I’m delighted to start with the third MOOC that I’ve hosted. This one is called Adventures in Blended Learning. The following video explains the main goals of the course.
As I say in the video, one of the goals is to get informed about the possibilities of teaching and learning in the digital age. So, on the first night of the course, Kirsty Plander tweeted the following:
#ADBlendMOOC ideas for creating multiple learning pathways in the Intro to College course where students start from varied places?
— Kristy Plander (@kristyplander) January 6, 2015
I love these sorts of questions. These are the types of teaching and learning questions that great teachers are constantly asking. A question like this represents awareness of students, the ability to observe and identify challenges to learning, and a desire to explore possibilities that will better meet the needs of each learner. In this case, Kristy poses a classic question about meeting the needs of diverse learners. We all know that students come to our classes with widely different life experiences, levels of confidence about formal learning environments, different levels of background knowledge about the course, different attention spans, different goals and passions, and so much more. Each person is a unique creation, full of potential. If that is true, how to you give some power to the potential in each student?
Some approach this by trying to teach to the middle, thinking this will stretch those who struggle, meet the needs of the majority, and hopefully be enough to not bore the advanced students. Yet, if you’ve taught for a few years, you know that such a strategy doesn’t work especially well. What are our options?
This is where blended learning becomes a promising possibility. As many explain, blended learning allows you to address these sorts of challenges by blending the best of face-to-face teaching and learning with the best of digital learning experiences. Allow me to share one (of many possible ways to design a blended experience to address the situation posted in Kristy’s Tweet above, and I’ll do it with two things that I’ve written quite a bit about over the last year or two: competency-based education and digital badges.
For the sake of time, I’ll just use the Educase explanation of competency-based education for now.
The competency-based education (CBE) approach allows students to advance based on their ability to master a skill or competency at their own pace regardless of environment. This method is tailored to meet different learning abilities and can lead to more efficient student outcomes. – http://www.educause.edu/library/competency-based-education-cbe
Imagine you are teaching an introductory business course. Some students have work experience, they learned quite a bit from their parents, and they are coming to the course with a working knowledge of the basics. Others do not have a clue, but this is the first course, so there are no pre-requisites. So, imagine breaking that introductory course (or just the prerequisites) into a discrete list of competencies. What skills do they need to have upon completion of the course? what skills do they need to thrive in the course in the first place (prerequisites)?
Once you have that list, now imagine creating a simple tutorial or or learning experience associated with that skill. It might include a reading or two, a recorded mini-lecture on the topic, a couple of practices exercises, a couple of case studies or real-life situations that use that skill or concept, an ungraded practice quiz for students to test their knowledge, as well as some advanced applications of the same concept (added as an optional…going deeper element). Finally, you come up with a description of how you would know when a person truly has the understanding and skill that you wanted in the area. You write it out in a specific and measurable list of criteria.
All this goes into an online learning module. There is a different module for each core concept. When students come to the course, they complete some sort of pre-test to see what they do or don’t know, what skills that do or don’t have. That pre-test should include measures for each of the modules built online. This could be done pretty easily using any number of online quiz/test tools. The result will give the student a list of areas to work on for the course. If a student performs well, they might be guided to a set of more advanced tutorials or just more advanced applications of the same basic concepts. If the student did not do as well, the list of suggested modules are included. Students can progress through completion of the modules and demonstration of their growing competency on a personalized, self-paced basis (or, perhaps certain skills must be demonstrated by the end of week 2 or 3 of the course). When a student completes the module, a digital badge is issued (here are some options for creating badges, or some LMSs like Canvas, Moodle, and Blackboard have them built-in). The badge is evidence that students met the criteria. You can even set the badges up in levels. You need to complete all 8 level 1 badges to gain access to the 5 level two badges…you get the idea.
This may sound like a ton of work to prepare. It is, but it doesn’t have to be all done at once. In fact, you could involve a group of students in helping create some of these modules as practice tools for themselves and learning modules for future classes. Refining and improving the modules could even be a challenge/task for students who perform well on the pre-tests.
There are so many ways to get at a challenge like Kristy described, but I see this one as especially promising. In fact, it would not be hard to co-create it with a team of faculty at several schools, sharing their resources with one another. It would be a great way to divide the labor and make it more doable. Or, if one is not ready for that option, the instructor can just start small. Start with 3-5 of the most important skills or the areas where the most students enter a class with deficiencies.
What do you think? Would this potentially help address the challenge posed by Kristy? What are the benefits and downsides to such a practice? What other strategies might you consider? Can you think of how we might blend learning across face-to-face and online instruction to help address it?
Even as I’m finishing this article, I’m thinking about how to approach it in a completely different way through a self-directed, project-based approach. If you are game, I’d love to hear your suggestions on proposed ways to address this challenge. Why not share your it in the comment area?