If some of your course is online and some is face-to-face, to get engagement in the online components, your “regular” learning really needs to be integrated with online components.
Sometimes when people go for blended or flipped learning models it means sometimes online, sometimes not. But… really it should be "and" or "with". We want to progress from blended and flipped models to set up learning that is integrated. Online and offline.
Online and face-to-face components should rely or build on one another. This doesn't mean everything has happen in the online system, but it's good to record/engage with some kind of "output" or "reflection" that lives online.
In a school setting this might mean...
(1) A schedule of workbook tasks or prep for next week (with videos) online
(2) Then once workbook tasks are completed, a metacognition or next steps task
(3) Then, at the end of the week the outputs of our shared brainstorm of our what we learned this week page.
In higher ed this might mean...
(4) Annotating lecture slides or notes that are stored online
(5) Using pulses to get real-time responses in lectures
(6) Including pre-reading tasks for course readings or research articles
(7) Recording the rough output of peer face-to-face discussions
(8) Using in-page discussions or facilitator support channels for asking questions during face-to-face lessons
In vocational programmes this might mean...
(9) Videoing processes/skills for future reference
(10) Setting up tasks for peer-teaching
(11) Setting up group breakouts for learners to work collaboratively where they start the discussion face-to-face, but complete the execution of the task online.
In workplace training/learning this might mean...
(12) Tasks to support setting goals
(13) Stepping through a self-reflection process (ideally that they revisit multiple times)
(14) Using either of the above as a conversation starter with a mentor
(15) Setting up a space to share practice ideas or accolades that they revisit in team meetings.
Watch this space for links out to more detail for each strategy 1-15!
Schedule of tasks or lesson prep - Different ideas for adding a schedule of tasks for before, after or during class.
Metacognition or next steps tasks - Different ideas for adding metacognition and/or next steps tasks for a flipped or blended learning model.
Shared “what we learned” brainstorm - Different ideas for creating a shared output of learning with artefacts and concept maps.
Annotating lecture slides or notes - Different ideas for adding annotating lecture slides before, after or during class for a flipped or blended learning model.
Pulses for real-time responses - Different ideas for pulses, our real-time polls, for before, after or during class for a flipped or blended learning model.
Pre-reading tasks - Different ideas for tasks you can give to learners to help focus their reading so they can get the most out of it.
Recording face-to-face discussions - Different ideas for recording the rough output of peer face-to-face discussions for a blended learning model.
Questions for a facilitator to answer in class - Different ideas for encouraging learners to ask questions online.
Recording demonstrations - A method for adding demonstrations and other activities that happen in class into the course content.
Peer-teaching - Different ideas for setting up tasks which encourage learners to teach one another and record that teaching.
Group breakouts - Different ideas for setting up tasks which begin collaboration in class and finish online.
Setting goals - An example of adding goal-setting into an online course to integrate workplace training and development goals.
Self-reflection - Different ideas for setting up tasks which encourage learners to self-reflect on actions in class or work.
Conversations with mentors - Different ideas for recording mentor conversations.
Sharing practice and accolades - An example of using in-page discussions to share best practice ideas in a community of practice.