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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

Patricia McGee, Ph.D.

The University of Texas at San Antonio

Blended instructional strategies


  • Starting with Challenges

  • Programmatic Strategies

  • What works: Best Practices

Discussion most challenging
Discussion: Most Challenging?

  • Organization and time management?

  • Communicating?

  • Teaching and online experience?

  • Logistics?

  • Keeping track?

  • Technical skills?

  • You as instructor?


  • Your experience with faculty?

Blended pedagogical challenges
Blended Pedagogical Challenges

  • Creating community in distributed classrooms

  • Monitoring and facilitating across locations

  • Keeping students on task

  • Letting the technology ‘teach’

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Blended structuring challenges
Blended Structuring Challenges

  • Not planning entire course before implementation

  • Building in flexibility

  • Creating a course and a half

  • Getting ‘lost’ in location

Alignment consistency
Alignment & Consistency

  • Assignments, activities & assessment

  • Professional standards & experiences

  • Structured events & activities

Babson college fasttrack mba
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

Isu school law
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

George mason u classroomplus mba
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™

What works best practices

What works: Best practices

Aligning your objectives with
Aligning your objectives with…

3 A’s


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)

In the classroom formal strategies
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)

In the classroom informal strategies
In the Classroom: Informal Strategies

  • Collegial connections

  • Work teams

  • Peer role modeling

  • Just-in-need scaffolding

McGee & Reis (2012)

Activity where is the blend
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?

Active learning processes
Active Learning: Processes



Audio recordings


Document analysis

Concept mapping



Peer review

Problem solving

Listen, read, write, reflect,

Self-testing exercises


Synchronous discussions


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)

Active learning products
Active Learning: Products



Peer reviews

Art/design projects


Case briefs


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)

Active learning projects
Active Learning: Projects




Group reports

Case studies


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)

Active learning requires that
Active Learning Requires that..


  • 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

Schedule based templates
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)


Student activity
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)

Course layering
Course Layering



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)

Blended layering
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)

Activity how can we improve
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

Patricia mcgee phd

Patricia McGee, PhD

[email protected]

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