converting a face-to-face course to a blended learning course - how to ...

As more and more traditional classroom based programs, or face-to-face learning programs, make the transition to blended learning environments (those employing both face-to-face and online learning methods), it is important keep in mind that, while exciting, this process is not simple and should not be taken lightly or done quickly. To that end, I have created a simple guide of areas to consider while going through this process. Exploring the Theory of Equivalency, learner analysis, determining essential content, selecting activities, incorporating technologies, and understanding how the role of the instructor changes, this guide is not exhaustive, but meant to serve as a starting point.

You can view the guide here.

open courseware ...

Okay, you’ve heard about these free course that MIT™ and Yale™ are offering … and something about free math stuff with Khan Academy™ …

but what exactly is this whole open courseware thing?!?

Open Courseware (OCW) is a concept of “publication on the Web of course materials developed by higher education institutions and shared with others” (Simonson, et al, 2012, p. 141).These materials are organized (often including course planning materials and evaluation tools) and are free and available to anyone, anytime via the Internet (Open Courseware Consortium [OCC], n.d).

let’s look at what you get …

Here you can find the MIT™ OCW course on Shakespeare (2004). Going to the homepage we see a syllabus, calendar, readings, assignments, exams, and related resources. All clearly laid out and easy to navigate. We can see which plays are to be read, which film adaptations to view, the details of the three essays we would write, and the final exam.

is this distance learning?

Graham, Cagiltay, Lim, Craner, and Duffy (2001) have seven guidelines for online instruction (as presented by Simonson, et al, 2012):

1. Provide clear guidelines.
2. Discussion assignments foster student cooperation.
3. Students present course projects.
4. Instructors provide information and acknowledgement feedback.
5. Deadlines are provided.
6. Challenging activities communicate high expectations.
7. Allowing student choice in project topics.

This particular course does meet some of these requirements. There are very clear guidelines and deadlines. The activities are challenging and demonstrate high expectations, and there is a large deal of student choice. However, many are absent. As this learning is done independently, there are no discussion assignments, no opportunity for student presented course projects, or instructor feedback of any kind. And this is by design. MIT™ spells it out this way:

• “OCW is not an MIT education.
• OCW does not grant degrees or certificates.
• OCW does not provide access to MIT faculty.
• Materials may not reflect entire content of the course” (Unlocking knowledge, n.d).

so, what is it then?

Lerman & Miyagawa (2002) recommend thinking of OCW as a new publishing initiative akin to textbook publications of the past. While available to students with the time and adequate self-motivation, part of the future of OCW is likely to be in the use of the materials by instructors teaching online (Simonson, et al, 2012). "MIT OpenCourseWare offers students access to a rich set of open educational resources (OER) that can be combined and customized for a more effective educational experience” (MIT OpenCourseWare, 2012). Whether utilized by very motivated independent learners or by online educators in the OER movement, OCW is an exciting world to watch!

References

Henderson, D., Donaldson, P., & Raman, S. (2004). Shakespeare. MIT OpenCourseWare™. Retrieved April 1, 2012 from http://ocw.mit.edu/courses/literature/21l-009-shakespeare-spring-2004/

Lerman, S. R., & Miyagawa, S. (2002). Open CourseWare: A case study in institutional decision making. Academe, 88(5), 23-27. http://search.proquest.com/docview/232305727?accountid=14872

MIT OpenCourseWare Teams Up with Flat World Knowledge to Combine Free Texts and Free Course Materials. (2012). Retrieved April 1, 2012 from http://ocw.mit.edu/about/media-coverage/press-releases/flat-world/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Unlocking knowledge, empowering minds (n.d). MIT OpenCourseWare. Retrieved April 1, 2012 from http://ocw.mit.edu/about/

What is courseware? Open Courseware Consortium. Retrieved April 1, 2012 from http://www.ocwconsortium.org/en/aboutus/whatisocw

case study ...

With all of the tools available to an instructional designer, it is important to think about how each can be applied to different scenarios. Let’s consider a scenario.

scenario ... 

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

needs ...

The manufacturing plant must first create the learning modules to instruct on safety. The modules should contain evaluation pieces to ensure they understand the key components. They also need a way to distribute the modules to their employees so that the employees can have access at any time. There should be a way to track when employees complete modules as well as how they score on them.

solution ...

"The key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technologies" (Simonson, et al, 2012, p. 115). Utilizing a Learning Management System (LMS) is a great way to address this scenario. An LMS is “a software application that automates the administration, tracking, and reporting of classroom and online training events, enabling detailed analysis of the effectiveness of your training investment” (Moran). An example of an LMS is Canvas made by Instructure. This LMS has features that allow the creation and storage of courses (so that employees can access them at any time), the creation of quizzes and tests (to evaluate an employees understanding of the course work), and tracking of grades through gradebooks and reports. It is stored online, so employees can access the courses at any time. 

An LMS also allows for storage of documents. While this is not directly called out in the scenario, safety manuals could be stored in the LMS for centralized storage and easy access.


An LMS with distinct modules also provides a layered availability. While an important new employee training tool, "real world experience provide(s) the foundation for learning" (Simonson, et al, 2012, p. 92). As new employees gain additional hands on experience, there may need to be a return to the courses to re-learn and/or expand the foundational knowledge that was built. Having the modules in an LMS that an employee can access at any time allows for greater continued knowledge growth.

has it worked for others?

This scenario is very similar to a project Virtualis Media Group worked on for a client. In this case, they used the LMS Moodle. The LMS “was used so that asynchronous course modules could be easily designed” (VMG). This approach was successful. It created a stock of courses that new employees could learn from and employees with violations could access resulting in “less violations and injuries in the workplace” (VMG).

Goodrich Aviation Technical Services also had success with an LMS. Utlizing a pre-packaged product by Boeing called BOLD (Boeing On-Line Delivery), the company found the transition productive and successful, specifically in the area of manuals pointing out that “since BOLD is issued through a central server, it is easy to ensure employees have access to the latest revision of each manual” (Nelson, p. 1).

References

Instructure. Canvas. http://www.instructure.com/canvas

Moodle. http://moodle.org

Moran, J. “Mission: Buy an LMS.” ASTD. Retrieved from http://www.astd.org/LC/2002/0102_moran.htm

Nelson, N. Evaluation of broadband applications to aircraft maintenance safety: A case study of Goodrich Aviation Technical Services. Retrieved March 14, 2012 from https://hfskyway.faa.gov/(A(9ooBXrdfygEkAAAAZjkyZTA3YzUtNzYwNy00YTEyLTlmM2YtNGYzNTczZWNmMGUwod0RzkOKEeQLuJWccv_yhoW-MZU1))/HFSkyway/Annual/AvMaint03.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Virtualis Media Group. “VMG Provides Local Cooperative Learning Program with e-Learning Solution for Employee Safety Training.” Retrieved March 14, 2012 from http://www.virtualismediagroup.com/wp-content/uploads/2011/09/case-study-safety.pdf

the history of distance learning ...

"The original target groups of distance education efforts were adults with occupational, social, and family commitments" (Simonson, Smaldino, Albright, & Zvacek, 2012, p 39).

a brief timeline ...

1833 - ad in Swedish newspaper started correspondence study

> spread across Europe and America (Phonographic Correspondence Society, Society to Encourage Studies at Home)

1883 - 1891 - academic degrees were authorized by state of New York through Chautauqua College of Liberal Arts for blended learning (summer courses and correspondence course)

1922 - 1933 - distance learning courses offered via radio broadcast (Pennsylvania State College, State of Iowa)

1930s - experimental television teaching programs at University of Iowa, Purdue University, and Kansas State College

1950s - college credit courses offered via broadcast television by Western Reserve University and New York University

1975 - distance learning via video (University of Mid-America)

Late 1980s and early 1990s - development of fiber-optic communication systems increased Internet based programs 

"The contemporary period is often characterized as one of unpredictable change" (Simonson, Smaldino, Albright, & Zvacek, 2012, p 36).

my two cents ...

Prior to learning more about the evolution of distance learning, I had, of course, heard of correspondence courses; however, I had not linked that idea with the modern idea of “online learning.” Perhaps it was because I did not realize correspondence courses involved dialogue back and forth. I envisioned it more of self-study than distance education by the standards laid out by Simonson, Smaldino, Albirght, & Zvacek (2012): distance learning is “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (p. 32).

As I weighed getting my masters degree online versus in a traditional classroom, I considered many factors. First being the perception of an online degree. The second being around the learning group. I learn socially and like to talk about things. I was having a difficult time envisioning how communication would be robust in the online environment. What I have found, though, is that the conversation, why asynchronous, is of incredible quality. As learners are not required to respond instantly, there is time to reflect and research before responding. In my experience, this provides a superior conversation opportunity.

Whether that communication is via postal mail, telephone, or the internet, this component is what sets distance education above “self-study” and perhaps even above traditional classroom based programs.

References

Laureate Education, Inc. (Producer). Distance learning timeline continuum [video]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8984048&ClientNodeID=984650&coursenav=1&bhcp=1.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

wrapping up ...

As I reflect on the learning theories, learning styles, motivation techniques, and educational technology we reviewed of the last eight weeks, I am struck by a few things. First, how much I remember from my undergraduate studies in this same vein, the ways I am still the same as a 30 year old learner as I was as a 17  year old learner, and the ways I learn and motivate differently as a 30 year old. However, what has been most surprising is the over all feeling that there is no definitive or right way. I think a comment from the Week 8 discussion sums the experience up nicely:

... as Edward Tufte likes to say... Every social science experiment comes to the same three conclusions:

1. some do, some don’t,
2. the differences are small, and
3. it’s more complicated than that (Artino, 2011).

While I did not leave my undergraduate studies with a sense that there was one way to teach and motivate, the understanding and breadth of this issue is stronger now than it was 10 years ago.

At first blush this might make the situation seem hopeless; however, the effect is quite to the contrary. A deep understanding of the theories, approaches, and techniques serve to arm us with a tool kit. From this tool kit, we can select the best tool or tools for each job. Each unique subject, delivery method, and student type will require a unique combination of these tools.

While these tools at our disposal, this course also served to demonstrate the importance of knowing myself as a learner. My natural tendency will be to design the way I would like to learn. While there are learners who share my preferences, there are many who do not. By being aware of my preferences, I can be cognizant of the design choices I am making and critically evaluate if I am making them from my personal bias or if I am truly choosing the best tool(s) for the job.

As I progress through the remaining courses, I look forward to learning more about current educational technologies as well as emerging ones and how best to stay engaged in the ongoing dialogue; not only technology but learning theory, styles and motivation. This course introduced me to a variety of blogs and to google reader which now has become part of my daily routine. As I begin work tomorrow with the ADDIE design method, I plan to keep handy my notes from this course and ensure I am exploring how each theory, learning style, motivation, and technology can apply to each of these steps.

References

Artino, A. (2011). In that case... . [Discussion group comment]. Retrieved from the Walden University EDUC-6115-5 Learning Theories and Instruction Week 8 discussion group: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5089748&Survey=1&47=8984048&ClientNodeID=984650&coursenav=1&bhcp=1

reflection ...

As an English Education undergraduate student, I did much reflection on how I learned as a child and what type of teacher I wanted to be for school aged children. Returning to graduate school as an adult learning to design instruction for adults has provided the opportunity to reflect on how I have changed as an adult learner, the ways I am the same as an adult learner as I was as a child learner, and better understand the ways adults learn best.

I have always been a social learner. Looking back at my primary and secondary schooling, the knowledge that has stayed with me the longest and deepest is that which I did in a social setting. In undergraduate school, I worked closely with one of the pioneers of co-authoring, Helen Dale. With her, I learned more about constructivism, constructionism, and social learning theory in practice in the classroom. I was excited to learn why the experiences that resonated with me from my childhood did so. And eager to replicate these experiences in my classroom. This course reaffirmed my draw to these theories in my own learning and my own instructional design. First when working with middle schoolers and then working with adults the last six years.

I have always been opinionated and a bit stubborn, so choice was something that I always appreciated in my learning. Often in middle and high school, teachers would give the option for a final project or paper. Even with just two options, I was grateful for the choice to decide which method would showcase my learning and knowledge most effectively. As an adult, this desire and appreciation has grown exponentially. Rather than selecting methods to showcase my learning or knowledge, I now select the method that appears to have the most relevance to my job, interests, or future goals. The ability to immediately and directly relate my learning to something personal is highly motivational for me.

As an instructional designer, I think it is important to know my own preferences and tendencies in learning. As an education student, I learned that we tend to teach the way we were taught. So, depending on the quality of teachers you had and their teaching style, you many need to be very cognizant of your natural tendencies and proactively make different choices. I think the same is true in instructional design. While my style of learning will be the best approach for some projects, there will be many more when a different approach will be the most appropriate and have the widest appeal and success. Being acutely aware of my preference will help me evaluate if I am making choices based on the best approach to learning for the project or if I am just relying on what I would want.

I have found the last seven weeks a great refresher on the theories I studied in my undergraduate program. I look forward to the upcoming classes and drawing back on this knowledge as we learn more about the design process.

map 'o me mind ...

As we explore Connectivism, it is important to evaluate the connections that shape and inform my world ...

As I have gotten older, the ways that I learn have changed as much as the technology with which I use to learn. I remember my first encounter with "the internet." My neighbor came over very excited because her father had gotten access to the Beloit Public Library on their computer. Understandably, I was confused. In trying to explain things, it was clear I wasn't going to "get it" until I experienced it for myself, so we trekked over, snuck into her parents room, and "accessed the library" - on the computer. I remember not getting it. Yes, I thought it was bizarre that we could do it, but for the life of me, I couldn't think of anything to "look up." Regardless, with my neighbor, her brother, and all the other kids in our neighborhood, we spent much of the summer "looking things up."

Throughout the summer, I remained a bit clueless as to what to search. I would happily go along with and experience the searches others came up with, but I do not think I put forward a single topic. I still have this difficulty as a user of the world wide web. I know many can surf the web for hours on end. This has never been a strong suit of mine; however, grow in technology has fostered a great increase in my internet usage both personally and professionally.

As you can see in the map above, many of my resources cross paths; however, I keep them very separate. For instance, I have two Facebook accounts. One linked to my personal email address that I use to keep in touch with friends and family. A second is linked to my work email address with which I connect with co-workers and accounts. In conjunction with my work Twitter and LinkedIn accounts, I post professional articles and tips daily.

As I take time to process new concepts and feel confident in my understanding, grasp, and opinion, I gravitate toward resources that foster discussion. I find Facebook a great tool for this. Those who are interested in the topic can weigh in - those who are not can continue through their feed. Facebook's notification system makes it easy to stay in touch with a conversation long after it has left your immediate feed. While many sites offer similar capability, I find the popularity of Facebook allows for an even bigger discussion with a wider array of opinions - something that is very important to me when exploring new concepts (or challenging my current beliefs).

I still find in person discussion to be the most interesting and insightful method to communicate and learn; however, I find that much of the content of those in person interactions originates with the web and/or technological connections. It is hard to imagine a conversation without the knowledge gained from these sources. It really goes back to the library, I suppose. Just that more people "go to" the web than ever went to "the library," so the breadth and depth of knowledge and the methods to connect with that knowledge is much greater.