Concepts of blended learning and evaluation of the use of technologies

1. LIVERPOOL HOPE UNIVERSITY 4TH ANNUAL BLENDED LEARNING SYMPOSIUM - July 2017 Concepts of blended learning and evaluation of the use of technologies Don Passey Professor of Technology Enhanced Learning Director, Doctoral Programme for e-Research and Technology Enhanced Learning Co-Director, Centre for Technology Enhanced Learning Department of Educational Research Lancaster University

2. Where we start • Where do we start in developing uses of technology in teaching and learning? • Technologies • Curriculum • Teachers • Teaching • Learners • Learning • Where do we start if we want to develop blended learning approaches?

3. Summary of content to be covered • Ways that blended learning is currently being discussed and conceptualised • How different approaches can affect implementation • Key concerns for those developing blended learning approaches • Balancing strengths and weaknesses of different environments • Balancing blending to meet course aims and student needs

4. One (of many) models to consider Source: Bath and Bourke, 2010

5. An initial issue to consider • Studies show complexities when blending; for example, Daymont, Blau and Campbell (2011) found that those undergraduate students on a management course preferring flexibility and those with work, home, or outside activity constraints tended to choose an online format, believing online courses provided greater flexibility, while those preferring structure tended not to choose an online format

6. Other key points to consider • Setting clear goals on what we want to achieve through using blended learning • Accommodating student needs, choice, and widening or inclusive participation • Focusing on the range and choice of pedagogies and learning • Integrating lifelong learning and intergenerational learning approaches • Orchestrating online and face-to-face components to create a cohesive learning experience • Understanding different combinations of face-to-face and virtual learning to drive results Sources: Passey, 2017b; In press

7. Teaching for the future • A balance between transmission and participative pedagogies • A focus on student-centred approaches • Concepts of social constructivism integrated to greater extents • Student responsibilities being shifted • Forms of engagement and activity widening • Greater emphasis on tutoring, guidance and facilitation • A greater range of tools being introduced and used Sources: Bonk, Kim, and Zen, 2006; Passey, 2016

8. Exploring ‘new’ ways of learning Some ‘new’ ways proposed: • Problem-based learning (Barrows, 1996) PBL • Authentic learning (Donovan, Bransford and Pellegrino, 1999) AL • Dialogic learning (Alexander, 2008) DL • Situated learning (Lave and Wenger, 1991) SL • Technology enhanced learning (Kirkwood and Price, 2014) TEL • Networked learning (Dirckinck-Holmfeld, Jones and Lindström, 2009) NL • Computer supported collaborative learning (Stahl, Koschmann and Suthers, 2006) CSCL • Mobile learning (Crompton, 2013) ML • Flipped learning (Mazur, 2015) FL

9. Forms and balance needed for our purposes

10. Relating teaching approaches and pedagogy Source: Passey, 2016

11. Using technologies in teaching Example image Source: Passey, 2016

12. My interest and background • The Department of Educational Research at Lancaster University runs four doctoral programmes • These are largely or wholly online • I direct one of those programmes • The programme I direct recruits about 25 students (part-time professionals) each year • There are some 100 doctoral students on our programme • There are some 400 doctoral students on programmes across the Department • Online and blended environments are essential and vital to us!

13. Blended learning approaches • Consider at a programme and module level which elements must be undertaken on site, and what time needs to be devoted to these, and where in the overall time plan such onsite activities should be located • For other elements, identify the learning aims and objectives, and how these relate to ‘new’ ways of learning - problem-based learning (PBL), authentic learning (AL), dialogic learning (DL), situated learning (SL), technology enhanced learning (TEL), networked learning (NL), computer supported collaborative learning (CSCL), or mobile learning (ML) • Consider what forms of learning activities can be used to enable the aims and objectives to be met, based on a selection of appropriate interactions – instruction, explanation/illustration, direction, demonstration, discussion, scaffolding, questioning, speculation, consolidation, summarising, initiating/guiding exploration, or evaluating learners’ responses • Consider the educator mode or modes that will support these selected activities and learner interactions – teacher, tutor, facilitator, or guide • Select the technologies that will support or fulfil these educator-supported activities and interactions - topic-specific resources and software, curriculum-wide learner-centred software, curriculum-wide tutor-centred software, or online learner support (Passey, 2017) Source: Passey, In press

14. Evaluating uses of technologies in blended learning • We should consider the ways we conceive uses of technologies online and uses of resources offline • Evaluating technologies out of context is not providing us with all the evidence we need • We need to draw distinctions between evidence we can gather about affordances, uses, outcomes and impacts

15. The four origins of evidence • Affordances • Of technologies • Uses • Through pedagogies and activities • Outcomes • From activities, for teachers and for learners • Impact • On learning, for learners Source: Passey, 2013

16. The state-of-play of the four origins of evidence • Affordances • Of technologies • Uses • Through pedagogies and activities • Outcomes • From activities, for teachers and for learners • Impact • On learning, for learners

17. References (1) • Alexander, R.J. (2008). Towards Dialogic Teaching: rethinking classroom talk (4th edition), Dialogos: Cambridge • Bath, D. and Bourke, J. (2010). Getting Started with Blended Learning. Griffith Institute of Higher Education • Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68 (3) • Bonk, C. J., Kim, K.-J. and Zen, T. (2006). Future Directions Of Blended Learning In Higher Education And Workplace Learning Settings. In C. J. Bonk and C. R. Graham (eds.) The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing. • Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge and L. Y. Muilenburg (eds.) Handbook of mobile learning. Florence, KY: Routledge. • Daymont, T., Blau, G., & Campbell, D. (2011). Deciding Between Traditional and Online Formats: Exploring the Role of Learning Advantages, Flexibility, and Compensatory Adaptation. Journal of Behavioral and Applied Management, 12(2), 156-175 • Dirckinck-Holmfeld, L., Jones, C. and Lindström, B. (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam, The Netherlands: Sense Publishers, BV. • Donovan, S., Bransford, J., and Pellegrino. (1999). How People Learn: Bridging Research and Practice. Washington, DC: National Academy of Sciences • Kirkwood, A. and Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39 (1), 6–36

18. References (2) • Lave, J. and Wenger, E. (1991). Communities of Practice: Creating Learning Environments for Educators. Cambridge University Press: Cambridge • Mazur, E. (2015). “Flipping the classroom and never looking back”, keynote/plenary talk presented at the Digital Education Show Middle East, Dubai, United Arab Emirates, 15 September 2015. • Passey, D. (2013). Inclusive technology enhanced learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges. New York, NY: Routledge • Passey, D. (2016). Prólogo: Nuevas formas de enseñar usando tecnología. In A. R. Martinell and M. A. C. Alvarado (Eds.), Háblame de TIC: Educación Virtual y Recursos Educativos. (Vol. 3, pp. 8-19). Cordoba, Argentina: Editorial Brujas • Passey, D. (2017a). New ways of learning using different forms of technologies. In J.A.H. Moral (eds.) Retos y debates en la educación superior para el siglo XXI: Algunas propuestas para orientar la innovación educativa para las sociedades del conocimiento. Xalapa, Mexico: Universidad Veracruzana. pp.15-22 • Passey, D. (2017b). Developing inclusive practices with technologies for online teaching and learning: a theoretical perspective. Bordón Revista de pedagogía • Passey, D. (In press). Blending learning provision for higher education: integrating ‘new ways’ of teaching and learning. NEUPA book from NEUPA and The British Council: International Seminar onTeaching-Learning and New Technologies in Higher Education from 25 to 26 February 2016 in New Delhi • Stahl, G., Koschmann, T., and Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.). Cambridge handbook of the learning sciences. Cambridge: Cambridge University Press

19. Thank you for listening!Contact d.passey@lancaster.ac.uk