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Information about adetajan2007

Published on December 13, 2007

Author: UpBeat


Inquiry through Blended Learning:  Inquiry through Blended Learning Norm Vaughan, Ph.D Teaching & Learning Centre, University of Calgary Overview:  Overview 1) Inquiry through blended learning (ITBL) 2) Using information communication technologies (ICT) to support ITBL 3) Examples & scenarios 4) Resources Reflecting on Inquiry Based Learning:  Reflecting on Inquiry Based Learning Inquiry Based Learning ? ? ? ? Inquiry Based Learning – Your Thoughts:  Inquiry Based Learning – Your Thoughts Concept Mapping Resources: Cmap Smart Ideas Inspiration FreeMind Inquiry:  Inquiry Is problem or question driven Typically has a small-group feature Includes critical discourse Is frequently multi-disciplinary Incorporates research methods such as information gathering and synthesis of ideas Practical Inquiry Model – Phases Garrison, D. R., Anderson, T., & Archer, W. (2000):  Practical Inquiry Model – Phases Garrison, D. R., Anderson, T., & Archer, W. (2000) Inquiry Based Learning Activities:  Inquiry Based Learning Activities What is one example of an IBL activity that you are currently using or would like to use within your teaching? Blended Learning:  Blended Learning Thoughtful integration of face-to-face and online learning. An opportunity to enhance the classroom experience and extend learning through the innovative use of Internet communication and information technology. Not an add-on; redesign approaches (e.g., replace lectures, add online activities) Using Information Communication Technologies to Support Inquiry through Blended Learning:  Using Information Communication Technologies to Support Inquiry through Blended Learning Before class During class After class Next class 1. Before Class:  1. Before Class Community Web Space:  Community Web Space Pre-readings:  Pre-readings Social Book Marking:  Social Book Marking Macromedia Breeze:  Macromedia Breeze Podcasting:  Podcasting Self-assessment Quizzes (knowledge probes):  Self-assessment Quizzes (knowledge probes) Inquiry Cycle – Before Class:  Inquiry Cycle – Before Class 2. During Class:  2. During Class Quiz & Survey Feedback:  Quiz & Survey Feedback Classroom Response Systems:  Classroom Response Systems Digital Learning Objects/Resources:  Digital Learning Objects/Resources Displaying Assignments/Student work:  Displaying Assignments/Student work Inquiry Cycle – During Class:  Inquiry Cycle – During Class 3. After Class:  3. After Class Anonymous end of week survey:  Anonymous end of week survey Announcements:  Announcements Class email list:  Class email list Student- led Online Discussion Forums:  Student- led Online Discussion Forums Team Formation Tool:  Team Formation Tool Group Project Areas:  Group Project Areas Virtual Classrooms:  Virtual Classrooms Weblog – Reflective Journaling Tool:  Weblog – Reflective Journaling Tool Wikis – Collaborative Writing Tool:  Wikis – Collaborative Writing Tool Peer Review Tools:  Peer Review Tools Opportunities for further exploration:  Opportunities for further exploration Inquiry Cycle – After Class:  Inquiry Cycle – After Class 4. Next Class:  4. Next Class Anonymous survey feedback:  Anonymous survey feedback Archive survey feedback:  Archive survey feedback Inquiry Cycle – Next Class:  Inquiry Cycle – Next Class Triad Model:  Triad Model Erhmann (2002) Scenario One - Economics:  Scenario One - Economics Introductory Micro and Macroeconomics Goal to increase: student engagement with course material outside of class time opportunities to apply theory to practical problems access and quality of tutorial resources Solution: Replacement of scheduled classroom tutorials with interactive online tutorials and assignments (Blackboard and Scenario Two – Communication & Culture:  Scenario Two – Communication & Culture International Development Studies Goal to increase: Student peer interaction and critical dialogue during class time Solution: Lectures replaced by Macromedia Breeze presentations (narrated PowerPoint with embedded videos and self-assessments) accessed outside of class time Class time used exclusively for group work (60 students - 20 meet on Monday, 20 meet on Wednesday and 20 on Friday) Scenario Three – Nursing:  Scenario Three – Nursing Child and Youth Health Promotion in Schools Goal to increase: Course scheduling flexibility Exposure to diverse perspectives Solution: Weekend course workshops Virtual presentations by online guests through the Elluminate Live! system and related discussions “hosted” within the Blackboard learning management system Blended Learning Instructor Survey:  Blended Learning Instructor Survey What do you like most about BL? Increased access and flexibility Variety of approaches Increased communication Assessment & feedback efficiencies Increased opportunity for student reflection Richer classroom interactions Development of a learning community Blended Learning Instructor Survey:  Blended Learning Instructor Survey What do you like least? Increased instructor workload Nothing Students challenged to contribute online (i.e., take responsibility for their learning) Technology challenges BL Student Survey – Winter 2006:  BL Student Survey – Winter 2006 Nine courses 241 completed in-class, paper-based surveys 76% return rate 50% first yr 78% female Average age 21.4 yrs BL Student Survey:  BL Student Survey Interaction - amount With other students 77.6% increased; 15.8% nd group work was primary reason With instructor 55.2% increased; 27.4% nd accessibility was primary reason BL Student Survey:  BL Student Survey Interaction – quality With other students 68.9% increased; 25.3% nd group work was primary reason With instructor 58.5% increased; 27.8% nd accessibility was primary reason ITBL Student Survey – Advantages:  ITBL Student Survey – Advantages Most effective aspects of ITBL courses group work discussions – face to face and online increased interaction with other students and instructors online resources greater flexibility self directed learning opportunities application of learning variety of assignments and methods of assessment integration of online and in-class learning ITBL Student Survey – Challenges:  ITBL Student Survey – Challenges Least effective aspects of ITBL courses lack of clear course expectations, structure, organization and direction online component increased workload poor or lack of communication technological “glitches” and problems Action/Future Plans:  Action/Future Plans Student Orientation Blended learning course calendar designation Pre-course Web sites and Adobe Breeze presentations Two page Tip sheets about common inquiry & blended learning issues (i.e., inquiry, student orientation) Future plans for a formal first year student orientation to inquiry program (i.e., for-credit module of study) Scholarship of Teaching & Learning (SoTL) Recent hiring of an evaluation specialist to coordinate the collection & analysis of data and the dissemination of results for SoTL studies Alignment of the student survey and instructor interview questions with the National Survey of Student Engagement (NSSE) instruments Questions, Comments, Discussion:  Questions, Comments, Discussion PowerPoint Slides and Resources Available at: Resources:  Resources Erhmann, S. (2000) What is a “Triad”? Focusing on how technology is used and why. Narrated Microsoft PowerPoint Presentation Garrison, D.R. & Anderson, T. (2003). E-Learning in the 21st Century: A Framework for Research and Practice. London: RoutledgeFalmer. Novak, Greg (1999). Just-in-Time Teaching. Portland State University (2001). Classroom Assessment Techniques: Examples. Twigg, C.A. (2006). The National Centre for Academic Transformation. University of Wisconsin @ Milwaukee (2002). Hybrid Course Website.

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