’s onward, researchers saw the computer’s potential for enhancing the learning process. Computers allow bi-directional information: Students can learn from classmates (cooperative learning) Learners can create information (generative learning) Computers can teach students to learn how to learn (guided discovery learning) Computer researchers early on envisioned the computer’s potential for assisting in the learning process through information processing: when networked together, students can learn from one another computers can create storylines or problems and allow students to become active learners solving problems and deriving solutions. and computers can help students set learning goals, can facilitate concept comprehension, and can coach them if they flounder.Computer researchers early on envisioned the computer’s potential for assisting in the learning process through information processing: when networked together, students can learn from one another computers can create storylines or problems and allow students to become active learners solving problems and deriving solutions. and computers can help students set learning goals, can facilitate concept comprehension, and can coach them if they flounder.

6. Axioms About Learning Learning occurs best when students: are doing things and thinking about what they are doing (“active learning”) Help themselves and their team members learn together (“positive interdependency”) The ideal learning environment is one designed to encourage student’s active participation in learning activities (“interactive”) As you have discovered in the classroom, students learn best when they are doing something and when they are in groups helping one another to learn. So the ideal learning environment is an interactive one where we encourage students to actively participate in learning activities. And the internet and the computer are perfect mediators for this learning environment. Thus, in an interactive environment, learning is shifted from instructor-centered learning to student-centered learning. And with the web, learning is easily transported to where students live and workAs you have discovered in the classroom, students learn best when they are doing something and when they are in groups helping one another to learn. So the ideal learning environment is an interactive one where we encourage students to actively participate in learning activities. And the internet and the computer are perfect mediators for this learning environment. Thus, in an interactive environment, learning is shifted from instructor-centered learning to student-centered learning. And with the web, learning is easily transported to where students live and work

7. Interactive Technologies Students today use interactive technologies (smart phones, MP3 players, compact disk players) in their social world, but…. They are waiting for technology in the classroom they can interact with. Students---as active learners---want engaging instructional content, form, and feedback. What interactive technologies can we use? Our students today are very familiar with interactive technologies---they use smart phones, I-pods, I-pads---and they want the classroom to have technology they can interact with; in brief, they want engaging instructional content with feedback. So what are some of the interactive technologies we can use in a web-based or non-web-based learning environment?Our students today are very familiar with interactive technologies---they use smart phones, I-pods, I-pads---and they want the classroom to have technology they can interact with; in brief, they want engaging instructional content with feedback. So what are some of the interactive technologies we can use in a web-based or non-web-based learning environment?

8. Audience/Personal Response Systems Definition: Software used with hand-held wireless transmitters (clickers) to enable facilitators to develop and administer real-time student assessments. Students use the clickers to send signals to a receiver connected to instructor’s PC where the s/w tabulates and graphically displays aggregate student responses. The first technology tool I want to focus on is classroom/audience/personal response systems. You may have used this technology at the last couple of International conferences. It can also be used in web-based instruction. The technology is around 30 years old. These systems use s/w with handheld keypads or transmitters known as clickers which enable you as facilitator to poll, gather and rank information from students, confirm learner understanding, and increase student attentiveness. Using the clicker keypads, students can send responses to a receiver connected to the instructor’s PC where the s/w collates and then displays the aggregate student responses as a graph from which discussion can take place--both among the students and with the facilitator.The first technology tool I want to focus on is classroom/audience/personal response systems. You may have used this technology at the last couple of International conferences. It can also be used in web-based instruction. The technology is around 30 years old. These systems use s/w with handheld keypads or transmitters known as clickers which enable you as facilitator to poll, gather and rank information from students, confirm learner understanding, and increase student attentiveness. Using the clicker keypads, students can send responses to a receiver connected to the instructor’s PC where the s/w collates and then displays the aggregate student responses as a graph from which discussion can take place--both among the students and with the facilitator.

9. Components of PRS: Computer Projector (to display questions and results) clickers (transmitters purchased by students) receiver(s) software to collate and display responses Note: learners can also substitute smart phones and laptops for clickers with a wireless internet connection Personal/classroom response systems require hardware--computer, clickers, projector, and receivers---as well as software to display the polling results. And recently the technology has added wireless internet connectivity which means that students can use their I-phone or Blackberry or laptop as a transmitter by downloading the response application. These applications also work internationally with texting, the web, or Twitter. The student’s mobile computing device is now morphed into a student input device. And you as instructor can use your smart phone to display the polling results, so you do not need a projector. Personal/classroom response systems require hardware--computer, clickers, projector, and receivers---as well as software to display the polling results. And recently the technology has added wireless internet connectivity which means that students can use their I-phone or Blackberry or laptop as a transmitter by downloading the response application. These applications also work internationally with texting, the web, or Twitter. The student’s mobile computing device is now morphed into a student input device. And you as instructor can use your smart phone to display the polling results, so you do not need a projector.

10. How do PRS work? S/W utility allows the facilitator to create text questions (true/false, yes/no, multiple choice) which are called “ConcepTests”. ConcepTests can be integrated with presentation s/w such as PowerPoint to solicit a student response and display the answers. Reporting utilities include attendance and grade book (clickers have unique serial #) So how does a Personal Response System function? You as facilitator create text questions about material content which are then used to poll student responses and to fuel open discussion. These questions--usually called Conceptests by researchers---are typically integrated with PowerPoint where student responses can be displayed and graphed. The questions are strategically interspersed in your materials where they can confirm student understanding of the ideas or concepts presented. Because the clickers are registered by students and each contains a unique serial number , you can also take attendance with them and use the responses given for assessment purposes. If you use cell phones, the student’s phone number becomes their identity number. Let’s walk through a clicker class….So how does a Personal Response System function? You as facilitator create text questions about material content which are then used to poll student responses and to fuel open discussion. These questions--usually called Conceptests by researchers---are typically integrated with PowerPoint where student responses can be displayed and graphed. The questions are strategically interspersed in your materials where they can confirm student understanding of the ideas or concepts presented. Because the clickers are registered by students and each contains a unique serial number , you can also take attendance with them and use the responses given for assessment purposes. If you use cell phones, the student’s phone number becomes their identity number. Let’s walk through a clicker class….

11. The Clicker Classroom Short presentation on central point/concept Administer a ConcepTest where students respond individually to a question. Collate and display class response Discuss answer with classmates and try to convince others of your correctiveness Facilitator polls students again and displays new response, then explains the correct answer and why other answers are wrong. Repeat cycle. Can be done on-line. Instructor presents a topic or concept to the students, typically 7-10 minutes in duration. Facilitator poses a question to the students about the material just covered, and students use their clicker/cell phone/laptop to individually respond to the question. So, students first think for themselves about the correct response to the question. Instructor then collates and displays the initial class response. This will be a motivator for productive discussion, especially if the responses are widely split among the answers. Then time is allowed for peer discussion in pairs or small groups where students try to convince others of the correctiveness of their answers. This gives you a chance to hear what students are thinking and promotes learning among students. The facilitator again polls students--this gets students to commit to an answer but in a peer-anonymous way and their response provides feedback to you: did the students master this idea? Should I move on or spend more time on the concept? Note that the responses can be posted in web pages, blog posts, web forums, Blackboard, WebCT, in PowerPoint---anything that works with a web browser. Instructor finally leads a whole-class discussion and provides wrap-up for the question--why is an answer choice correct and what is wrong with the other answers.Instructor presents a topic or concept to the students, typically 7-10 minutes in duration. Facilitator poses a question to the students about the material just covered, and students use their clicker/cell phone/laptop to individually respond to the question. So, students first think for themselves about the correct response to the question. Instructor then collates and displays the initial class response. This will be a motivator for productive discussion, especially if the responses are widely split among the answers. Then time is allowed for peer discussion in pairs or small groups where students try to convince others of the correctiveness of their answers. This gives you a chance to hear what students are thinking and promotes learning among students. The facilitator again polls students--this gets students to commit to an answer but in a peer-anonymous way and their response provides feedback to you: did the students master this idea? Should I move on or spend more time on the concept? Note that the responses can be posted in web pages, blog posts, web forums, Blackboard, WebCT, in PowerPoint---anything that works with a web browser. Instructor finally leads a whole-class discussion and provides wrap-up for the question--why is an answer choice correct and what is wrong with the other answers.

12. Clickers Encourage Peer Instruction Learners build knowledge and conceptual learning from activities and interactions. Active discussion will challenge current knowledge and allow alternative viewpoints to be explored freely Jointly constructing knowledge encourages ‘scaffolding’ where concepts are explained by a fellow learner who just grasped them Handheld polling devices allow learners to build knowledge, to engage in active discussion with peers and consider alternate points of views, and, equally important, these devices allow for learning scaffolding where students who are more knowledgeable or who just grasped the material explain the concept to their peers---so there is jointly constructed knowledge or true interactivity among learners. Remember: The real test of learning is being able to explain what you learned to othersHandheld polling devices allow learners to build knowledge, to engage in active discussion with peers and consider alternate points of views, and, equally important, these devices allow for learning scaffolding where students who are more knowledgeable or who just grasped the material explain the concept to their peers---so there is jointly constructed knowledge or true interactivity among learners. Remember: The real test of learning is being able to explain what you learned to others

13. ConcepTests Based on idea that learning improves if there are frequent questions, repetitive questions, immediate feedback, and corrective feedback. Questions should expose misunderstandings or difficulties with the material. Focus on important concepts or ideas. Answers should be plausible--do not make them too easy. Challenging questions result in greater learning. Facilitator will need to help guide discussion. To assess skills and abilities, the facilitator uses formatted questions interspersed throughout the presentation. The purpose of these questions is to expose misunderstandings with the material or difficult to comprehend trends or concepts. Typically the questions are multiple-choice, and the answers should be plausible ones which challenge the learners into knowledge-building discourse. These questions should finally encourage collaboration and feedback from both peers and facilitator---this leads to improved learning outcomes. To assess skills and abilities, the facilitator uses formatted questions interspersed throughout the presentation. The purpose of these questions is to expose misunderstandings with the material or difficult to comprehend trends or concepts. Typically the questions are multiple-choice, and the answers should be plausible ones which challenge the learners into knowledge-building discourse. These questions should finally encourage collaboration and feedback from both peers and facilitator---this leads to improved learning outcomes.

14. Clickers: Audience-Paced Instruction Facilitator adjusts instruction based on the accuracy of the student responses If learners do not understand the materials, you can adjust the pace of instruction and explanation. Because there is real-time formative assessment, you as facilitator can adjust the pace of instruction based on comprehension. You can immediately tell if the class has learned the material or if you need to reteach a concept.Because there is real-time formative assessment, you as facilitator can adjust the pace of instruction based on comprehension. You can immediately tell if the class has learned the material or if you need to reteach a concept.

15. Clicker Best Practices: How will the clicker assist in achieving your classroom goals? Ask students: why do you think we use clickers in the classroom? Practice with the technology prior to using it with students Explain the underlying reasoning of the correct answer of the Conceptest. As with any interactive technology, the results stem from its successful implementation not the technology itself. You need to plan in advance how a response system will aid in meeting your courseware objectives. Be sure to explain to students why the response system is being used. Don’t let students be your technology guinea pigs. Practice in advance. Be sure to clearly explain the correct answer to your question.As with any interactive technology, the results stem from its successful implementation not the technology itself. You need to plan in advance how a response system will aid in meeting your courseware objectives. Be sure to explain to students why the response system is being used. Don’t let students be your technology guinea pigs. Practice in advance. Be sure to clearly explain the correct answer to your question.

16. Graphic Organizers Definition: visual and graphic displays that depict the relationships between facts, terms, or ideas. Also called knowledge maps, inquiry diagrams, concept maps, or story maps GO’s improve pattern recognition, vocabulary knowledge, and connections between old and new knowledge. Learners can use computer-based knowledge mapping systems individually or networked (collaboratively with facilitator/peers) A second technology that encourages interactive engagement and collaboration is graphic organizers. These displays depict relationships (hierarchical, trending, continuums, etc.) between facts, terms, or ideas. You may recognize these organizers as concept maps, inquiry diagrams, or story maps. The purpose of these organizers is to teach pattern recognition, connections, and vocabulary. And graphic organizer s/w can be accessed individually on a laptop or connected via a network to allow collaborative learning.A second technology that encourages interactive engagement and collaboration is graphic organizers. These displays depict relationships (hierarchical, trending, continuums, etc.) between facts, terms, or ideas. You may recognize these organizers as concept maps, inquiry diagrams, or story maps. The purpose of these organizers is to teach pattern recognition, connections, and vocabulary. And graphic organizer s/w can be accessed individually on a laptop or connected via a network to allow collaborative learning.

17. Graphic Organizers Use Representations Representations are vehicles for communicating and sharing information. They can be visual, symbolic (algebraic or diagrammatic) or combination. Examples: graphics, animation Representations are designed to guide collaborating learners into a positive, knowledge-building discourse where students take responsibility for their own learning. A representation is a term used for a non-text, symbolic vehicle for communicating and sharing information. You are familiar with representations such as graphics. And graphic organizers use representations to guide learners by visually depicting ideas (especially abstract ideas) and relationships; and they help keep track of what learners have learned and where they are headed.A representation is a term used for a non-text, symbolic vehicle for communicating and sharing information. You are familiar with representations such as graphics. And graphic organizers use representations to guide learners by visually depicting ideas (especially abstract ideas) and relationships; and they help keep track of what learners have learned and where they are headed.

18. Interactive s/w allows students to collaboratively organize their thoughts, logic, and explanations via a laptop or via the web. Notice that there are many types of organizers --- the spider map depicts non-hierarchical information while the cerebral chart or network tree organizes information in a hierarchical pattern. Organizers can assist in cause-effect relationships.Interactive s/w allows students to collaboratively organize their thoughts, logic, and explanations via a laptop or via the web. Notice that there are many types of organizers --- the spider map depicts non-hierarchical information while the cerebral chart or network tree organizes information in a hierarchical pattern. Organizers can assist in cause-effect relationships.

19. More Examples of Graphic Organizers: Graphic organizers are especially effective in depicting cause and effect or problems and solutions in complex situations.Graphic organizers are especially effective in depicting cause and effect or problems and solutions in complex situations.

20. You can have students use graphic organizers either before introducing the material or after encountering the material (better outcome afterwards). They allow students to connect existing and new knowledge, to establish relationships between terms or ideas, and to visually depict a problem, data, solutions or hypotheses, and interrelationships. Again the emphasis is on interactivity---students building knowledge while doing something visually and collaboratively.You can have students use graphic organizers either before introducing the material or after encountering the material (better outcome afterwards). They allow students to connect existing and new knowledge, to establish relationships between terms or ideas, and to visually depict a problem, data, solutions or hypotheses, and interrelationships. Again the emphasis is on interactivity---students building knowledge while doing something visually and collaboratively.

21. Other Interactive Learning Tools: Software to create crossword puzzles, word scrambles (word jumbles), cryptograms, and board games These tools play both social roles (students working together to negotiate meaning) and evaluative roles (facilitator can see what learners are thinking) Students can use these tools individually or networked (collaboratively). A third area of interactive learning tools is puzzles, word scrambles, cryptograms, and board games. These are useful for teaching the body of knowledge or ECM vocabulary words. Students can either work together collaboratively or they can use these tools individually. As a facilitator, you can easily create puzzles or word scrambles with freeware available on the web. Notes that these tools play both social roles for students and evaluative roles for you as facilitator.A third area of interactive learning tools is puzzles, word scrambles, cryptograms, and board games. These are useful for teaching the body of knowledge or ECM vocabulary words. Students can either work together collaboratively or they can use these tools individually. As a facilitator, you can easily create puzzles or word scrambles with freeware available on the web. Notes that these tools play both social roles for students and evaluative roles for you as facilitator.

22. References: Personal Response Systems: www.iclicker,com www.turningtechnologies.com www.polleverywhere.com (freeware) www.einstruction.com STEMclickers.colorado.edu (resource guide on use of clickers) Web sites for dominant players in the personal response system marketplace, plus the Univ of Colorado-Boulder site which contains useful information on the use of clickers in the classroom. The freeware at www.Polleverywhere.com is an excellent starting point if your class has under 30 participants.Web sites for dominant players in the personal response system marketplace, plus the Univ of Colorado-Boulder site which contains useful information on the use of clickers in the classroom. The freeware at www.Polleverywhere.com is an excellent starting point if your class has under 30 participants.

23. References: Graphic Organizers www.Singnet.com.sg (AXON idea processor s/w) www.Thebrain.com (PersonalBrain s/w) www.graphic.org (concept map s/w) Freeware for graphic organizers can be found on these sites.Freeware for graphic organizers can be found on these sites.

24. References: Puzzles (freeware) Crosswordpuzzlegames.com Edhelper.com Discovereducation.com Varietygames.com Toolsforeducators.com Internet4classrooms.com (crossword puzzles using EXCEL) Here are some of the more useful sites for freeware for making puzzles, cryptograms, and word scrambles. Note the Excel template at Internet4classrooms. Com.Here are some of the more useful sites for freeware for making puzzles, cryptograms, and word scrambles. Note the Excel template at Internet4classrooms. Com.

25. The Take Home Point! The use of interactive learning tools results in students who learn, retain, and understand more material and concepts than traditional unidirectional communication methods. In conclusion, this hardware and software I discussed improves and raises student achievement better than traditional communication methods. These tools enable information to flow in all directions, and they support a productive learning community where students can collaborate and learn from one another.In conclusion, this hardware and software I discussed improves and raises student achievement better than traditional communication methods. These tools enable information to flow in all directions, and they support a productive learning community where students can collaborate and learn from one another.

26. Questions and comments?Questions and comments?