1 – Orientation

Orientation to Blended Learning

Technology will not replace teachers. But teachers who use technology will replace those who don’t.
Christine Meloni, 1998

About this chapter

Chapter 1, Orientation to Blended Teaching and Learning explains how blended learning not only provides great flexibility and opportunity for enhancing learning with technology, it also speaks directly to phenomena we are experiencing in our increasingly technology-imbued lives.

From the guide…

Reflection: Preparing to Design a Blended Course

Some chapters of this guide feature a “reflection” task to activate your background experience to inform your blended course design:

You’ve decided to design a blended course, but how much time will it take? Spend a few minutes to realistically assess the time and energy that you can commit to your blended course project. Here are some questions to guide you:

When does the course begin? Figure out how many weeks you have before students will start. That gives you a sense of timeline for development. You might subtract a week or two to give yourself some margin.

When will you work on the course? Set aside regular blocks of time every week to devote to the blended course design. This will help you stay on schedule. We recommend blocks of 2-4 hours.

How many lessons will you have to create per week? Focusing on individual lessons provides milestones that can shape your design process. Ideally, you’ll be able to work on a single lesson over one or more sessions.

When will you have colleagues, students, or others to preview the course web site? This is an important step before the course goes live, since it can alert you to any major design gaps in a short amount of time.

How much time can you spend on revising once the course begins? Some teachers will set aside time each week specifically for revisions. Others will make notes over the course of the semester and make all revisions after reflecting on the overall success.

Figures

A spectrum of possibilities for teaching with technology:

figure-1-1-spectrum-color

Merging one onsite session with offsite activities (in this case, online):

01-02-blended-concept-1wk-ghost

 

Calculating learning time for a standard f2f course:

learning-time-1-300x225

 

…vs for a once-a-week meeting blended course:learning-time-2-300x225

References & Readings

Beatty, B. (2007). Transitioning to an online world: Using hyflex courses to bridge the gap. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, Chesapeake, VA. Beatty, B. J. (2010). Hybrid courses with flexible participation: The hyflex design. Retrieved from http://itec.sfsu.edu/hyflex/hyflex_course_design_theory_2.2.pdf.

Cambell, G., & Groom, J. (2009). No digital facelifts: Toward a personal cyberinfrastructure. Conference Presentation: Open Ed 2009, University of British Columbia, British Columbia, Canada. August 13, 2009.

Collins, A., & Halverson R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

Cross, J. (2006). Informal learning: Rediscovering the natural pathways that inspire innovation and performance. Hoboken, NJ: Pfeiffer.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Hoboken, NJ John Wiley & Sons.

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education. doi:10.1016/j.iheduc.2012.09.003.

Kaleta, R., Skibba, K., & Joosten, T. (2007). Discovering, designing, and delivering hybrid courses. In A. G. Picciano & C. D. Dziuban (Eds.), Blended learning: Research perspectives (pp. 111–143). Needham, MA: Sloan Consortium.

Metros, S. (2011). New IT strategies for a digital society. Keynote presented at Campus Technology Virtual Conference. May 12, 2011.

Olapiriyakul, K., & Scher, J. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. Internet and Higher Education, 9(4), 287–301.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. Selwyn, N. (2011). Education and technology: Key issues and debates. London: Continuum.

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Charleston, SC: CreateSpace.

Vai, M., & Sosulski, K. (2011). Essentials of online course design: A standards-based guide. New York: Taylor & Francis.

Waters, J. K. (2011) Will the real digital native please stand up? Campus Technology. Retrieved from campustechnology.com/Articles/2011/10/01/Will-the-Real-Digital-Native-Please-Stand-Up.aspx.

Wiley, D. (2006, February). Higher education: Dangerously close to becoming irrelevant. Session presented at Secretary of Education’s Commission on the Future of Higher Education, Panel on Innovative Teaching and Learning Strategies. February 2–3, 2006. Retrieved from www.ed.gov/about/bdscomm/list/hiedfuture/3rd- meeting/wiley.pdf.

Wiley, D., & Hilton, J. (2009). Openness, dynamic specialization, and the disaggregated future of higher education. International Review of Research in Open and Distance Learning, 10(5).

Yates, B. A., Bakia, M., Means, B., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from http://edicsweb. ed.gov/edics_files_web/03898/Att_References and Glossary.doc