Leading the Pedagogical Shift: Blended Learning with Canvas
A brief introduction to the flipped classroom.
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PRESENTATION OUTLINE
WHAT IS Blended Learning?
Leading the Pedagogical Shift: Blended Learning with Canvas
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What does Blended Learning Look Like?
1 Part: Online Learning
1 Part: Classroom Learning
1 Part: Mobile Learning
Classroom learning is the face to face time of a traditional classroom. This is where relationships are built and foundations for successful online and mobile learning are built. Online learning allows for collaborative learning experience beyond the traditional class time. It also allows learners to move through the content at their own pace and on their own schedule. Mobile learning references your students' abilities to access your content at any time no matter where they are. Mobile learners are very connected and willing to respond to calls to action when prompted via mobile technologies.
1 Part: Classroom Learning
1 Part: Mobile Learning
Classroom learning is the face to face time of a traditional classroom. This is where relationships are built and foundations for successful online and mobile learning are built. Online learning allows for collaborative learning experience beyond the traditional class time. It also allows learners to move through the content at their own pace and on their own schedule. Mobile learning references your students' abilities to access your content at any time no matter where they are. Mobile learners are very connected and willing to respond to calls to action when prompted via mobile technologies.
WHY?
- Students control their own learning.
- More time for projects or group work.
- Opportunities for collaboration or peer review.
- Build better relationships with students.
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Improve Student Learning
Can blended learning be as effective as face to face learning? Can blended learning be more effective than face to face learning? The answers are varied dependent on many factors, but here are some thoughts on why blended learning works.
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Improved Instructional Design
Intentional design and addition of faculty supports.
Blended courses may be more intentionally designed than face-to-face courses. Supports from instructional designers and educational technologists are often in place to help teachers design/redesign courses.
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INCREASED GUIDANCE AND TRIGGERS
Clear path through resources and guidance at every step.
Students working in a face-to-face class receive guidance from the teacher during class time or from a syllabus when they are working on their own. In a blended course, the online course environment can be structured to provide a clear path through content, activities, and assessments with explicit guidance along the way.
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EASIER ACCESS TO LEARNING ACTIVITIES
Students can engage on their own schedule leading to more complete learning.
With materials posted online, students can access content easily and on their own schedule. This can lead to more complete learning for students.
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Individualized Learning Opportunities
Students allowed to self-direct certain learning opportunities.
Digital materials can be access according to students' individual needs, reviewed on demand, and can allow students to self-direct certain learning activities to fill gaps in their own learning. Automated assessments can be used to provide immediate, corrective feedback and reinforce student knowledge.
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INCREASED ENGAGEMENT THROUGH SOCIAL INTERACTION
More opportunities for discussion, collaboration and peer review.
There are natural and sometimes practical limitations to social interaction in a face-to-face class. There are also social factors present in a typical classroom that might inhibit some students from participating in class. Online learning environments increase the amount of student to student interaction which can, in turn, increase interaction and collaboration in face-to-face and online environments.
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Time On Task
More relevant online work time.
Increased guidance and access occurs through the online learning environment (often without the instructor being present.) Time spent with online materials can also be tracked and student progress monitored.
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Interaction
Creat engagement through learner interaction.
Creating engagement through learner interaction. In a typical face-to-face class, most of the interaction is teacher to student. In a blended course the focus can be shifted to more student to student to student interaction (group projects, discussions, peer reviews, etc.) and provides for more student to content interaction (text, video, websites, interactives, and other digital resources.)
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When I die, I want the people I did group projects with to lower me into my grave they can let me down one last time.
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BEST PRACTICES FOR BLENDED LEARNING
- What is the problem Blended Learning solves?
- Models for Blended Learning
- Technology Tools
- Self-Reflection
- Infrastructure for Success
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Untitled Slide
Hybrid Zone
Station Rotation
Lab Rotation
Flipped Classroom
Individual Rotation
Flex Model School
Self-Blend Model
Enriched Virtual Model
INFRASTRUCTURE FOR SUCCESS
- Start slow, but not too slow. BE BOLD!
- Be deliberate in your implementation.
- Take charge of your PLN.
- Manage time and resources.
- TWITTER!
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USE AN LMS
- Organize content and digital resources.
- Increase student engagement.
- Improve the feedback cycle.
- Facilitate peer instruction.
- Extend instruction time.
- Simplify teaching and learning.
BEST USE OF CLASS TIME?
- Group projects.
- Peer Instruction and evaluation
- Building relationships.
- Strengthening curriculum connections.
- Rotations or labs.
IMPROVed ONLINE LEARNING Tools
- Canvas makes managing it all easy.
- Improved course design.
- Engage students in online forums.
- Authentic learning experiences online.
- Supports for teachers doing the work.
References
- "Essentials for Blended Learning" by Jared Stein & Douglas Graham
- "Blended: Using Disruptive Education to Improve Schools" by Michael B. Horn & Heather Staker
- "Understanding by Design" by Grant P. Wiggins & Jay McTighe
