Blended Learning Creating New Learning Experiences

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Blended LearningCreating New Learning
Experiences

• Professor Emeritus Ray Schroeder
• Director of Technology-Enhanced Learning
• University of Illinois at Springfield

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Components of the Blend

• Online Component
• Significant portion of the class time
• Enabling dispersed students to attend
• Face to Face Component
• On Campus
• Or another Agreed-upon Location
• Many possible Variations
• Blending together these components to leverage
  new learning opportunities that are neither
  online nor campus-limited

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New Opportunities

• Thinking outside the box
• How can we leverage face-to-face events to create
  new learning opportunities
• Re-locating the classroom
• Conferences
• Events

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Some Examples

• UIS one-day conference on Cyberethics late June
• Speakers of national prominence
• Four blended class sections
• Three weeks online preparation
• On location full day 10-12 hrs.
• Small group class meetings after public sessions
• Four week online reflection and research

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Professional / Academic Conferences

• Association of Supervision and Curriculum
  Development institutions offering academic
  credit
• Blended implies more than credit for attending
• Online preface
• Online reflection
• Online research assignments / reports
• Enabling dispersed students to participate

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Hypothetical Example

• Distance Teaching and Learning Conference
• Students begin online in June or July
• Readings, discussions, exercises
• Arrive Tuesday for two three-hour sessions (one
  am one pm)
• Wed/Thurs attend conference sessions then
  7pm-1000pm class session (with keynoters)
• Friday attend sessions then 300-600pm session
• 15 hours face-to-face wrap up final discussions
  and papers online

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Another Example

• Public affairs class - Election 2004
• Series of debates among senatorial candidates
• Attend debates, class sessions on location,
  online component
• More than field trips actual class meetings
  on location
• Open to distant students who all will convene at
  debate sites

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Summary

• Blended learning can
• Bridge the gap for distant students
• Leverage events and other locations
• Extend the classroom
• Beyond the campus
• Beyond online
• Significant dimension beyond what we previously
  offered students
• Tapping professional and academic conferences and
  events

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New Learning Opportunities via the Blend

• What new learning models can be leveraged by
  blended approach?
• Alternative locations
• Alternative events
• Alternative scheduling
• Preparation/Reflection/Research wrap-around
  through the online mode

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Comments and Recommendations for Further
Explorations

• Ray Schroeder
• Technology-Enhanced Learning
• University of Illinois at Springfield
• Schroeder.ray_at_uis.edu