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Design of blended learning activities:Issues and perspectives
An ASCILITE workshopBy
Allison Littlejohn
Chair of Learning TechnologyInternational Centre for Research on LearningUniversity of Dundee, Scotland, [email protected]
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Blended learning: the ‘best of both worlds’?
The role of electronic learning environments in supporting blended learning
Difficulties in blending activities in real and virtual environments
Strategies for effective course design (scenarios)
Future learning environments
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Identifying the problems
List up to three problems you experience in trying to design and implement blended learning activities for your students
Is there anything you do when planning blended learning activities that other tutors might find useful?
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Vision Extending reputationThe role of electronic learning environments?
off campus
on campus
Increased accessto learning
Increased choice within the learningand teaching environment
“From Classroom teaching to Flexible Learning”, University of Monash Guide
www.celts.monash.edu.au/hedu/flexible-learning-guides.html
online
face-to-face
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Scenario 3
The role of electronic learning environments?
“ New technology makes access possible to a vast range of digital resources. The environment makes some activities possible and constrains others but
it does not change the fundamental processes
of human learning”
Boud (2001)
.
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Scenario 3
A VLE is a collectionof tools that support:
eAdministration course calendars and infolink to student records
eContent content managementassignment management
eLearningdiscussion foratest banks with feedback
The role of electronic learning environments?
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How can a VLE support flexible learning?
Can support interaction and communication(tutors and peers)
Can link activities on and off campus
Can allow better management of learning resources
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Scenario 3
What are the problems in using a VLE?
Focus on contentdelivery not studentinteraction
(Goodyear, 2002)
No clear link betweenlearning activities inreal & virtual space (Crook and Barrowcliff, 2002)
Difficult to transportresources & courses
(Koper, 2003… and many others!!!)
Can link activities on and off campus
Can allow better management of learning resources
Can support interaction and communication(tutors and peers)
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Scenario 3
What are the problems in using a VLE?
Focus on contentdelivery not studentinteraction
(Goodyear, 2002)
No clear link betweenlearning activities inreal & virtual space (Crook and Barrowcliff, 2002)
Difficult to transportresources & courses
(Koper, 2003… and many others!!!)
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Scenario 3
What are the problems in using a VLE?
Focus on contentdelivery not studentinteraction
(Goodyear, 2002)
No clear link betweenlearning activities inreal & virtual space (Crook and Barrowcliff, 2002)
Difficult to transportresources & courses
(Koper, 2003… and many others!!!)
Photo of Glasgow Caledonian Learning Cafe
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Scenario 3
What are the problems in using a VLE?
Focus on contentdelivery not studentinteraction
(Goodyear, 2002)
No clear link betweenlearning activities inreal & virtual space (Crook and Barrowcliff, 2002)
Difficult to transportresources & courses
(Koper, 2003… and many others!!!)
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Scenario 3
What are the problems in using a VLE?
Focus on contentdelivery not studentinteraction
(Goodyear, 2002)
No clear link betweenlearning activities inreal & virtual space (Crook and Barrowcliff, 2002)
Difficult to transportresources & courses
(Koper, 2003… and many others!!!)
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Scenario 3
Strategies for effective learning design?
Focus on contentdelivery not studentinteraction
(Goodyear, 2002)
No clear link betweenlearning activities inreal & virtual space (Crook and Barrowcliff, 2002)
Difficult to transportresources & courses
(Koper, 2003… and many others!!!)
Can allow better management of learning resources
Can link activities on and off campus
Can support interaction and communication(tutors and students)
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Scenario 3
“People engage in activities with resources”Koper (2003) Reusing Online Resources, Chapt 5
Strategies for effective learning design?
Can support interaction and communication(tutors and students)
Can link activities on and off campus
Can allow better management of learning resources
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Vision Extending reputation
tutor
students
resources
feedback
• design learning activities around desired outcomes
• source learning resources that help students with activities
• assign roles to tutors and students
• decide how students will receive feedback
“People engage in activities with resources”Koper (2003) Reusing Online Resources, Chapt 5
Strategies for effective learning design?
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Vision Extending reputation
tutor
students
resources
feedback
“People engage in activities with resources”Koper (2003) Reusing Online Resources, Chapt 5
Can design courses by mapping::
• activities (inc assessment)
• resources
• people
• feedback
Strategies for effective learning design?
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Scenario 1: Supporting learner interaction
Photo of Glasgow Caledonian Learning Cafe
Students can download a course reading from Blackboard…
and discuss ideas using an online bulletin board
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Scenario 3
Photo of Glasgow Caledonian Learning Cafe
Download article Koper (2003)
Moderate discussion
Group discussion onlineOne group member to summarize discussion
Discussion board Feedback from peers and tutor
Scenario 1: Supporting learner interaction
TutorActivities
StudentActivities
Resources Feedback
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Scenario 3
Photo of Glasgow Caledonian Learning Cafe
TutorActivities
StudentActivities
Resources Feedback
Download article Koper (2003)
Moderate discussion
Group discussion face-to-faceOne group member to summarize discussion
Discussion board
Feedback from peers and tutor
comment on summaries
Submit summary to discussion board Group should comment on summaries of 2 other groups
Discussion board Summary
Feedback from peers and tutor
Scenario 1: Supporting learner interaction
online
online
f2f
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Scenario 4
Photo of Glasgow Caledonian Learning Cafe
Student groups are given a collaborative project task.
They provide a weekly progress report (online) in which they reflect upon their progress and recommend future actions.
The students choose when and where to interact.
Scenario 2: Providing a focal point
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Scenario 4 Scenario 2: Providing a focal point
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Scenario 4
Tutor activities Student Activities Resources Feedback
F2F Lecture on product design
Take notes Greirson (2003)
ePort Make sure students can access ePortfolio
Assign roles to team members
Plan project tasks
Articles and simulations
From tutor and peers
F2F Meet with students if required
Monitor & reflect on progress Make decision on future goals
Feedback from peers
ePort Monitor student progress
Provide weekly progress report in ePortfolio
Highlight future tasks and goals
Uploaded resources shared between groups
Feedback from tutor, peers
F2F Students present group project
Group presentation
Peers and tutor
Scenario 2: Providing a focal point
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Scenario 3
Scenario 4
Photo of Glasgow Caledonian Learning Cafe
Student groups are given a group project task.
Resources sourced by students are uploaded to a shared workspace using wireless technology.
Resources are shared within and across project teams.
Scenario 3: Sharing and managing resources
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Scenario 4 Scenario 3: Sharing and managing resources
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Scenario 4 Scenario 3: Sharing and managing resources
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Scenario 4
Tutor Student Resources Feedback
F2F Lecture on product design.
Take notes Greirson (2003)
Work-space
Make sure students can access workspace
Access task and resources
Assign roles to team members
Series of online articles and simulations
From tutor and other students
F2F Task students: upload the resources sourced
Information literacy workshop
Learn information literacy skills
From tutor, peers and librarian
Work-space
Monitor student progress Upload resources
View resources uploaded by others
Uploaded resources shared across groups
Feedback from tutor, peers
F2F Students present final concept
Group presentation
Peers and tutor
Scenario 3: Sharing and managing resources
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Design a learning activity by answering the following questions:
Specify the overall aim of the course: who are the learners? why use technology? how will these activities be integrated into mainstream teaching?
Define the learning objectives what are the core concepts? what activities will students undertake to learn these concepts?
Outline the assessment and feedback processes how will you know the students have understood each concept? how will students interact with each other/ the tutor/ resources ? what feedback do they get and from whom/what ? how is the technology adding value this process?
Task 1: devise an activity
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Scenario 3
Photo of Glasgow Caledonian Learning Cafe
TutorActivities
StudentActivities
Resources Feedback
Download article Koper (2003)
Moderate discussion
Group discussion face-to-faceOne group member to summarize discussion
Discussion board
Feedback from peers and tutor
comment on summaries
Submit summary to discussion board Group should comment on summaries of 2 other groups
Discussion board Summary
Feedback from peers and tutor
Task 2: Build a lesson plan using ‘LDlite’
online
online
f2f
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Task 3: Present your ideas
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Scenario 4 Why is this approach useful?
1. Sustainable approach: learning designs and resources can be reused.
2. Accessible approach: resources can be replaced or repurposed.
3. Emphasis on learner interaction.
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Scenario 4 Why is this approach useful?
These ‘learning designs’ can “assist the…teacher to build up their own range of tasks, tools or materials that can draw on a collected body of experience”. (McAndrew, 2004)
What can be reused?
• resources• activities • designs
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What sorts of learning environments?
Learning Activity Management System – LAMS – being developed at Macquarie University, Australia
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What sorts of learning environments?
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What sorts of learning environments?
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Integrating ‘real’ and ‘virtual’ learning requires:
• flexible environments
• effective planning
Scenario 4 Summary – the best of both worlds?
• imagination
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Design of blended learning activities:Issues and perspectives
An ASCILITE workshopBy
Allison Littlejohn
Chair of Learning TechnologyInternational Centre for Research on LearningUniversity of Dundee, Scotland, [email protected]
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