BLENDED

LEARNIN

G

An investigation of an ACTIVE

learning approach

with a focus on…….

ONLINE DELIVERY and the

NEW STUDENT

Enhancing Activ-ity in E-tivity

DTLT502 / Sharon Spence

The key features of online delivery as an active learning approach are :

A combination of web-based online learning and traditional face to face interaction when in a blended context

Typically employing a mix of media and tools of technology

Subject to a wide range of teaching styles and practice, context and technologies

Allows for a flexible approach to course design and delivery structure (pedagogy)

Able to customise to suit the needs and knowledge base of the student group

Increasingly being integrated and applied into 21st century learning environments

Good practice guidelines for implementation :

To enhance new student engagement and build online communities

Ed Hootstein tells us to:

Guide self-directed, realistic, problem-based learning experiences. Structure learning opportunities that learners can discover content on their

own, make their own meaning. Encourage high degrees of participation and interactivity. Offer prompt, informative feedback. Provide strong leadership. Help learners feel comfortable with technology.

Incorporate visual and aural learning style solutions Eliminate isolation

How is successful learning promoted?

A scaffolded approach is essential to building confidence, motivation and skill base in a student new to an online learning environment.

Professor Gilly Salmon tells us that there are 5 learning stages for online engagement:

I. Access and motivation.II. Online socialisation.III. Information exchange.IV. Knowledge construction.V. Development.

G. Salmon ‘Five Stage Model of Online Learning’

The first 3 steps are significant for a learner new to e-learning.

Steps for developing student capabilities are :

Scaffolded, practical activity to create and support confident, motivated, self-directed learners, enabled by applying Gilly Salmon’s 5 stage model:

Regular logon – ½ hour/day, instead of once/week Access a forum, read other students messages Actively participate by writing a response to messages Actively participate in real time chat room

communication with other students To research and compile information for exchange with

the use of online tools/programmes

How will teachers support the process ?

‘E-moderators add the real value to learning technologies by designing and running e-tivities’. (G. Salmon, 2002)

Facilitation skills that :

Build relationships Enhance engagement Provide timely feedback

Guide self-directed learning Foster confidence, skill base Support motivation and disciplineEncourage interaction in action, online learning

Enrich the learning experience

Key learning activities to enable successful online learning in Viticulture and Wine

Production :

Implementing the first 3 stages of Gilly Salmons ‘Five Stage Model of Online Learning’

To Engage the New Learner

Access and MotivationFirst ‘Assessment’. Induction Activities: ILP / L&N / VARK. Required engagement prior to gaining access to the course material.

Online SocialisationAn Icebreaker. Introduce yourself to the group by posting a short bio to forum, view all and reply to one other member of the group.

Information Exchange In-course learning activities and collaboration tools.

‘Feedback is even more critical in e-learning than traditional classrooms because learners may feel isolated and detached due to a lack of environmental and nonverbal signals’. (E. Hootstein, TANZ,

2013).

Active kinaesthetic learning : Blended learning, residential block courses for practical application of course content.

Technology support : by a dedicated team, allows the online facilitator to focus on evolution of the students learning.

Collaborative environments: Both online & real-time. ‘Learners achieve best in social interactions based on consensus building and cooperation’. (E. Hootstein, TANZ, 2013).

Learning support to enable successful online learning in Viticulture and Wine Production :

In conclusion successful e-learning evolves from

Enhancing Activ-ity in E-tivity

Challenging Passiv-ity

THANK YOU FOR WATCHING

References

http://networksupport.tanz.ac.nz/course/view.php?id=175

  http://www.itlc.life.ku.dk/it_paedagogik/

elaerings_paedagogik/gilly.aspxThis site contains a summary of the following resources:

Salmon, G. (2002). E-tivities. The key to active online learning. Oxford, UK. Taylor & Francis.

Salmon, G. (2005). E-moderating. The key to teaching and learning online. London, New York. Routledge & Falmer.