Inquiry through Blended Learning

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Inquiry through Blended Learning

• Norm Vaughan, PhD
• Teaching Learning Centre, University of Calgary
• nvaughan_at_ucalgary.ca

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Overview

• 1) Inquiry through blended learning (ITBL)
• 2) Using information communication technologies
  (ICT) to support ITBL
• 3) Examples scenarios
• 4) Resources

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Reflecting on Inquiry Based Learning
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?

Inquiry Based Learning
?
?
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Inquiry Based Learning Your Thoughts

• Concept Mapping Resources
• Cmap
• Smart Ideas
• Inspiration
• FreeMind

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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

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Practical Inquiry Model PhasesGarrison, D. R.,
Anderson, T., Archer, W. (2000)
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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?
• Think
• Pair
• Share

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Meaningful Learning Activities
Reflection
Garrison Archer (2000)
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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)

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Using Information Communication Technologies to
Support Inquiry through Blended Learning

• Before class
• During class
• After class
• Next class

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Community Web Space
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Pre-readings
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Social Book Marking
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Macromedia Breeze
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Podcasting
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Self-assessment Quizzes (knowledge probes)
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Inquiry Cycle Before Class
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Quiz Survey Feedback
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Displaying Assignments/Student work
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Classroom Response Systems
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Digital Learning Objects/Resources
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Inquiry Cycle During Class
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Anonymous end of week survey
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Announcements
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Class email list
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Student- led Online Discussion Forums
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Group Project Areas
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Virtual Classrooms
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Weblog Reflective Journaling Tool
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Wikis Collaborative Writing Tool
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Peer Review Tools
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Opportunities for further exploration
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Inquiry Cycle After Class
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Anonymous survey feedback
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Archive survey feedback
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Inquiry Cycle Next Class
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Triad Model
Erhmann (2002) http//www.marshall.edu/it/cit/flas
hlight/AuthorGuidelines.htmtriad
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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 Aplia.com)

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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)

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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

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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

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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

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BL Student Survey

• Nine courses
• 241 completed surveys
• 76 return rate
• 50 first yr
• 78 female
• Average age 21.4 yrs

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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

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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

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BL Student Survey Summary

• Most effective
• group work discussions online resources
• Least effective
• expectations not clear online components heavy
  workload
• Advice be prepared to take responsibility and
  be open to new approaches

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Questions, Comments, Discussion
PowerPoint Slides and Resources Available
at http//www.ucalgary.ca/nvaughan/norm/presenta
tions.htm
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Resources

• Anderson, T., Rourke, L., Garrison, D. R.,
  Archer, W. (2001). Assessing teaching presence
  in a computer conferencing environment. Journal
  of Asynchronous Learning Networks, 5 (2).
  http//www.sloan-c.org/publications/jaln/v5n2/ind
  ex.asp
• Erhmann, S. (2000) What is a Triad? Focusing
  on how technology is used and why. Narrated
  Microsoft PowerPoint Presentation
• http//www.tltgroup.org/media/fl/Triad.htm
• Garrison, D.R. Anderson, T. (2003).
  E-Learning in the 21st Century A Framework for
  Research and Practice. London RoutledgeFalmer.
• Garrison, D.R., Archer, W. (2000). A
  transactional perspective on teaching and
  learning A framework for adult and higher
  education . Oxford Pergamon.
• Garrison, D. R., Anderson, T., Archer, W.
  (2000). Critical thinking in a text-based
  environment Computer conferencing in higher
  education. Internet and Higher Education, 11(2),
  1-14. http//www.atl.ualberta.ca/cmc/CTinTextEnvFi
  nal.pdf

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Resources

• Kolb, D. A. (1984). Experiential learning
  Experience as the source of learning and
  development. Englewood Cliffs, NJ Prenticve
  Hall.
• Marton, F. Ramsden, P. (1988). What does it
  take to improve learning? In P. Ramsden (Ed.),
  Improving Learning New Perspectives, New York,
  NY Nichols Publishing, 268-286.
• Novak, Greg (1999). Just-in-Time Teaching.
  http//webphysics.iupui.edu/jitt/what.html/
• Portland State University (2001). Classroom
  Assessment Techniques Examples.
• http//www.oaa.pdx.edu/CAE/cat.html
• Twigg, C.A. (2006). The National Centre for
  Academic Transformation. http//thencat.org
• University of Wisconsin _at_ Milwaukee (2002).
  Hybrid Course Website. http//www.uwm.edu/Dept/LTC
  /hybrid.html/
• Zull, Z. (2002). The Art of Changing the Brain.
  Virginia Stylus.