November 30, 2015

How to get started in blended learning: an interview with Tony Bates

Listen with webReader
Click on the image to play the recording (just under 10 minutes)

Click on the image to play the recording (just under 10 minutes)

Following my keynote at the ‘Dé Onderwijsdagen’ conference in the Netherlands this week (a blog post about my presentation and a video recording of the full presentation will be available shortly), I was interviewed by Zac Woolfitt from Inholland, a large multi-campus Hogeschool (University of Applied Science) in the Netherlands.

Inholland is just embarking on implementing blended and hybrid learning, and is using my book as a guide for faculty and instructors.

This is a short (under 10 minutes) edited recording of the interview (click on the image above or here to play the recording).

Here are the questions I try to address in the interview:

  • how should an organisation take the [necessary] steps into blended learning?
  • how are institutions using the book [Teaching in a Digital Age] for faculty development?
  • could Inholland use my book for a teacher training course?
  • what advice would you give to teachers? Is there an approach you would recommend (for blended learning)?
  • are there trends that are pushing [online learning]?
  • what advice would you give our Board of Governors about the right way to move forward?


Spotlight on online experiential learning at Ryerson University

Listen with webReader
Lake Devo is one of several e-learning initiatives at Ryerson University

Lake Devo is one of several e-learning initiatives at Ryerson University

A week or so ago, I had the opportunity to visit the Digital Education Strategies team at the G. Raymond Chang School of Continuing Education at Ryerson University, Toronto.

Ryerson is well known for its DMZ (formerly the Digital Media Zone), one of Canada’s largest business incubators for emerging tech start-ups, but it is by no means the only centre of innovation at Ryerson. As well as being responsible for the design of online learning courses at Ryerson, the Centre for Digital Education Strategies (CDES) has several very interesting e-learning initiatives. 

Online courses

The ‘bread and butter’ work of the CDES is the over 400 online courses, including around 300 degree-credit online and hybrid courses, four part-time degree online and blended programs, 23 fully online certificates, and 22 blended certificates. CDES serves roughly 23,000 online course enrolments a year. Ryerson recently moved from Blackboard to Desire2Learn learning management system to support most of its online courses.

Because of its expertise in online course design, Chang School’s Digital Education Strategies team has been engaged in a number of other innovative e-learning initiatives. The DES team has also built business efficiency tools and interactive learning applications. Each of these deserves a blog post on its own, but in this post I want to give a quick overview of some of the other work of the Centre.

1. Lake Devo

Lake Devo is a virtual learning environment enabling online role-play activity in an educational context. Learners work synchronously, using visual, audio, and text elements to create avatars and interact in online role-play scenarios.

The Lake Devo environment is fully equipped to allow an instructor to set up his/her class as an online collaborative community. He/she may enter students’ information, configure working groups and have the system issue login information to all users.

Lake Devo has been used by a total of ten online instructors, for at least eight different courses, involving over 35 sections of students. Students have developed over 100 different scenarios in Lake Devo (see “Gallery” for examples). 

 2. The Law Practice Program

This unique alternative to traditional articling was established by the Law Society of Upper Canada (LSUC) and Ryerson University to provide new options and flexibility to meet the legal profession’s licensing requirements for law graduates in Ontario.

The program features interactive web-based collaboration tasks that replicate the experience of working in a law firm. This virtual firm activity is combined with expert guidance and mentorship to equip candidates with the skills and competencies required for effective practice. For a promo video, see:

 3. Serious games

Mental health assessment during a home visit’ is a video-based game in which users practice their skills in a setting that is realistic and allows the user to make clinical choices within a safe environment.

This is another collaborative project involving Ryerson nursing faculty and professors from George Brown College and Centennial College.

4. Professional Development for Online Instructors

 As part of its commitment to offer high quality learning experiences for students, the CDES offers professional development for online instructors. Teaching Adult Learners Online (TALO) is a four-week, hands-on program designed to model effective facilitation techniques, and provide instructors with insight into the learning experiences of online students, while promoting an engaging community of practice.

Drawing on promising practices in online pedagogy and examples from leading open resources such as CU Open, TALO offers a unique experience that is helping to increase online instructor capacity and diversity.

I will do a more complete blog post on each of these initiatives over the next week or so.

Other initiatives

The Centre for Digital Education Strategies is involved in many other e-learning initiatives, including:

  • Providing training on foundations of instructional design principles to Pearson Canada Inc. employees.
  • Free multi-media e-learning modules to help Canadians boost their financial knowledge and plan for their future financial security for the Financial Consumer Agency of Canada (see:
  • A project for the Bombay Stock Exchange to design a train-the-trainer program for effective delivery of a hybrid curriculum on intercultural communication skills for the workplace.
  • A partnership with the University of the West Indies provided students in 12 Caribbean countries with access to a high-quality online programming for their Bachelor of Science in Nursing (BScN). 
  • Entrepreneurial mentor training through an online seminar using interactive case studies and role play.

Further information

 More details of the work of the Centre for Digital Education Strategies can be found here:

More detailed posts on each of the four projects listed above will follow shortly.

Research on ‘academic innovation centres’ supporting online learning

Listen with webReader
One of the Academic Innovation Centres in the study

UT Austin Learning Sciences was one of the Academic Innovation Centres in the study

Bishop, M. and Keehn, A. (2015) Leading Academic Change: An Early market Scan of Leading-edge Postsecondary Academic Innovation Centers Adelphi ML: William E. Kirwan centre for Academic Innovation, University System of Maryland

What is this paper about?

This is a paper about the development of ‘academic innovation centers’ in the USA. These go by a variety of names, such as ‘the Centre for Teaching and Learning’ or ‘the Centre for Learning Sciences’, but they are basically integrating faculty development, instructional design and a range of other services for faculty (and in some cases also directly for students) to provide a locus for innovation and change in teaching and learning.


Information was collected in three ways:

  • a Leading Academic Change summit, to which 60 academic innovation leaders were invited to engage in discussions around how academic transformation efforts are unfolding in their campuses
  • interviews with 17 ‘particularly  innovative academic transformation leaders’, to talk about the evolution of teaching and learning centres at their institutions
  • a ‘national’ survey of campus centres for teaching and learning; 163 replied to the survey (there are over 4,000 colleges and universities in the USA).

Main results and conclusions

The paper should be read carefully and in full, as there are some interesting data and findings, but here are the main points I was interested in:

  • the information collected in this study ‘seems to point to the  emergence of new, interdisciplinary innovation infrastructures within higher education administration.’
  • this includes new senior administrative positions, such as Vice Provost for Innovation in Learning and Student Success, or Associate Provost for Learning Initiatives
  • the new centres bring together previously separate support departments into a single integrated centre, thus breaking down some of the previous silos around teaching and learning
  • their focus is on online, blended and hybrid course design or re-design, improving faculty engagement with students, and leveraging instructional/learning platforms  for  instruction.
  • some of the centres are going beyond faculty development and are focusing on ensuring new initiatives lead to student success;
  • the leaders of these new centres are usually respected academics (rather than instructional designers, for instance) who may lack experience or knowledge in negotiating institutional cultures or change management


Despite the methodological issues with such a study, which the authors themselves recognise, the evidence of the development of these ‘academic innovation centres’ fits with my recent experience in visiting Canadian universities over the last two years or so, although I suspect this study focuses more on the ‘outliers’ with regard to innovation and change in USA universities and colleges.

What I find particularly interesting are the following:

  • the desire to ensure that faculty become the leaders of such centres, even though they may lack experience in bringing about institutional change, and in addition may not have a strong background in learning technologies. Perhaps they should read the book I co-wrote with Albert Sangra, ‘Managing Technology in Higher Education‘, which directly addresses these issues;
  • the study found that neither technology nor even faculty success was the leading focus of these centres, but rather student success. This is a much needed if subtle change of direction, although the report did not suggest how the link between innovation in teaching and student success might be identified or measured. I suspect that this will be a difficult challenge.
  • where does the move to integrated centres leave Continuing Studies departments, which often have the instructional design and online learning expertise (at least in many Canadian universities)? The actual location of such staff is not so important as the intent to work collaboratively across institutional boundaries, but for that to happen there has to be a strongly supported common vision for the future development of teaching and learning shared across all the relevant organizational divisions. Organisational re-alignment can’t operate successfully in a policy vacuum.

Nevertheless if what is reported here is representative of what is happening in at least some of the leading U.S. universities, it is encouraging, although I would like to see a more rigorous and comprehensive study of the issue before I throw my hat into the air.

Last chapter of Teaching in a Digital Age now published

Listen with webReader

Books lots! 2

Chapter 12, Supporting teachers and instructors in a digital age, the last chapter of my online, open textbook for teachers and instructors, Teaching in a Digital Age, is now published. It covers the following:



Section 12.7 is really a summary of the main points in the book, which I reproduce below as the key takeaways from the book.

I will do a separate post on Scenario G, which provides a possible future scenario for teaching in a digital age.

The book is by no means finished. I need to do some serious editing, but the book now exists in a form that can be used immediately for supporting faculty development, or for teachers and instructors interested in improving their teaching.


Key Takeaways

1. There is increasing pressure from employers, the business community, learners themselves, and also from  a significant number of educators, for learners to develop the type of knowledge and the kinds of skills that they will need in a digital age.

2. The knowledge and skills needed in a digital age, where all ‘content’ will be increasingly and freely available over the Internet, requires graduates with expertise in:

  • knowledge management (the ability to find, evaluate and appropriately apply knowledge),
  • IT knowledge and skills,
  • inter-personal communication skills, including the appropriate use of social media
  • independent and lifelong learning skills
  • a range of intellectual skills, including
    • knowledge construction
    • reasoning
    • critical analysis,
    • problem-solving,
    • creativity
  • collaborative learning and teamwork
  • multi-tasking and flexibility.

These are all skills that are relevant to any subject domain, and need to be embedded within that domain. With such skills, graduates will be better prepared for a volatile, uncertain, complex and ambiguous world.

3. To develop such knowledge and skills, teachers and instructors need to set clear learning outcomes and select teaching methods  that will support the development of such knowledge and skills, and, since all skills require practice and feedback to develop, learners must be given ample opportunity to practice such skills. This requires moving away from a model of information transmission to greater student engagement, more learner-centred teaching, and new methods of assessment that measure skills as well as mastery of content.

4. Because of the increased diversity of students, from full-time campus-based learners to lifelong learners already with high levels of post-secondary education to learners who have slipped through the formal school system and need second-chance opportunities, and because of the capacity of new information technologies to provide learning at any time and any place, a much wider range of modes of delivery are needed, such as campus-based teaching, blended or hybrid learning and fully online courses and programs, both in formal and in non-formal settings.

5. The move to blended, hybrid and online learning and a greater use of learning technologies offers more options and choices for teachers and instructors. In order to use these technologies well, teachers and instructors require not only to know the strengths and weaknesses of different kinds of technology, but also need to have a good grasp of how students learn best. This requires knowing about

  • the research into teaching and learning,
  • different theories of learning related to different concepts of knowledge (epistemology),
  • different methods of teaching and their strengths and weaknesses.

Without this basic foundation, it is difficult for teachers and instructors to move away from the only model that many are familiar with, namely the lecture and discussion model, which is limited in terms of developing the knowledge and skills required in a digital age.

6. The challenge is particularly acute in universities. There is no requirement to have any training or qualification in teaching to work in a university in most Western countries. Nevertheless teaching will take up a minimum of 40 per cent of a faculty member’s time, and much more for many adjunct or contract faculty or full time college instructors. However, the same challenge remains, to a lesser degree, for school teachers and college instructors: how to ensure that already experienced professionals have the knowledge and skills required to teach well in a digital age.

7. Institutions can do much to facilitate or impede the development of the knowledge and skills required in a digital age. They need to

  • ensure that all levels of teaching and instructional staff have adequate training in the new technologies and methods of teaching necessary for the development of the knowledge and skills required in a digital age
  • ensure that there is adequate learning technology support for teachers and instructors
  • ensure that conditions of employment and in particular class size enable teaching and instructional staff to teach in the ways that will develop the knowledge and skills needed in a digital age
  • develop a practical and coherent institutional strategy to support he kind of teaching needed in a digital age.

8. Although governments, institutions and learners themselves can do a great deal to ensure success in teaching and learning, in the end the responsibility and to some extent the power to change lies within teachers and instructors themselves.

9. It will be the imagination of teachers inventing new ways of teaching that will eventually result in the kinds of graduates the world will need in the future

 Your turn

I’m now in the final editing stages. The book will be available for review and I will be approaching some of the leading experts in this area to do a full critique and suggestions for improvement. But now is your chance. If you have:

  • criticisms of what I’ve written
  • suggestions for adding things that I missed
  • suggestions for improvements to content
  • suggestions for improvements to the open textbook format
  • any other comments, negative or positive

about the whole book, please let me know.







































EDEN research papers on learner characteristics, course design and faculty development in online learning

Listen with webReader
Some of the participants at the EDEN Research workshop, 2014

Some of the participants at the EDEN Research workshop, 2014

EDEN has now published my review of some of the research papers submitted to the EDEN research workshop in Oxford a couple of weeks ago. All the full papers for the workshop can be accessed here.

Main lessons I culled from these papers:

Learner characteristics

  • open and distance learners/online learners are much more heterogeneous than on-campus students: social background, institutional differences, prior education/learning experiences, all influence their readiness for online learning
  • as a result, ODL students need much more personalization or individualization of their learning: one size does not fit all
  • special attention needs to be paid to ‘at risk’ students very early in their studies: intense personal/tutor support is critical for such students.

It can be seen that such findings are important not only for the design of for-credit programs but also for MOOCs.

Course design

There were surprisingly few papers directly on this topic (although papers on other topics such as assessment and quality are also relevant of course).

The main lessons for me from this research on course design were:

  • technology offers opportunity for radically new course designs and new approaches to student learning,
  • such new designs need to be driven and informed by sound pedagogical theory/principles and prior research.

Faculty development

Main lessons:

  • we should be working to use technology to decrease faculty workload, not to increase it, as at present
  • this will probably require team teaching, with different skills within the team (subject expert, learner support staff, course designer/pedagogue, technology specialist); it is unrealistic to expect faculty to be expert in all these areas
  • to individualize learning, increased use of adaptive technology and the creation and support of personal learning environments will be necessary to help faculty manage the workload.


Two more reports are expected shortly, covering OERs/MOOCs, quality and assessment, research methods and overall conclusions.