Hybrid / Blended Courses: Constantly Evolving for Optimal Effectiveness and Access

Blended learning can help overcome the limitations of face-to-face delivery. Blended learning can take many forms, and is easily adapted to specific needs and technical requirements. Incorporating elearning and mlearning (including synchronous and asynchronous), blended (often referred to as “hybrid”) courses can include face to face elements as well as a blend of different technologies and delivery modalities.

Types of Hybrid / Blended courses

Hybrid can incorporate a combination of F2F, elearning and mobile device-structured social media. 

Because needs are constantly evolving, and technology / access can be a moving target, the configurations of hybrid / blended delivery can be quite diverse. The can include:

•    Primarily F2F, with web enhancement

•    Primarily e-learning, with traditional LMS, with F2F facilitated discussion groups

•    Synchronous e-learning (webinars, etc.), with archived recordings, plus repositories with content, with learning “clusters” (small student groups that come together informally)

•    Conference with digital follow-up

•    Discussion-focused online, with readings / topic-structured forum, plus synchronous microblogging (tweets / chat)

•    Collaborative  project-focused online course with portfolio, plus synchronous microblogging (tweets / chat)

Blended learning encourages dynamic collaboration.

Best Approaches

The philosophy of learning in blended courses is learner-centered, with an emphasis on making sure that there is a great deal of learner engagement and collaboration. Most blended courses are most effective if they are problem or project based, with very clear outcomes that require the application of knowledge and skills.

•    Pull not push content
•    Problem or project-based focus
•    Emphasize tangible, measurable outcomes that require collaboration
•    Optimize engagement via collaboration

Materials for Maximum Effectiveness in Hybrid / Blended Courses

It is very easy to overwhelm learners with too many instructional materials, that can range from digital texts to videos / audios / graphics / presentations. It is a good idea to look at materials from the point of view of how they would be used in conjunction with the collaborations and outcomes.

Further, it’s a very good idea to keep in mind that the core philosophy of blended courses has to do with constructivism, which involves optimizing collaboration and cooperation. Further, with a problem-based approach, the materials can be arranged in order to facilitate the outcome.

•    Digital readings that encourage active reading via collaboration / comments
•    Building blocks
o    Skills
o    Concepts
•    Collaborative activities that result in a tangible product / outcome
•    Shared experience / stories
•    Scaffolding points consisting of ways to identify relevant and useful prior learning

Conclusion and Example

Here’s an example that help us bring the approach into focus.

Let’s say that we want to develop a plan for analyzing the lithium content in different salt lakes, ranging from Utah (Lake Bonneville) to Bolivia (Salar de Uyuni). We will develop teams and each will be tasked with finding the best possible possible processing approach.

We’ll divide into groups and there will be a clear outcome, which will be fairly easy to complete because it’s a template.

However, analyzing and organizing the information is not so easy. That’s where the teams come in. It’s also where the design needs to help the teams attack information overload and get the information that they need, and then to discuss / work / play with the information.

So, clearly it’s necessary to find out where the students are, what their backgrounds are, and what kinds of technologies are available to them.  Then, knowing something about their background will also help.

The hybrid approach will need to be flexible in order to build on the strengths of the group. Then, when the outcomes are drafted, it would be good for the other teams / team members to be able to see and review each others’ work.


REFERENCES

Gerbic, Philippa. (2011) Teaching using a blended approach - what does the literature tell us? Educational Media International. Sep2011, Vol. 48 Issue 3, p221-234.

Ghislandi, Patrizia M. M.; Raffaghelli, Juliana E. Forward-oriented designing for learning as a means to achieve educational quality. British Journal of Educational Technology. (Mar2015)  Vol. 46 Issue 2, p280-299.

Moeller, Stefan; Spitzer, Klaus; Spreckelsen, How to configure blended problem-based learning -- Results of a randomized trial. Cord. Medical Teacher. Aug2010, Vol. 32 Issue 8, pe328-e346.

McNaught, Carmel, Paul Lam, and Kin Cheng. (2012)"Investigating Relationships Between Features Of Learning Designs And Student Learning Outcomes." Educational Technology Research & Development 60.2: 271-286. Professional Development Collection. Web. 11 June 2015.

Innovators in E-Learning Series: Interview with Paige Johnson, Intel Education Strategist

The appropriate use of educational technology can be challenging, particularly in a time of rapid change and disruptive technologies. It can be difficult to find the best fit and to select the correct technology for a college, university, school, or organization. Further, while many feel they're in a constant game of "catch up," others are excited about the road ahead, and are looking at ways that technology is being used in other uses and industries can be applied to education.

Welcome to an interview with Paige Johnson, Intel Education Strategist (@IntelK12Edu), who matches the educational need with the appropriate technology.

Paige Johnson, Intel Education Strategist

1. What is your name and relation to e-learning and technology-facilitated learning?
My name is Paige Johnson and I’m Intel’s K-12 education strategist. My goal is to ensure schools get the return on their technology investments in terms of students’ achievement and performance.

2. What constitutes today's "technology-rich classroom" and what are some of the “must-haves”?
The most important thing in a technology-rich classroom is a great teacher. You can have the best resources in the world, but without an inspired, innovative educator you won’t get excellent learning outcomes. One new form factor that is coming out now is called a 2-in-1; it’s a notebook when you need it and a tablet when you want it. These devices are still a little expensive for schools, but look for them to come down in price in the coming year. A lot of these devices will have full pen enablement so students can accurately make diagrams, concept maps and write out complex mathematical equations. I also think you will see a lot of work in the adaptive learning space in the next few years. Right now, most “adaptive learning” products use very structured data. For example, a student answers a question and is shuttled to appropriate content. With the advent of tools that allow for analysis of unstructured data, such as information on where a student is looking on a screen or if the student shows signs of frustration or boredom, it will be possible to create a truly personalized experience for students. This trend is moving quickly in healthcare and retail, so you can expect similar trends to get picked up in education, as well.

In today’s classroom, I’m a big supporter of using blended learning environments to support learning. A great teacher with access to a blended learning environment can tap into student passions in new ways. The blended platform allows teachers to spend more energy and time on learning and less on classroom management. Intel invested in an Intel Teach Elements course to help educators think about using blended learning in their classroom. This free resource can be found at intel.com/teachers.

3.  How does technology help today's teachers achieve their learning goals?
Technology in schools can help support deeper learning and bring the world into a teacher’s classroom. The Internet now allows students to have access to complex data systems that previously were only available to professionals. Educators also need to rethink their instruction in order to get the most out of their investments. For example, requiring educators to be more self-directed in their learning and shifting assessment by seeking performance-based evidence of understanding will help students prepare to be college and career ready.

4. How does the technology-rich classroom help teachers teach to the tests the students must take? 
Student achievement on tests is tied to deep conceptual understanding of content. Technology can be a platform that allows teachers to design meaningful instruction for students. One thing I think many districts are struggling with right now is ensuring equal ubiquitous access to technology for all students. I work closely with Project RED,   a research-driven organization that focuses on successful technology implementation in districts. The Project RED research has shown that schools that implement a 1:1 student-computer ratio, for example, outperform other schools in terms of academic achievement and financial benefits. However, the Project RED research shows access is not enough. If your students are just reading e-books or playing on apps that don’t require them to gain a deeper understanding of core curricular content, then you won’t get the most out of your investment. This is why Intel supports a site called the K12 Blueprint, because research shows that careful planning, great professional development and strong implementation support does result in better student achievement, reduced disciplinary actions and higher graduation rates.

5. What are a few examples or specific cases of students feeling more engaged thanks to technology in the classroom? 
One example I like to talk about is the implementation of 1:1, project-based learning in San Diego’s Del Sur Elementary School. Megan Power, a kindergarten teacher, participated in a pilot program where each of her students was given their own laptop in an effort to personalize their learning. Megan took advantage of this technology and taught her students how to write by creating blogs. This video shows hows Megan’s kindergartners collaborating with one another, engaging with the technology, and most importantly, being excited about learning.

Another example of a school we work with closely is Crellin Elementary School in the rural town of Oakland, Maryland. This school is an Intel School of Distinction award winner for its support of math learning. The school’s principal, Dana McCauley, has worked with teachers to bring real-world projects in support of math learning. The school’s achievements have been showcased by PBS as a model for STEM education in rural schools. You can see a short video on the work at http://www.youtube.com/watch?v=otGnt1tuTLY.

7. What is your personal teaching and learning philosophy?
Learning is a lifelong endeavor. I recently went to a conference about technology integration in the classroom and met Sister Angela, a 79-year-old nun who was there to learn how to better use technology in her classroom. As you might guess, she struggled with the technology. But, whenever someone asked her why she wasn’t retired or why she even came to the event, she would say: “The day I stop learning will be the day I lay down and die.” Learning to use technology was by no means easy to Sister Angela, but she knew it was important for her to learn so she could better engage with her students while modeling life-long learning in her own work.

Blended E-Learning, F2F, and Mobile Learning in Banking

New developments in e-learning are enabling corporations to find new ways to train and support employees to enhance the organization’s effectiveness, efficiency, productivity, and profitability.

As a result, the nature of training has changed. Instead of being considered a one-time event to be completed upon hiring, training is now viewed by the organization as continuous, ongoing, and flexible. Further, in an environment that requires offices and people to coordinate from different parts of the globe across time zones and cultural differences, the new approaches to online training and support can assure consistency and continuity.

To illustrate, it is helpful to take a look at a case that is representative of the experiences of many banks that have made it their goal to increase value-added services in order to maximize revenue streams and to build customer loyalty.

A Success Story -- 24-7 Banking: ABC Bank wanted to offer its customers the opportunity to call in and speak to a live banking associate in order to conduct a wide range of banking functions 24 hours per day, 7 days per week. By offering this service, ABC Bank would be able to provide their best and most complex services for which they charged a fee that was, while modest, an important revenue source for the organization. In addition, they could gain new customers and assure customer loyalty.

The idea was not without risk, however. Processes and procedures constantly change, and the customers who called in would be very likely to have complicated problems, or need urgent, time-sensitive assistance.

In the past, ABC Bank was hesitant to offer the services. They realized that if their employees were not very highly trained, and did not offer the highest quality of service to their customers, the entire corporate image could be damaged. On the other hand, by being able to open accounts, research transactions, conduct transfers, work with legal documents (escrow, letters of credit, trust documents), the bank could have a significant edge over the competition.

ABC Bank wanted to make sure that 24-7 banking service employees had the same information and access to databases as those located in all the branch locations. Further, upper management wanted to make sure that if 24-7 customers had questions outside of normal business hours, the 24-7 banking center employees would be able to find accurate answers to complex questions, and to provide them in a secure environment.

Hybrid Training Solution: F2F, E-Learning, Mobile Learning

A hybrid web-based training solution and ongoing support database provided the ideal solution for the bank. The first step was to provide online content modules to enable the employees of the 24-7 banking service to obtain the training in an efficient and cost-effective manner.

The delivery of the training was of critical importance. In the past, the employees were issued a procedures manual and then asked to click through a Powerpoint presentation.

However, that would not be sufficient for 24-7 banking training because the employees would need to be able to perform more tasks. Further, a static presentation is simply ineffective for employees who have different learning styles, and who need hands-on practice, or who may be auditory or kinaesthetic learners.

Modules in a Web 2.0-friendly LMS

ABC Bank’s management decided on a multi-pronged approach. The learning modules, available on-demand , and repeatable as needed, consisted of multimedia presentations and audio presentations that could be downloaded and listened to on portable devices such as an iPod.

Using a platform such as Haiku, (http://www.haikuls.com), or Nfomedia (http://www.nfomedia.com), the courses were easy to assemble, and could incorporate Web 2.0 interactivity.

They also provided interactive practice and review, and “smart” assessments that immediately diagnosed where a learner needed further reinforcement, practice, and training. After diagnosis, the program automatically directed the learner and opened access to additional content modules.

Quizzes and Reviews Via Cellphone / Blackberry

After initial training, weekly interactive quizzes and reviews were made available. They were enjoyable and affordable – the links to content were provided via e-mail, and also appeared in an instant message in the corner of the employee’s screen.

Using software for mobile learning such as Hot Lava (http://www.hotlavasoftware.com) , it was possible to design and develop mobile learning components very quickly.

Review Documents in Repository

A repository of FAQs was made available and it utilized a very convenient key word search so that employees would have answers to their questions at their fingertips. The FAQ pages had links to the training modules so that individuals would go back and review the specific training elements as needed.

With a multi-pronged approach to e-learning, with continuous availability of content modules and support information, ABC Bank was able to launch 24-7 banking and to obtain positive feedback from customers. In addition, the volume of fee-based banking services increased dramatically, making the 24-7 banking one of the most profitable branches in the entire enterprise.

Webinar

Using Elluminate, Adobe Connect, and Webex, ABC Bank is able to bring employees together to review and update new procedures.

Virtual World Role Play

In the future, ABC Bank will expand its e-training by making it possible for employees to role-play and engage in interactive simulations. They have already developed a world in Second Life for customer service.

In the virtual world, employees design their avatars and then they practice greeting customers and make sure that they follow a certain bank-prescribed protocol or checklist of behaviors. Did they greet the customer by name? Did they offer new services? Did they explain the new services?


Leadership and Vision

By using a customized approach to e-learning and training, and integrating the new techniques and technologies to meet the unique needs of the organization, companies will enjoy the added benefits of enhanced communication across the organization. Individuals in a position of leadership will find that it is much easier to assure that employees across the organization feel a sense of commitment and personal dedication to the company mission and vision. Further, employee morale and motivation are enhanced as individuals feel empowered and eager to share ideas about how to enhance profitability, respond to customer needs, develop new business, and to propose process improvements.

Interview with Valerie Fox, Ph.D., Drexel University

We are delighted to have the opportunity to interview Valerie Fox, who has developed online courses in writing and poetry. In addition to teaching and writing, Valerie has taught in Japan and has edited award-winning literary publications. Her innovative poetry and writing in poetics have been widely published.

What is your name, and what is your involvement with e-learning?
|Valerie Fox. I've been teaching online courses for about five years. I teach writing and poetry at Drexel University, and writing and research for Excelsior College.

Valerie Fox, Ph.D.

How did you get interested in distance education?
I was asked a few years ago to teach and help to develop blended freshman writing courses at Drexel. Our students take a lot of credits, and they appreciate being able to take part in e-learning. The transition to teaching fully online (including distance) courses was a natural one.

What is your favorite new trend in distance education?
This may sound vague...but I just notice a willingness to "go with" the technology and the possibilities--at departmental level, but also higher levels. I can't speak to the institutional (or overall educational) reasons behind this; I suspect they vary considerably, depending on discipline, institution, etc.


What is your favorite technology?
I don't really have a favorite. I like including lots of various audio and video sources as suggested if not required offerings. Specifically, I've had some good success asking small groups to create websites. This isn't anything new--it's really just adding a creative or creative writing element to an assignment. The visual learners, as one would expect, do a terrific job with this. It builds their confidence.


What kinds of instructional materials do you use in elearning?
Creating materials is something I enjoy, so the flexibility of being able to combine various sources and media definitely is a plus. I guess (like everybody) for a while I was using youtube a lot, and I make a point to combine the easily accessible sources/links with those requiring the use of library databases. A librarian recently told me about archive.org and I've been using/recommending it a lot.


How do you use textbooks in e-learning?
Having a textbook can help ground the learners that might be new to this, so I think at least one book should usually be required. Teaching English and writing, it isn't hard to work required readings into writings/discussions that can be efficiently read and graded. Blackboard Vista Media Library is an excellent tool also, making it possible to easily add suggested readings, videos etc. to a course. Students can be allowed to add to the Media Libraries and sometimes I give extra credit if students add items of interest.


What are your favorite social networks? How do you view them in e-learning?
I participate in various forums and writing groups. Because I enjoy this, I simply try to recreate what I think are their best features in my course websites. It isn't always possible, but often it is. I hear more and more about students using non-official means to communicate about class work and activity. This helps to replicate the before-and-after-class information sharing that students sometimes miss from a face-to-face class. I acknowledge this but don't interfere with their bonding, with their assisting of each other.

What is your favorite quote? or, what's a book that caught your eye recently?
Recently I read Malcolm Gladwell's Blink and thought it was terrific.