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Time Based Blended Learning

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Anders Norberg
Anders Norberg

The document discusses time-based blended learning and how considering time, rather than just space, can provide a new perspective on blending teaching methods. It explores how synchronous and asynchronous elements can be combined in a course over time, with meetings occurring periodically and self-study in between. Blended learning allows for "combined study groups" with students in different locations engaging in the same course through a mix of in-person and online activities.

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Time-based Blended Learning (TBL) or a time perspective on the blending of teaching Anders Norberg From Wikimedia Commons Einstein-Minkowski卒s Space-Time
1,1 million 8,2 million Ume奪 University, the biggest and most enrolled university (34 000 students) of sparsely populated North of Sweden Ume奪 University is nr 5 in age & size in Sweden (after Uppsala, Lund, Stockholm, Gothenburg universities) Flexible, decentralized and as distance education increases, campus attendance decreases. Demographic youth dip expected 2012-2018
Ume奪 university learning centers
Background Concentrated studies one fulltime or two half-time courses at a time for the student No tuition fees UmU now has 4 education distribution forms: F2F courses on main campus Decentralized F2F courses (travelling teacher + LMS) Video conference course to learning centres Asynchronous courses (no meetings, no times but deadlines)
Teaching space? Learning space? Teaching time? Learning time? and how to blend it? Scene from Swedish movie, Hets 1944, by Alf Sj旦berg and Ingmar Bergman
BLENDED LEARNING AS A NEW LEVEL OF SPACE-TIME CONTINUUM?
blended learning
E-learning Distance learning Blended learning Synchronous learning Why do teachers mix up teaching with learning? nobody else does
Is blended a teacher thing?
The Alchemist: Woodcut by Peter Bruegel the Elder, 1553 Do ambitious teachers have a blending dream ? What is the ingredient we miss for successful gold making? (or effective, interesting teaching)?
To imagine Blended Learning as a student thing? Traditional teaching can be combined with social learning with up-to-date tools Back-stage communication has always been there but now has modern forms The student as a blender
A blend of what? Classroom and LMS? Residential and Distance Ed? F2F and mediated communication? Classroom pedagogy and Net pedagogy? Printed and digital course content? Lectures F2F and later online
What kind of blend? Mix? Combination? Harmonization? Emulsion? Solution? Synthesis? More components for the student to blend from? A time-based dual-environment shifting pattern
+ = Oral transmission from classic sources Book printing Blended learning, 1.0?
Blended learning 1.0, what happened? Learning with technology hype? Education revolution? Students learn more? Teachers redefine their job? Teachers fear for their jobs? And in a longer perspective? Spreading of ideas gets easier The Catholic Church gets competition Advancement of Science Mass media Democracy Knowledge society We seem to overestimate effect of new technology in the short perspective, but underestimate the effect in the long perspective? First we shape our tools, then our tools shape us. (Marshall McLuhan)
油
space
油
Peter Tillberg, 1971, Blir du l旦nsam lille v辰n? (Will you become profitable, little friend?)
If space is the perspective on blended learning Digital materials and computing activities in classroom? Transmission of classroom events? Recording of classroom events? The online classroom? Classroom 2.0? LMS as an asynchronous classroom replication? we talk a lot about spaces and space problems in education but is space as important as time?
I, the learner, am always here and now.
time
Well, this was my introduction lecture to the course. Until next time we meet, read texts X and Y do assignment Z why not meet with some friends, perhaps in the library and work together. Begin in time to read the course literature there is much to study before the exam at the end of next month. (a lot of time perspectives?)
Time as a cornerstone of the industrial age objective, self-evident, nothing to doubt? If You want something done, schedule it! The now is a product of the past and a start of the future Time as subjective and relative all have their own time, dependent on movement, etc The now is all there is but it contains a presence of the past and future What then is time ? If no one asks me, I know what it is. If I wish to explain it to him who asks, I do not know. St Augustine Teaching time? Learning time?
Time is very basic for learning Time is always necessary for learning but no specific place is necessary Instructional time Different individual learning times Course period and grading Without time, no change
The shift between synchronous and asynchronous elements in a course is a key to the understanding and planning of blended learning
Graphic borrowed from Michael Power, Laval University
But aren卒t a lot of the course activities here? like studying? Reading, thinking, doing assignments, etc?
油
油
Activities we do in a room? F2F? +Activities we do in e-meeting, video conf, chat sessions - OR Introduction? Overview? Focusing time? Pacing, checking? Adding views? Checking progress? Deadlining? Discussion? Application? WHY? - Telling what卒s in the books and what卒s on the test???? Lecture, demo, lab, seminar etc Activities that can be done whenever and whereever Risk: procrastination, loneliness Book reading, thinking, doing assignments, worrying, etc WHY? Technology access Effectiveness Soul making Responsibility for own learning
Social learning cross-border dimension?
This is very trivial, isn卒t it? In a course we meet regularly, and we study by ourselves in between meetings.
Meetings and non-meetingsso what when adding IT? 1) We support and organize this work better with IT (LMS etc) 2) More possibilities to do things asynchronously with IT
Meetings and non-meetingsso what when adding IT? 3) We move activities from here to here and from here to here One-way lectures, demos, discussions, peer-to-peer work, etc?
Meetings and non-meetingsso what when adding IT? 4) We replace some room meetings with other synchronous forms of meetings as video conferences, Second life meetings, webinars, chats, Skype meetings, etc
Meetings and non-meetingsso what when adding IT? 5) We connect easier activites here With activities here With deadline next time here Digested and discussed here reported here
Meetings and non-meetingsso what when adding IT? and then everything is as before, only with a myriad of additional possibilites for qualities, effectiveness, access
Synchronous + Co-location Possible Synchronous (Not Co-located) Communication Possible Asynchronous Work/ Communication Possible On/Off Line Any of the two possible Any of the two possible Any of the two possible All 3 forms possible Videoconference, chat, e-meeting, telepresence- meeting in time only Activities that need a special space AND time: meeting in a room Mutually Dependent? Mutually Dependent? Ordinary student study work, individually or in self-organized groups Virtual Learning Environments or similar Course Elements and Communication Environments
Time-based blended learning enables combined study groups in a course
The COMBINED STUDY GROUP Main group at a campus, Satellite group at a learning centre, Individuals at workplaces in the same course group We have a lot of these study group setups already at Ume奪 universityto our own surprise!
Combined study groups Very hard from a space-based perspective ( How am I going to master all these students out there that are not present here in the classroom? Broadcast? Record? Double up with an LMS for discussions?) Easier from a time or process perspective (How do I lead and plan a learning process under these circumstances with a mix of synchronous and asynchronous elements?) We perhaps have to drop the classroom as a paradigm for teaching and concentrate on time, resources and processes?
Students here, near and far (borrowed from UCF) for UmU HERE : within reasonable daily commuting distance to some of UmU:s campuses, and with whole day at disposal NEAR : North Sweden outside commuting distance to campus and/or working students with some daytime accessible FAR : Nationally, globally and/or students who are occupied all day
New Categorization: Two Education Distribution Forms Asynchronous web-based education : no times, no places demanding but flexible. Global offering of university specialities and for studies at work. Students FAR Blended learning, X everything else , scalable and adaptable after actual needs. Shifting of synchronous (same time) och asynchronous (not at the same time) course components. Highly adaptable. Students HERE and NEAR = Courses where a teacher leads, adjusts, helps and inspires step by step and helps students to distribute study work over time, a more social kind of learning
What are the synchronous and the asynchronous good and bad for in education? Perhaps there is a best of two worlds scenario? ?+++ ?- - - ?+++ ?- - -
Only example, make Your own
Thanks for listening! anders.norberg@adm,umu.se [email_address]

More Related Content

Time Based Blended Learning

  • 1. Time-based Blended Learning (TBL) or a time perspective on the blending of teaching Anders Norberg From Wikimedia Commons Einstein-Minkowski卒s Space-Time
  • 2. 1,1 million 8,2 million Ume奪 University, the biggest and most enrolled university (34 000 students) of sparsely populated North of Sweden Ume奪 University is nr 5 in age & size in Sweden (after Uppsala, Lund, Stockholm, Gothenburg universities) Flexible, decentralized and as distance education increases, campus attendance decreases. Demographic youth dip expected 2012-2018
  • 4. Background Concentrated studies one fulltime or two half-time courses at a time for the student No tuition fees UmU now has 4 education distribution forms: F2F courses on main campus Decentralized F2F courses (travelling teacher + LMS) Video conference course to learning centres Asynchronous courses (no meetings, no times but deadlines)
  • 5. Teaching space? Learning space? Teaching time? Learning time? and how to blend it? Scene from Swedish movie, Hets 1944, by Alf Sj旦berg and Ingmar Bergman
  • 6. BLENDED LEARNING AS A NEW LEVEL OF SPACE-TIME CONTINUUM?
  • 8. E-learning Distance learning Blended learning Synchronous learning Why do teachers mix up teaching with learning? nobody else does
  • 9. Is blended a teacher thing?
  • 10. The Alchemist: Woodcut by Peter Bruegel the Elder, 1553 Do ambitious teachers have a blending dream ? What is the ingredient we miss for successful gold making? (or effective, interesting teaching)?
  • 11. To imagine Blended Learning as a student thing? Traditional teaching can be combined with social learning with up-to-date tools Back-stage communication has always been there but now has modern forms The student as a blender
  • 12. A blend of what? Classroom and LMS? Residential and Distance Ed? F2F and mediated communication? Classroom pedagogy and Net pedagogy? Printed and digital course content? Lectures F2F and later online
  • 13. What kind of blend? Mix? Combination? Harmonization? Emulsion? Solution? Synthesis? More components for the student to blend from? A time-based dual-environment shifting pattern
  • 14. + = Oral transmission from classic sources Book printing Blended learning, 1.0?
  • 15. Blended learning 1.0, what happened? Learning with technology hype? Education revolution? Students learn more? Teachers redefine their job? Teachers fear for their jobs? And in a longer perspective? Spreading of ideas gets easier The Catholic Church gets competition Advancement of Science Mass media Democracy Knowledge society We seem to overestimate effect of new technology in the short perspective, but underestimate the effect in the long perspective? First we shape our tools, then our tools shape us. (Marshall McLuhan)
  • 16. 油
  • 17. space
  • 18. 油
  • 19. Peter Tillberg, 1971, Blir du l旦nsam lille v辰n? (Will you become profitable, little friend?)
  • 20. If space is the perspective on blended learning Digital materials and computing activities in classroom? Transmission of classroom events? Recording of classroom events? The online classroom? Classroom 2.0? LMS as an asynchronous classroom replication? we talk a lot about spaces and space problems in education but is space as important as time?
  • 21. I, the learner, am always here and now.
  • 22. time
  • 23. Well, this was my introduction lecture to the course. Until next time we meet, read texts X and Y do assignment Z why not meet with some friends, perhaps in the library and work together. Begin in time to read the course literature there is much to study before the exam at the end of next month. (a lot of time perspectives?)
  • 24. Time as a cornerstone of the industrial age objective, self-evident, nothing to doubt? If You want something done, schedule it! The now is a product of the past and a start of the future Time as subjective and relative all have their own time, dependent on movement, etc The now is all there is but it contains a presence of the past and future What then is time ? If no one asks me, I know what it is. If I wish to explain it to him who asks, I do not know. St Augustine Teaching time? Learning time?
  • 25. Time is very basic for learning Time is always necessary for learning but no specific place is necessary Instructional time Different individual learning times Course period and grading Without time, no change
  • 26. The shift between synchronous and asynchronous elements in a course is a key to the understanding and planning of blended learning
  • 27. Graphic borrowed from Michael Power, Laval University
  • 28. But aren卒t a lot of the course activities here? like studying? Reading, thinking, doing assignments, etc?
  • 29. 油
  • 30. 油
  • 31. Activities we do in a room? F2F? +Activities we do in e-meeting, video conf, chat sessions - OR Introduction? Overview? Focusing time? Pacing, checking? Adding views? Checking progress? Deadlining? Discussion? Application? WHY? - Telling what卒s in the books and what卒s on the test???? Lecture, demo, lab, seminar etc Activities that can be done whenever and whereever Risk: procrastination, loneliness Book reading, thinking, doing assignments, worrying, etc WHY? Technology access Effectiveness Soul making Responsibility for own learning
  • 33. This is very trivial, isn卒t it? In a course we meet regularly, and we study by ourselves in between meetings.
  • 34. Meetings and non-meetingsso what when adding IT? 1) We support and organize this work better with IT (LMS etc) 2) More possibilities to do things asynchronously with IT
  • 35. Meetings and non-meetingsso what when adding IT? 3) We move activities from here to here and from here to here One-way lectures, demos, discussions, peer-to-peer work, etc?
  • 36. Meetings and non-meetingsso what when adding IT? 4) We replace some room meetings with other synchronous forms of meetings as video conferences, Second life meetings, webinars, chats, Skype meetings, etc
  • 37. Meetings and non-meetingsso what when adding IT? 5) We connect easier activites here With activities here With deadline next time here Digested and discussed here reported here
  • 38. Meetings and non-meetingsso what when adding IT? and then everything is as before, only with a myriad of additional possibilites for qualities, effectiveness, access
  • 39. Synchronous + Co-location Possible Synchronous (Not Co-located) Communication Possible Asynchronous Work/ Communication Possible On/Off Line Any of the two possible Any of the two possible Any of the two possible All 3 forms possible Videoconference, chat, e-meeting, telepresence- meeting in time only Activities that need a special space AND time: meeting in a room Mutually Dependent? Mutually Dependent? Ordinary student study work, individually or in self-organized groups Virtual Learning Environments or similar Course Elements and Communication Environments
  • 40. Time-based blended learning enables combined study groups in a course
  • 41. The COMBINED STUDY GROUP Main group at a campus, Satellite group at a learning centre, Individuals at workplaces in the same course group We have a lot of these study group setups already at Ume奪 universityto our own surprise!
  • 42. Combined study groups Very hard from a space-based perspective ( How am I going to master all these students out there that are not present here in the classroom? Broadcast? Record? Double up with an LMS for discussions?) Easier from a time or process perspective (How do I lead and plan a learning process under these circumstances with a mix of synchronous and asynchronous elements?) We perhaps have to drop the classroom as a paradigm for teaching and concentrate on time, resources and processes?
  • 43. Students here, near and far (borrowed from UCF) for UmU HERE : within reasonable daily commuting distance to some of UmU:s campuses, and with whole day at disposal NEAR : North Sweden outside commuting distance to campus and/or working students with some daytime accessible FAR : Nationally, globally and/or students who are occupied all day
  • 44. New Categorization: Two Education Distribution Forms Asynchronous web-based education : no times, no places demanding but flexible. Global offering of university specialities and for studies at work. Students FAR Blended learning, X everything else , scalable and adaptable after actual needs. Shifting of synchronous (same time) och asynchronous (not at the same time) course components. Highly adaptable. Students HERE and NEAR = Courses where a teacher leads, adjusts, helps and inspires step by step and helps students to distribute study work over time, a more social kind of learning
  • 45. What are the synchronous and the asynchronous good and bad for in education? Perhaps there is a best of two worlds scenario? ?+++ ?- - - ?+++ ?- - -
  • 46. Only example, make Your own
  • 47. Thanks for listening! anders.norberg@adm,umu.se [email_address]

Editor's Notes

  1. Varf旦r finns UmU i regionen? Regional kontakt f旦r n辰ringslivet Utbildningar som svarar mot arbetsmarknadens behov Uppdragsutbildningar Regionala tillv辰xtprogrammet Bredda rekryteringen Decentraliserad utbildning