BLENDED LEARNING AT ECPI COLLEGE

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BLENDED LEARNING ATECPI COLLEGE

• Created by
• Joan Rhodes-Copeland
• June 2006

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• People are not single-method learners! We are,
  as a species, blended learners.
• says e-learning guru, Elliott Massie
• (Allison Rossett, ASTD E Learning Handbook,
  Aug. 2002,
• Blended Learning The Magic Is in the Mix, by
  E. Massie)

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DEFINITION OF BLENDED LEARNING

• The term blended learning is used to describe a
  solution that combines several different delivery
  methods, such as collaborative software,
  Web-based courses, EPSS, and knowledge management
  practices

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DEFINITION CONTD. .

• Blended learning is also used to describe
  learning that mixes various event-based
  activities, including face-to-face classrooms,
  live e-learning and self paced learning
• Quote by Purnima Valiathan
• (Blended Learning Models ASTDs Source for E
  Learning,
• August 2002)

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QUALITIES OF BLENDED LEARNING

• Blended learning environment should be designed
  to decrease the actual classroom time that a
  student spends in the campus classroom
• Student become more interactive in the blended
  learning environment
• Students interact with each other, the
  instructor, and with learning resources

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QUALITIES OFBLENDED LEARNING

• Instructors have to develop new methodologies and
  learn new technologies to present blended
  learning lessons
• New assessment procedures are used in the blended
  learning environment. Assessments have to
  measure the various types of instructional
  delivery methods

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BENEFITS OFBLENDED LEARNING

• Student
• Instructor
• Educational Institution

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BENEFITS TO THESTUDENT

• Student learns using various educational
  methodologies, including technology
• Student can save on transportation costs and
  time, since attendance on campus is limited in
  the blended learning environment
• Student is assessed in a variety of ways thus
  the poor test taker is given additional options
  for assessing knowledge gained.

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BENEFITS TO THESTUDENT

• Students have the best of both worldsthey can
  meet the instructor to get personal assistance,
  and can learn using the online platform
• Students take more responsibility for their
  learning for they have to master both the
  classroom and the online learning environments
• Help is available to the studentthe teacher is
  available, as well as the help desk in the online
  environment

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BENEFITS TOINSTRUCTOR

• Instructor becomes not only the person who
  imparts knowledge, but also a facilitator to
  assure that the knowledge is being gained through
  various educational delivery methods
• Instructor gains skills in use of technology for
  instruction

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BENEFITS TO INSTRUCTOR

• Various assessment tools are available to asses
  students knowledge
• New instructors receive introductory experience
  in how to teach online

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BENEFITS TOECPI COLLEGE

• Can result in a savings on rooms, facilities, and
  parking. All students are not in attendance
  every day may be in class one day and using the
  online environment the next class day
• Scheduling of classrooms and courses can be more
  efficient
• Student retention can be increased

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SUPPORT NEEDED FOR BLENDED LEARNING

• Instructor Training Campus and College-Wide
• Administrative support Scheduling, classroom
  facilities, and so forth
• Technological equipment
• Educational references and resourcesCampus
  libraries and the e library

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Instructor Training

• Lesson development for the blended learning
  classroom
• How to use the online environment
• How to form and structure a blended learning
  classroom
• Use of new assessment tools in the classroom
• Use of instructional resources that accompany
  textbooks and campus resources (library and e
  library)

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LESSON DEVELOPMENT

• There are five theories of blended learning
  process as proposed by Keller, Gagne, Bloom,
  Merrill, Clark and Grey and described by Jared
  Carman in his article, Blended Learning Design
  Five Key Ingredients October 2002, Knowledge
  Net, page 2

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Theory 1 (Carman article)

• Live Events
• Instructor lead learning events in which all
  learners participate at the same time
• These learning events are related to the Nine
  Events of Instruction as proposed by Robert Gagne
  in his book, The Conditions of Learning (4thed),
  NY, Holt Rinehart Winston, 1985.

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NINE EVENTS OF INSTRUCTIONBY GAGNE

• Gain attention
• Inform learners of the course/class objectives
• Stimulate recall of prior learning
• Present the content
• Provide learning guidance

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NINE EVENTS OF INSTRUCTIONBY GAGNE

• Elicit performance
• Provide feedback
• Assess performance
• Enhance retention and transfer to the job

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Theories 2 3 (Carman article)

• Self Paced learning
• Learning experiences that the learner completes
  individually at his own speed and on his own
  time, such as interactive, internet-based or
  CD-ROM training
• Collaboration
• Collaborative learning environments in which
  students communicate with each other to
  accomplish a goal i.e. classroom collaborative
  exercises, email, treaded discussions, or chat
  rooms

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Theory 4 (Carmans article)

• Assessment
• A measure of the knowledge that the students
  have gained. It is suggested that the
  assessments used in the classroom be developed
  around the six levels of cognitive learning as
  defined by BLOOM (1956). These are identified in
  the next screen.

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Theory 5 (Carmans article)

• Performance Support Materials
• Faculty need instructional resource materials to
  develop lessons and class activities. These
  materials include textbook, publisher resource
  materials, publishers textbook companion
  websites, ECPI library resources and the E
  library resources, and web and internet resource
  sites.

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BLOOMSS SIX LEVELS OF COGNITIVE LEARNING AS
ASSEMMENT TOOLS

• 1. Knowledge
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation
• (Bloom, B. S. (1956) Taxonomy of Educational
  Objectives, Handbook 1 The Cognitive Doman, New
  York, David McKay Co, Inc.)

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SUMMARY

• As the instructor plans and develops lessons,
  the procedures and actions in the these
  educational theories just presented must be
  utilized in order for the instructor to develop
  an effective, efficient lesson for the students
  in the blended learning classroom.

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HOW ECPI WILL IMPLEMENT BLENDED (ALSO CALLED
HYBRID) LEARNING?

• The ECPI Online Department is offering the
  course, How to Teach in the Blended Learning
  Environment is available for faculty to take.
  See your Director of Education to signup for the
  course. (article by John Olson on Hybrid (or
  Blended) courses)
• The ECPI Training Department has workshops for
  faculty on active and collaborative learning in
  the classroom. Faculty are encouraged to view
  the webpage and participate in these workshops.
• http//faculty.ecpi.edu/ftd

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HOW ECPI WILL IMPLEMENT BLENDED (ALSO CALED
HYBRID) LEARNING?

• EXCEPTIONAL TEACHING (text published by EMC
  Paradigm publishers) workshops will be offered to
  faculty during the Summer months. These
  workshops assist faculty in developing lessons,
  assessment procedures, and methodologies. Sign
  up for these summer training workshops on the
  faculty training webpage. The text will be
  distributed to faculty who participate in the
  training

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HOW ECPI WILL IMPLEMENT BLENDED (ALSO CALLED
HYBRID) LEARNING?

• The Faculty training webpage has instructions on
  how to use Exam View and how to develop your
  faculty website. Exam View software can be
  secured from your Director of Education.
• Additional training and instruction needed can be
  requested by each campus. Make your requests
  known to the Associate Dean, in charge of faculty
  training and development.

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ECPI SUPPORTS BLENDED (OR HYBRID) LEARNING?

• Blended learning offers our students another
  educational opportunity to learn through a
  variety of ways to successfully complete their
  educational goals.

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REFERENCES

• Blended Learning by Dziuban, Hartman, Moskal,
  EDUCASE Center for Applied Research Bulletin,
  Vol. 2004, Issue 7, March 30, 2004
• Blended Learning Design Five Key Ingredients,
  by J. Carman, Knowledge Net, October 2002
• Blended Learning Models by P. Valiathan,
  Learning Circuits, ASTD, 2002
• Bloom, B. S. (1956) Taxonomy of Educational
  Objectives, Handbook 1 The Cognitive Domain,
  New York, David McKay Company, Inc.
• Gagnes Nine Events of Instruction An
  Introduction by Kevin Kruse, http//www.e-learning
  guru.com/articles/art3_3.htm
• Robert Gagne, (1985) The Conditions of Learning,
  New York, Holt, Rinehart Winston
  http//www.ittheory.com/gagene1.htm
• E-Learning Resources, GrayHarriman.com, Blended
  Learning articles
• Types of Electronic Performance Support Systems
  by D. A. Sleight, Michigan State University, 1993