[00:00:05]
>> So I mean really. Wonderful people. And a lot of. Math work. Here. Where we get started little. Or so short but. It's right. Here. And we're in also formers 20. 3. And so we are going you're going. To share a little bit about me. And. Some very good tank everything so I want to talk about 2 tanks the originals of the book and its goals as well as tongues to some people who have been instrumental in the production of the book so 1st of all your regions your reasons for the book really lie in some discussions at c 21 you do so soon after define founding the C 21 you where's the various faculty would informally say we know about Bernard our name we want to do it in a work losses but we either don't have to do sources to do it right or we don't quite know how to do it.

[00:01:47]
So that led to this question see 21 you and I know that Rich talk to Amanda Martin who was one of the bridge lead editor of The Wall your arm and he talked to me and then the 3 of us met in this conference room and the other side of the hallway and shook com Send every different to this book so that's sort of the reach of the.

[00:02:05]
As we at that time did you put 3 goals to the project the 1st goal was just compile all the things that as many things about branding learning going on or drug addict into one wall if you will to highlight those efforts 2nd to provide the script of a council debate is it forwards and 3rd to perhaps abstract out some descriptive methodology that all for Georgia to the menu faculty of Georgia could use so as we started doing that as we started campaigning to learn about who I was doing Bender darning or Georgia Tech a new opportunity arose we found that many of the people who are doing better learning and practice well to doing the research and there are many so they would do assessments to do would you eat out of cycles about it and that.

[00:02:55]
Put forward another opportunity thinking not just about practice but how to do research and better learning so lauded and Robert were instrumental there they have written to really good chapters in the in the radio talk about and nothing about research methods to be able to get started on doing research and bring their own.

[00:03:15]
So the literature them later on in this for Boston and grappa to be growing but most of it into education researchers for education research and is inaccessible to simple people like me but I think what Robert and have done is to write that part about education research so that people working in individual disciplines can also get.

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So that's what about the early germs and history and goals of the war you know now some acknowledgements I already mentioned rich and see 21 you and Rich has been part of this project from the beginning and I would say to the idea of the book belongs as much to him as to anyone else and see to anyone you have really has supported via this book in many ways providing access to services for example in more ways than one supporting Robert and Amanda.

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To work on the book and the rich alter the road to forward for the book so if you will join me can we give him a him and see 20 when you're out of a prosperous. There also are of course after all isn't all the authors of the various chapters as one of the authors remarked to me just last week he said that he's used to writing a lot of papers and chapters and he's of course brilliant at doing that he's not used to preparing the chapters for a while you him where the authors have to go to 6 the wrong sort revisions but the authors all stuck with us.

[00:04:45]
The project has been going on for about 3 and a half years I think the meeting with which was in fall of 215 if I remember remember correctly and lots of chapters have gone through a lot of his visions but the authors have I think done an excellent job so so so thank you Donovan and thank you also to Britney not only for moderating this but for supporting us in marketing and publicity in more ways than one all through.

[00:05:09]
Back to you. It's like. When. You. Sure sure. This the process was really Amanda's to guide and we're really grateful to her for bringing that process together but it started with. A sort of call out to folks who were doing blended learning around campus and saying if you're interested we'd love to know if you have a chapter that you would like to submit and the book will get into this more a little later but the book basically has 2 different frames through which you can look at blended learning on the one hand there is the research side of it how do you gather data and how do you evaluate whether or not your blended learning class is being successful and on the other hand there is the sort of practical side how do you do blended learning what are the different options available to you and so forth so we were looking for chapters that were very much along those lines in both of those perspectives and as we went through the process we ended up with we do we have 14 chapters is that right 14 chapters that you know from various faculty across several different colleges within Georgia Tech that really tell very rich and detailed stories so we were very grateful to get those submissions from from those different faculty members we have thanks to Rich we have some connections at MIT Press they were willing to look at a a proposal for the book they went through it they they like the idea they said go ahead and send us a draft and we sent the draft in.

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The fall of 2016 I think it was something like that and they had a couple of experts in the field go through the draft gave us very useful feedback on what could be improved what could be modified what else needed to be. Included and so forth. And then we went through another round of revisions with the chapter authors so this this whole process kind of rolled out slowly over 2017 where we were getting revisions back from the authors sending them into MIT then we had to go through graphics in you know if you have charts we need to have them in this kind of format and if you have tables we need to know that they're going to be double spaced and they're going to be in this font so a lot of it gets very technical with the MIT folks in terms of how they're going to do the layout for all of this and then finally towards the end of 2017 into 2018 we had pretty much a.

[00:08:21]
Full working draft of the manuscript and we set into the into the print process from there and that took that took most of 2018 actually was just the printing and reformatting so. Yeah. Yes for sure and I think it's worth pointing out a 2nd time that the book I think is very rich from the perspective of the contributions from all the authors it's not just a computer science blended learning book it's not just a physical sciences or a communications blend learning but we have people from school of public affairs you know people from I think all but one college are represented in the book and so that's that's a real tryout for us that we can demonstrate not only to the Georgia Tech community but also to the broader community at large that Georgia Tech is able to bring together a lot of differing perspectives on a different way of teaching and show that we have this real cohesion at Georgia Tech and that.

[00:09:49]
But one thing that. We're just. Here a little bit of yours. Is the sheer number of people. And contributing to this and what sort of precedent this might set for collaboration already. Cross you like. And we're like OK. Yeah and I would even say that my part in this wasn't as big as a man just part in sort of creating that collaborative nature so Amanda being having a Ph D. in history she really gets how to write books and write books chapters as well as she has that educational perspective so you know so stark about going there iterations and adorations and adorations of these chapters it's because most of the contributors who actually wrote chapters don't have a background in writing about education or education or research or how to design a class and so that's where a lot of it came from is having people from 5 different colleges with their E. rich and diverse perspectives create something that's a little bit cohesive and so that was a big part of the collaboration nature around this and I know that I at Georgia State of being a Georgia Tech graduate and Steve Hartman being from Georgia State we actually switch spots as I was graduating who is coming here.

[00:11:25]
Very much interested in those sort of cross collaboration across institutional collaboration's and I will say that I live about. It's 3 blocks from here in Midtown so that helps a lot whenever we wanted to call a meeting we could just sort of I could just come on my way home or something like that.

[00:11:47]
But I mean there's no reason not to our universities are only 2 miles away ya don't have the School of Education Georgia State has one we don't have a college of engineering because why would we Georgia Tech is 2 miles down the road why would be want to put for that effort but to sort of tie it back in if any of your interested in education research and picking up sort of where this book leaves off I know there are a lot of collaborators at Georgia State if you're needing someone with that education expertise and background that are interested in working with people that's great.

[00:12:25]
So I guess backtracking a little bit I love your sort of your thoughts and ideas that prompted your. Sort of your background about your and how you got to this point of feeling like you want to. Change and so each came in at different times so all of a show take it 1st since he was the 1st one.

[00:12:55]
Tang's Lauren. So I began as part of the Irma C.S. program. Starting thing or Bernard learning and David Joyner is here David and I in 2014 started a C.S. class of knowledge based AI which turned out to be a fairly popular class we prepared lots of educational materials for that and a rough estimate is that David and I put in about a $1000.00 to look at it and I have to say that they would get most of the work so a $1800.00 or 750 belong to him I did it a little but having invested that much time and effort into it we wanted to reuse those educational materials so the following year starting in fall 2015 I started thinking about the residential cost a knowledge base in terms of branded learning so that the students will have access to the online materials and at once they will look at damned read them and in the process we will do the act overturn it.

[00:13:55]
One good just a little bit more because I want to share something that happened last. We found very quickly that the students in the residential classes than the online classes were doing as well on the learning assessments as each other so normally we can get it online students may not do as well but that was not the case with this but equal across significant amount of evidence I just that same class same structure same syllabus same everything same learning assessments and the students into 2 classes did equally well but then there was a concern that was raised maybe the only one students are doing so well because they are more mature although their median age date is about $38.00 so last year we went to the Provost and requested him to give us the authority to offer online section of the knowledge base here across borders Eventually students so last fall for the 1st time we were around the knowledge base class 2 sections one for online one residential book Presidential storms so now the student demographics are new to social exactly the same so we find no start of stickle differences and again we compared the results in terms of as measured by the Learning Assessment Now admittedly does are those measured only by learning assessments not other kinds of learning and again we found that it was no difference in terms of learning outcomes for the online class and the residential class using the materials so that was an exciting development for us that creates all kinds of questions that I've come to later but if how I got started.

[00:15:37]
I was the next to try and saw the next so Amanda Show came to me and said it was right after it stopped me in a research assistant at 21 year because I wanted to practice teaching before I became a professor crazy idea now but. They came to me and they said you know you've been working on blended learning.

[00:15:58]
There's a taxonomy that I developed while I was working at C 21 your that is sort of weaved throughout woven weaved woven throughout this book to help sort of create that. Common thread between all the different types of blended learning that are represented in the book and so they came to me and said You've done a lot of work in this area we're interested in using your taxonomy to create this common thread in the book and what I would be an editor and so.

[00:16:28]
That's how I got involved was sort of being in C 21 use old blended learning in person and continuing on having done a lot of work with the people who wrote the chapters in the book while I was at c 21 you know and also as a my Ph D. is in psychology and so a lot of as the show is mentioning research methods is sort of what I get excited about the morning because I'm a weird person like that so that was a big reason that I got involved in the book was for that research component as well as blended learning from a sort of literature perspective and.

[00:17:20]
So I was the last to join the team and I when I before I came to Georgia Tech a few years back I had been wearing 2 hats I was teaching for the University of Colorado Denver as an adjunct faculty member in sociology which is my field and I was doing a lot of blended learning work when I was there my day job during that time was for an educational research company and I was doing a lot of.

[00:17:47]
Statistical analyses of educational data and things like that so when I came to Georgia Tech and Amanda and I started meeting and talking about projects and things she said. What about marrying the 2 and doing educational research on blended learning and I said well don't already have somebody do it.

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And I think the general consensus was there was still a lot of work to do on the book and it would be nice to split it up with a 4th person so fortunately I was graciously welcomed in by the rest of the members of the team and that's how I know how I joined in.

[00:18:35]
Your. Years. But. I will say that before I became involved in this project I had a much more limited understanding of what blended learning was and so mostly And I think for a lot of people when you hear the term blended learning you might think of the flipped classroom which is one type of blended learning a flipped classroom is where essentially the lectures are delivered by video some kind of technology to the students outside of class and then when the students come inside the class they do the homework quote unquote They they work on projects together.

[00:19:19]
And that's one type of blended learning but that was pretty much all that I was aware of so one of the biggest takeaways for me was learning how many different ways there are to blend technology into instruction and to get students involved in multiple different ways of project based learning and problem based learning and group work in collaboration with things like Amanda's chapter in the volume which is about teaching history and writing through using the game Assassin's Creed 2 so teaching students by using a video game about the Italian Renaissance which was intricately detailed in this video game and I thought that really creative you know who does that who teaches through a video game.

[00:20:05]
And so that is just one example of how my perspective on blended learning expanded through the book. OK. So I have my book open here because I didn't want to forget all of the different sort of themes that we identified through doing this work and so in the conclusion we have a common themes area and so building on all the different ways that there are disciplined in to integrate technology into the classroom the sort of take away that I had which is different than when I 1st entered the space thinking about blended learning for to classrooms I thought.

[00:20:45]
You know most people just use this as a way to improve learning outcomes that's the only goal that they have when they think about flipping their class that's all they want to do but really there's a lot of different goals that you can achieve with blended learning and so we have several chapters to Ford's each of these different goals including increasing the quality and consistency of instruction across courses that are big and have multiple sections and maybe have a grad student teaching assistants who rotate through every year and don't really ever have a time to get settled so that's one contribution that blended our one goal that blended learning can achieve increasing the scale of classes if you need to go to a 1000 person inchoate a computer science class Yes and you want to you know maintain the top standards of a David joiner and then you can use blended learning to reach all those people.

[00:21:41]
As well as increase in the learning outcomes if you're really focusing on practical application based learning you want say in engineering your students to come out with a good. Understanding of how to apply the things that they're learning blended learning can help and then the last one is for online education so if you're needing to 1st space like physical space reasons or whatever other reasons needing to do some sort of online component you can use blended learning to.

[00:22:16]
Add that online component as well as put a little bit of the face to face. Or face to face component in there to really boost the contribution of that online component. Thank you I think I have to take over the essence of the 1st is when I talk with my faculty colleagues here to see 21 you ordered my school of interactive computing some of them raise objections and I want to go through those objections because this book its various chapters of the book try to address those objections one objection is better learning works was small process not a lot less Well there are a couple of chapters one by David Joyner the idea by Bonnie ferry and her colleagues which address exactly that problem another one is it works well or disciplines but not for across disciplines there is a chapter by Lauren herself in which psychology and computing students will working together that is objectionable like well it works for a given culture not for multiple cultures there is a chapter of a job bank often can last well about exactly where do up the population some in France some here are working to get it in and do it using gender learning one of their objection is well grounded learning can work for some activities but not for projects there is a chapter of a mock Bronstein and colleagues which talks about how he was using vendor learning and across and have been formatted Well the projects were really about political decision making with students who are working with we're just going to of clinical It started at vendor darn it just necessary to get right on so for every situation but I think some of the common objections that are given to Bernard learning perhaps need more scrutiny books I guess there is some evidence that maybe those objections are not as valid as sometimes they have made out to be the 2nd takeaway lesson from a technology perspective when we think about blended learning we often think of it as a technology which is you know we built some technology some of our night education be killed but all the active learning occurs in the process from face to face.

[00:24:28]
But now there are 2 so valuable so the technology itself can enable active learning after learning there's no longer the problems of face to face classroom so for as an example the Costa David John or and I boat. There are about 18 hours of flow we did US Ans.

[00:24:47]
About 150 exercises buried in those we do our distance and students are given problems and students go on choose to them and then they it is OK to do that because we back the students can struggle for quite a bit of time now they are admittedly this is still instructor group would not be a student driven but there is a degree of which students are actually participating in the learning activities and not just passively listening to the material so in that sense this goes a little bit beyond just a passive use of technology so I think it is technology.

[00:25:21]
That can then open new vistas about how to think of a bender darning and not just simply direct boss of technology active classrooms I think. It's just me. Here a little bit. You know. Many years. He's here. So. You see a day when. There's the easy question daughter.

[00:26:05]
Well and so my question might not be representative of the other editors because you know I worked at C.G.I. when you and did all this work on blended learning before I ever taught myself so I've never known anything else I've always used a blended model for my classes people talk about preparing their slides and going through their presentation almost in preparation for class and like that sounds boring.

[00:26:33]
And so you know I've always used the model in class and you know it's not a big thing to me I don't make videos for the students I carefully select readings I give them before reading they go to the reading and I give them sort of a breakdown in the previous class of here's what to look for pay attention at these things answer these questions actually answer them send them to me they do an activity that I look through before we ever get into class so that we can do sort of a targeted here's what you didn't quite understand or what you had questions about before we just go straight into the activities so you know compared to shows class which has a lot of production value behind it I just sort of use almost a return to the traditional You should read before you come to class model.

[00:27:22]
And. It works because I stick to it I don't end up lecturing when people haven't read I say well if you're not prepared than you know you can go to read now that would be a good use of your time so I've always done that blended learning model and I think especially for the way that college sort of the trends in college towards.

[00:27:49]
Providing practical experiences you know preparing for internships preparing for jobs that's been a real value to my students especially those of us my students are masters a Ph D. student so they're thinking very applied already is that they're able to come up with a project by the end of all my classes that they can put an up or folio and show a prospective employer that they actually know what these things mean in practice that helps talk through all theoretically this is what we know about this space but in practice here's all the things that you're going to run into.

[00:28:25]
So I teach like an instructional design class that ideally this is how he would design a class but in practice you're not going to have time for all that and so it helps talk through those practical applications and so I think whether you call it blunders or not or whether it's truly blended or not the future of blended learning or sort of college education in general is towards us more practical applied activity driven classroom and that helps me understand what the students know and what they don't know and where they need the most help so again I've never known anything different but I always get really good student evaluations at the end of the years maybe that some sort of indication.

[00:29:16]
One of the things that I see coming is going to be this explosion of technology that will be included in blended learning going forward. There's there's a great interest one of my great interests is in augmented in virtual reality that could be incorporated into blended learning environments this technology as many times as it is as it is kind of had a stop and start a level of excitement is going to become more ubiquitous going forward 5 G. is going to allow greater data streaming wife I 6 is going to allow you to have faster wife in your home for streaming virtual reality content into a smart phone that could be gesture based that L.G. In fact just released the new smartphone that includes incorporates hand gestures for how you interact with the phone so think about a student who's not just watching a video lecture from their dorm room about fluid mechanics but they're actually putting their smartphone into a Google cardboard type of of the head the a device headgear and and taking apart a digital hydraulic piston as they're doing their homework and then they come into class with the professor the professor says OK now we're actually going to take a look at how that works with a real hydraulic piston so I see that.

[00:30:38]
One of the futures for blended learning is going to be an increased level of interactivity with the content that the students are going to be learning and then applying when they get into the classroom. Thank you really hard question and so. Giving me time to collect my thoughts.

[00:31:01]
If we look at almost every sphere to for education technology is changing it radically and rapidly we know by example most of the berries which. But growing up in India my father was a professor of physics so I had access to this university library huge libraries with millions of books all of those libraries are now becoming digital libraries but there is one aspect of education which has resisted technology industry plus was some reason professors think that they are the kings and a queen so the classroom was their classroom they would do exactly the way they learned to do from their professors a generation book.

[00:31:45]
But I think technology is coming in the classroom technology is there why not take advantage of it and if you're going to take advantage of technology then vendor learning this clearly one way of going going about doing it so. My sense is the time has come to embrace a good learning openly.

[00:32:06]
There's a lot about vendor learning we don't know so there's a lot more impede equal work that needs to be done to get it right we don't know how to do it right exactly the way it should be done but clearly the momentum is there if you want to embrace it rather than the system.

[00:32:31]
I wonder what are the autos to the various chapters he would like to share a little bit about the dear specific shoppers because they probably have takeaways that we may not have captured well. Hi I'm David joiner or one of the chapters for the book I teach or online C.S. one class there are a lot of takeaways from the class but I think the the main takeaway this is kind of more of an online learning take away but I think it applies to blended learning as well especially as blended learning can be used in conjunction with online learning is that.

[00:33:15]
Learning gets thrown around a lot as if it's this. Static thing that online learning is a thing people do online learning and it's just it's there and there's not much variation within it and there's been plenty of studies that have shown that online outcomes are inferior in person outcomes and as a shock mentioned in the class we created we saw students doing just as well in my online undergraduate class same kind of thing we see online students doing just as well and so I think the main takeaway and it's kind of an obvious takeaway in retrospect so it in some ways more of a caution is that when you think about online learning you can have good online teachers a good online about online teachers you have good online classes about online classes a lot is to be said about the particular execution in the medium not just about the people but also about the situation that the the course is developed in I've talked online teachers and their university general perch is they found out 2 weeks before semester started my class is going to be online the semester.

[00:34:14]
That's not a situation in which you're really put in a place where you have a great chance of success when you look at the classes that we've developed the things that we've done the big interest is been on putting in a lot of resources in how to start to do it really really really well once and then reap those benefits over time I do think the same thing applies blended learning though which is that whenever we're designing classes we kind of emphasize the things that you in theory can carry over in or vies and tweak from Spencer is Mr and those things you can only do one to smash directly starts and draw a clear delineation of what I can reuse and revise and modify and min If it from from already having prepared really puts you in a position to succeed in these so every semester you're not reinventing the wheel and doing more as a an improv performance every semester that's hard to do because we're all busy people and this requires some advanced attention but it really pays off down the line so I guess it's 2 takeaways One is that not all on not all online learning is created alike and a little bit preparation makes up for a lot of.

[00:35:21]
Your fans. Hi I'm Joe bank. And with Ken Knesset contributed the chapter of the end of the book on our class on global issues and leadership. I have a slightly different perspective on this and I need to give you the full disclosure that I'm the fake academic in the room I'm actually a recovering lawyer but I spent about 30 years leading an organization called the National Institute for trial advocacy which seeks to teach trial lawyers how to try cases and not embarrass themselves and it is not an academic or a lecture process it's get on your feet and do it so I'm a great believer in muscle memory as it relates to a lot of these things and I will tell you that my observation and fact of the class itself started when my colleague who runs C. and suppose School of International Affairs and I were giving a panel discussion I think in Geneva several years ago at the time when all of a sudden there was this explosion in online learning you know and I think we were we may not yet have launched the masters class but we were close to that and we were asked well how does this play for things like international affairs and public policy and Vanessa share and I took the view that while for example I had watched videos streamed from an airplane from Purdue when I was in high school the online was not novel The ability to be interactive with a new improvement but frankly depended on what you were trying to teach and the view was that if you're trying to teach something in which there's one right answer it's numeric it's in the back of the book and it's cheating to to work with anybody else then this kind of instruction works pretty well and we've seen this with Khan Academy in a lot of other things.

[00:37:27]
If you're dealing with issues in which there is no right answer or maybe a series of less bad right answers or wrong answers then you need to have something that allows a more interactive opportunity and secondly we were really looking at how you build continuous learners and to become much more aware of the fact you learn actively from the other students in your group not I confess that I think I'm not throwing the classroom out the window but not a hell of a lot of learning goes on and evenly spaced rows in lecture halls and 50 minute increments alright and most of the impact and a lot of students feel as with their colleagues but if they're all homogeneous you're not really getting the experience of how do you learn in a diverse environment and how do you take account of the fact they're different personalities they're different cultures there's different beliefs there's different ways of making decisions and so we took on the notion of creating a deliberately diverse class and giving everybody 3 weeks to get ready to brief Senator Nunn on some global issues and then 3 weeks later Admiral Winnefeld and then you know Denis Lockhart the former president of the Federal Reserve Bank and apart from scaring them to death the point was we did not expect them to become experts on the topic that we picked although they were very interested in the topic.

[00:38:52]
The premise was they were going to explain to Senator Nunn as though he were going into a National Security Council meeting what the hell is the problem because the objective was to have this perspective come to a view of what's the problem what's driving it where are the who are the actors and you only do that by pushing their nose into it so they were on rotating teams they didn't sit with the same team all 3 exercises is not a semester long thing so to come to the point here depends on what you're trying to teach how you best use these tools it also means that you must be aware that we're looking at generational differences to this crowd of students virtual is real after about 5 minutes and the reason I think we're seeing a improvement in what we are measuring is outcomes and what we would call distance learning and a generation ago is exactly that reason that they're used to it now the problem is they're used to writing in 120 characters so that becomes another challenge about how you deal with that and so we have peer grading of weekly blogs in order to spend spend out so that they have to say something about something they care about in their own voice so Tash ox point we now have a range of tools where technology can be and help made the trick is not getting hypnotised by the tools because they're not self-executing and you can overdo it so you have to adjust for what you're trying to trying to get out of it but in our terms what we found was it was extraordinarily effective in building a sense of real team and real participation we were in class 4 days after the bombs went off in Paris and areas very close to where our friends students live and there was real P.T.S.D. among my own students here until they did nose count to make sure everybody was OK So as I say to this generation virtual Israel.

[00:41:13]
For the. Rich. Or. The. Point because being on a college of education now I see the disjoint between K. through 12 and higher education and it's exactly like you said in higher education and structures have academic freedom we can do whatever you want in our class as long as we're not you know.

[00:42:38]
Being terrible at it. And pay their 12 years very little academic freedom you have your standards that you need to teach you have your evidence based teaching practices that you need to follow and a lot of instruction at their top is what we consider pundit now and so.

[00:42:59]
Shifting in that sort of focus and I think one of the benefits of the books as a guide for practitioners who aren't in that case their top setting who or who art in a college of education is that it's written for people who don't necessarily know anything about this world who the only thing they know about teaching is from their mentors and how they were taught and so you know once you get to college you'll.

[00:43:28]
I've heard it both ways when I've written papers and sent them out for review and there's the education people who say you're putting up the straw dog of lecture based classroom where that's the only thing you do in the homework is the homework but other than that there's no activities like you know I've seen it I see it a lot even in like a college of education where you know it's a lot easier in some ways to follow that model that you've followed so even if you do research on education sometimes that doesn't quite make it into your actual practices so I think that's one of the benefits of the book and what we tried to do is to make it easier to make this which over to blind learning because a lot of students are a little struck when they get to higher education and they're lectured at a whole lot of the time so yeah I think continuing that trend that's been K. through 12 is a real value.

[00:44:34]
He said yes I would. Just. Like to. Say that this is just for. Buggery to. Hear her and to see less. On the Record were so good questions to a lot of it how do you go easy and. Easy. But I'll give you my answer and you all may have have your own answer as well I think one of the.

[00:45:21]
There's some real institutional resistance to changing from the old lecture format and the sage on the stage kind of format. In it's not even necessarily that people think that the lectures is right although there are many who believe that that is the case you should lecture That's what college professors do but even for those who think that they would like to do something else that they might like to try blended learning there's a lot of institutional resistance in terms of the time that it takes the the willingness to take a risk in teaching a course in a different way.

[00:45:59]
One of the things that we talk about in the book is that institutions can step up to provide more support for example it's providing some released Time for an instructor to have a semester to take the time as David was saying to invest that time upfront in creating the materials that are going to be needed for the course.

[00:46:20]
How we change that I think has to has to really come from having a larger conversation around what's the purpose of being in in higher education at all anymore the purpose is is has I think the purpose has become over time a purpose for credentialing you come here you sit in a lecture hall you take your exams and eventually you get a piece of paper that says that you're eligible to go out and get this job but if we really want to look at higher education in terms of the purpose is to learn the purpose is to become.

[00:46:57]
A better worker a better person a better contributor to society however you want to look at it then we have to say what are going to be the most effective ways that we can teach students to learn that we can give them that opportunity for learning that's a tougher maybe more mete conversation up at the top that we need to have but but I think that's that's one of the things that's that's making it more difficult to.

[00:47:22]
Adapt. Yes. And let me add just a little bit to what Robert said when we started D. who working with the book we were thinking about practitioners teach us that in the middle of research US but towards the end of the book we realized that we were addressing administrators as much as teachers and researchers.

[00:47:47]
And the way we were addressing administrators the target of this book was in 2 ways one was incentives and the other was culture. And anything the last chapter covers both of them so part of the reason why C.S. succeeded it is because faculty were provided strong incentive systems.

[00:48:08]
And I think a major thing that C. 21 you is doing is trying to change the culture at Georgia Tech and I think 2 combinations that we need incentives and culture for distant work when I would as well those 2 things have been there and I think that's where we need to emphasize focus invest.

[00:48:36]
And I'll just add one quick thing is I see the biggest barrier that I see for people implementing blundered learning is that they have to give up control of what's happening in their classroom if they've prepared exactly what they're going to say and how they're going to say it and when they're going to take questions and probably what those questions will be it's very uncomfortable to think well I'm going to assign these students activity and then I'm going to see what happens and sort of think on the fly and so the thing that I tell people when they're asking me you know how do I do blended learning is.

[00:49:14]
It's find not have been job never had someone come back and say that was a mistake I hated that it's terrible they've always found it sort of invigorating and exciting. They have to re recognize that they are the expert in the space and they can answer the questions that students are going to have or that it's OK to say that's a really good question that's an advanced question I don't know exactly but it's also OK to not get it right the 1st time.

[00:49:41]
Like any new class it's going to take $12.00 maybe 3 times to get. Like you really know what you're thinking so if you can get the incentive to get people to church it's even for maybe a class or 2 I find that that's often a big hurdle that they have to overcome.

[00:50:07]
There's a chapter in the book that Don Webster is the 1st author on he's a professor in the college of engineering that I and Amanda Madden co-wrote on the chapter with him and Don and I were looking at surveys that he had administered to his students in addition to the regular surveys that the college does or that the institute does Don had given them a simple paper survey to ask them about what they thought of the blended classroom model in his fluid dynamics class and we were looking together at some of the comments that students had left on that survey and.

[00:50:45]
The reason that I bring this up is because there's a little bit of student resistance to this as well one of the comments on the surveys was. That this student said I hate the video lectures if I wanted to watch video lectures I would have gone to the University of Phoenix and so there's there's sort of this expectation I think for at least one segment of students of the student population that any professor who's delivering their lecture materials through technology is cheating that they really should be standing up on the stage and giving me that lecture and that if you're recording your lectures you're just trying to get away with something so there's a there's a little bit of that resistance as well.

[00:51:43]
Point look I view the university like a symphony orchestra not a bad place to but OK and there are some people on the faculty that should not play with blended learning. It's like teaching pigs to saying it's not going to produce any music and it clearly annoys the pig.

[00:52:02]
On the other hand there are some students who come to us with a view of getting out and what they really want is not the lecture but they really want to the degree and they have a view that this is contractual and they have signed up to do this this is exactly what they ought to do they shouldn't have to do anything more than that and so that formats not going to work for them either where it's unstructured or less structured in a different way.

[00:52:29]
One of the things that I started very early is I have a permit only class and they have to apply and I have 3 questions and the last one is a you prepared put up with a class which is going to take more work than the goalposts are going to keep moving.

[00:52:45]
So that there's there is an implicit by the fact that this is going to be different and we get past the student resistance but you have to find the right topic and you've got to match it with your learning objectives which is not just necessarily the subject matter objectives but I think your point is well taken.

[00:53:11]
So I have 2 pieces of advice when I talk to faculty who want to blend 1st is that it's OK to give up control and that it's more fun than you think it's going to be then the 2nd one is to reach this point of the student resistance because students especially I found being at Georgia State now Georgia Tech students in particular have figured out how to game the system they know exactly what they need to do if they've learned it over the past 16 years of how to do the least amount of work to get the most amount of grade so what I started doing.

[00:53:44]
When I was 1st teaching Siegel helped me to sort of think about how you set up the 1st day of class and so what I started doing 1st day of class for non lecture class saying this is how you succeed in the class and the students have much less resistance when they have a plan for how to succeed in the class because they come in with their own idea of how they're going to succeed in the class and that's not going to work in this case so I tell them how to succeed in the class and then we're just really consistent with that throughout the semester and every time Mr Nuss a question of well I didn't do this or I don't understand the activity or what's the point of this I go back to the learning objectives this is what I want to get out of this class you seem to agree that that's a good learning objective at the beginning of the class so this is how we're going to achieve that goal and that takes or it took a bit of practice to answer questions on the fly with how is this contributing to the Iranian objectives of the class but once you can sort of get into an automatic response like that it becomes very easy to know what the correct answer is.

[00:55:12]
I mean this. Is. The. The question of how we all knew here in the in the legal I think it's really interesting when. You're back and you're. Listening. And. Reading. What. You're going to run. At.