Anthony G. PiccianoHunter College and CUNY Graduate Center

Blending with Purpose – The Multimodal Model presentation at the

14th Annual Sloan-C Annual Conference Blended Learning Workshop

November 2008

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Presentation Outline

.Introduction

.Generations

.Learning Styles/Teaching Styles

.Blended Learning

.Blending with Purpose

.Conclusion

Engaging our Students

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The Generation Gap (s)

5

Generational

The Generations

)

6

Learning Styles -Personality Types

(Carl Jung, 1921) - Types exist along continuums

Attitude toward the World Introvert ---------------------------------------------Extrovert (Orient to Self/Inner World ------------------------Orient to External World)

Judgmental Function Thinking ------------------------------------------- Feeling (Analytic/Logic-----------------------------------------Values/Emotion)

Perception of the World Intuition ---------------------------------------------Sensing (Hunches------------------------------------------------Reality / The Five Senses)

Multiple Intelligences (Howard Gardner, Frames of Mind, 1983)

Linguistic

Logical/Mathematical 2+3=5; x=a-b

Spatial

Bodily/Kinesthetic

Musical

Interpersonal

Intrapersonal

Naturalistic

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Learning Styles/Teaching Styles/Discipline Styles

.We Learn Differently Brain Function (Left-Right) Environmental Influences.We Teach Differently.Content/Subject Matter is Different

Organize instruction using multiple modalities that allow learners to engage in learning in a way they prefer/have interest/have ability in while also challenging them to learn in other ways where they have less preference, interest or ability.

Faculty – Use Online Technology

(Almost 4 million College Students Enrolled in Fully Online Courses in 2007)

Blended Learning Conceptualization

ConventionalFace to Face Classroom

Fully

Online

Blended

Source: Picciano, A.G. (2007). Chapter 1 in Picciano, A.G. & & Dzuiban, C. (Eds.) Blended learning: Research perspectives. Needham, MA: The Sloan Consortium. http://www.sloan-c.org/publications/books/index.asp

Blended Learning Conceptualization

ConventionalFace to Face Classroom

Fully Online

Minimal Technology/Media

Technology/Media Infused

Blended Blended

Blended Blended

Students meet f2f – teacher uses simple technology such as email, or web for e-lectures.

Students meet f2f – teacher uses technology in class such as interactive simulations, digitally controlled experiments

Students meet online - teacher uses simple technology such as CMS, electronic bulletin boards.

Students meet online – teacher uses more advanced technology such as interactive videoconferencing or MUVE.

Source: Picciano, A.G. (2007). Chapter 1 in Picciano, A.G. & & Dzuiban, C. (Eds.) Blended learning: Research perspectives. Needham, MA: The Sloan Consortium. http://www.sloan-c.org/publications/books/index.asp

Synthesis/ Evaluation

(Assignments/Assessment) Papers, Tests, Student Presentations (PPT, Youtube), E-Portfolios

Blending with Purpose – The Multimodal Model

Reflection

(Blog,Journal)

Collaboration/Student Generated Content

(Wiki)

Social/Emotional (F2F)

Dialectic/Questioning

(Discussion Board)

Content

(CMS/Media/MUVE)

Blending with

Purpose

Pedagogical Objective (s) -> Technology

Blending with Purpose – The Multimodal Model

Synthesis/ Evaluation (Assignments/Assessment) Papers, Tests, Student Presentations (PPT, Youtube), E-Portfolios

Reflection

(Blog,Journal)

Collaboration/Student Generated Content

(Wiki)

Social/Emotional (F2F)

Dialectic/Questioning

(Discussion Board)

Blending with

Purpose

Content (CMS/Media/MUVE)

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Blending with Purpose – Institutional Perspective?

Why blend? How does it relate to mission, goals, objectives?

Blend to assist students – Access Improve Learning Information Fluency

Blend to support faculty – Training and Development Improve Teaching

Blend to maximize facilities – Recapture classroom space

Blend in response to societal needs – Workforce Development Globalization Partnerships

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Blending with Purpose – Institutional Perspective?

Are you organized to blend? Needs, Challenges, Scalability?

Infrastructure

Faculty development Instructional design support

Student support services

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Blending with Purpose – Institutional Perspective?

How do you evaluate the blend?

Student Access - Enrollments

Learning Effectiveness - Student outcomes

Faculty Satisfaction - Perceptions Student Satisfaction - Perceptions

Cost/Benefits

(Sloan-C Five Pillars)

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Closing Comment - The Cognitive Age

We live in an age when we can transmit gigabytes of information tens of thousands of miles at nanosecond speeds……but the most important part of information’s journey is the last few inches —

the space between a person’s eyes or ears and the various regions of the brain…

----David Brooks, NY Times, May 2, 2008

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Questions?

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ReferencesAdler, H., Fordham, M., McGuire, W., & Read, H., Eds. (1971). Psychological types. Princeton, NJ: Princeton University Press.

Brooks. D. (May 2, 2008). The cognitive age. New York Times.   Felder, R. M. and Soloman, B.A. (n.d.). The Index of styles questionnaire. Retrieved November 11, 2007, from http://www.ncsu.edu/felder-public/ILSpage.html

Felder, R. M. and Soloman, B.A. (n.d.). Learning styles and strategies. Retrieved November 11, 2007, from http://www.ncsu.edu/felder-public/ILSdir/styles.htm

Felder, R. M., Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engr. Education , 78 (7), 674-681.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gregorc, A. F. (1982). An adult's guide to style. Columbia, CT: Gregorc Associates, Inc.

Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences: Learning & instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.

Knowles, M., Holton, E.F., & Swanson, R. (1998). The adult learner. Woburn, MA: Butterworth-Heinemann.

Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Myers-Briggs, Isabel. Gifts differing.  Palo Alto, California: Consulting Psychologists Press, 1980.

Lin, L., Cranton, P., & Bridglall, B. (2005). Psychological Type and Asynchronous Written Dialogue in Adult Learning.Teachers College Record Volume 107 Number 8, 2005, p. 1788-1813http://www.tcrecord.org ID Number: 12096, Date Accessed: 1/25/2008 3:15:54 PM

Picciano, A.G. & Dzuiban, C. (2007). Blended learning: Research perspectives. Needham, MA: The Sloan Consortium.