Blended Learning: The Future of Higher Education

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Charles Darwin University presentation

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<ul><li>1.Blended Learning: TheFuture of Higher EducationProfessor Mike Keppell Professor of Higher Education Director, The Flexible Learning Institute Charles Sturt UniversityWednesday, 21 July 2010 1 </li></ul> <p>2. Overview Assumptions and principlesWhat is blended learning?Benefits of blended learning - from an activity, subject, course, university perspectiveParadigms of blended learning - enabling, enhancing, transformingAffordances of learning spacesExamples of blended learningWednesday, 21 July 20102 3. Assumptions Universities value and seek to inculcate the skills essential for lifelong and life wide learning, producing graduates who will continue to develop intellectually, professionally and socially beyond the bounds of formal education.Universities believe that programs, services and teaching methods should be responsive to the diverse cultural, social and academic needs of students, enabling them to adapt to the demands of university education and providing them with the cultural capital for life success.Wednesday, 21 July 20103 4. Higher Education PrinciplesEquivalence of Learning Outcomesethical obligations traverses physical,Student Learning Experience blended and virtuallearning spaceslearning outcomes,subject, degree Constructive Alignment program, genericattributesspecic needs of Discipline PedagogiesdisciplinesWednesday, 21 July 20104 5. What is Blended Learning? Combination of face-to-face teaching and learning with online teaching and learningIt is a design approach whereby both face-to-face and online learning are made better by the presence of each other (Garrison &amp; Vaughan, 2008, p.5).Thoughtful fusion of face-to-face and online experiences (p.5).Combines the properties and possibilities of both to go beyond the capabilities of each separately (p.6)It is a complete rethinking and redesign of the educational environment and learning experience (p.x) Wednesday, 21 July 20105 6. What is Unique aboutBlended Learning?Convergence of classroom and communicationstechnology Transformation of how we approach teaching andlearning Synchronous and asynchronous communication Diversified range of learning spaces that are bothphysical and virtual Wednesday, 21 July 2010 6 7. Activity-Level Blended LearningActivity-level blendingIncludes both face-to-face and onlineDiscussion / Project/ Reflection /components. e.g online debate and Debate Topic Postedface-to-face debate; off-line reading andonline discussion. Individual Response PostedBlackboard Platform Student-Student Interaction: React to Three Responses from Peers Results Synthesis of Discussion (e.g.85% peers agreed) CollaborationProducts (e.g., Top five best) Wednesday, 21 July 20107 8. Activity-Level Blending inPracticeStudent Resources Resources Instructor Role Assessment Role (Content) (Services)Allocate reading. Some Ask students to Readdiscussionread required Off-line reading and post respective Readingabout topic inchapter face-to-face summary inclassLMS Feedback from Post a one Studentpeers in online paragraph and discussion.summaryinstructor Discussion Feedback fromOnline Facilitatorand posts inforum instructor incomment discussion online on twoforum discussion other postsforum. Wednesday, 21 July 20108 9. Subject and Course Level Blending Subject-Level BlendingOne of the most common Distinct face-to-face and online activities as part of course/subject. For example designing learning resources (50/50 blended approach)Course-level blending Degree program level Teaching Fellowship SchemeWednesday, 21 July 20109 10. Paradigms of Blended LearningEnabling blendsThese address issues of access and equity and addflexibility. This might include the same opportunities inface-to-face, online and blended learning environments.Enhancing blendsThese focus on incremental changes to the pedagogy inboth the face-to-face and online components.Transforming blendsTransformation of the pedagogy. Major redesign ofteaching and learning e.g. online PBL.Wednesday, 21 July 201010 11. Problem-basedTraditional modellearning model Content ProblemTeacher Student CoachProblemsolverTan (2003) p.12 11 Wednesday, 21 July 2010 11 12. Wednesday, 21 July 2010 12 13. What are Affordances?When you first see something you have never seenbefore, how do you know what to do? An affordance is the design aspect of an objectwhich suggests how the object should beused (Norman, 1988). Determined by context, culture, instinct, mentalmodel e.g. hyperlinked text on website. When designers make use of affordances the userknows what to do just by lookingWednesday, 21 July 2010 13 14. Diversity of Learning SpacesPhysicalBlendedVirtual FormalInformal Formal InformalMobile Personal OutdoorWednesday, 21 July 201014 15. Learning SpaceAffordanceExampleFace-to-Face Oral feedback to aTeaching andOral communicationquestionLearningInformation access Learning Subject outlineInteractive learningManagement Multimedia forumNetworked learning Systemsproject Materials development Discussion about Learning CommonsInformal learninglecture Peer learning Wednesday, 21 July 201015 16. Learning Space AffordanceExample In-depth group Discussion of reading Tutorialdiscussion Discussion ofPeer learning presentation Practical workPeer interactionPractical work on ITResidential SchoolSense of belonging tonetworks universityAuthentic learning Applied learning in Practice Community of Practice discipline Mentor/mentee Wednesday, 21 July 201016 17. An Example of BlendedLearning - Critical Decisions What are the learning goals?What are the learning activities?What are the affordances of the technology?What should be off-line and online?What is the assessment?Wednesday, 21 July 2010 17 18. An Example of BlendedLearningPostgraduate Diploma in Education Programme(Professional and Vocational Education) ModuleIIT5078 - Designing Learning Resources Blended learning (Five face-to-face classes of fourhours duration - 20 hours and 10 hours of online Approach discussion activities). Emphasis on peer learning,project-based learning and learning-orientedassessment.In this module it was essential for the student tointeract within the Blackboard LMS as the onlineEssentialcomponent was designed to be a significantcomponent of the module. Wednesday, 21 July 201018 19. Learning DesignProblem-basedProject-based Authentic Learning CasesWednesday, 21 July 201019 20. Project-based LearningHoward, (2002)Wednesday, 21 July 2010 20 21. Interactivity Decisions Information access Interactive learning Networked learning Materials development(Oliver &amp; Herrington, 2001)Wednesday, 21 July 2010 21 22. Information Access CONVEY INFORMATION ALONE TO THELEARNERExamplesRationale Module outline information accessibility Assessment outline timely delivery of information PowerPoint slidesreview of content Task outlinesadministrative efficiencyWednesday, 21 July 201022 23. Information Access Examples Announcements weekly announcement to studentsteaching schedule document module outline documentModule Information weekly topics document module assessment document project assessment rubric documentStaff Information lecturer background and contact detailsBooks reading list Resourceswebsites Course Material for powerpoint files, etcFive ClassesWednesday, 21 July 2010 23 24. Interactive Learning INCREASED LEVEL OF ENGAGEMENT WITH RESOURCESExamplesRationaleSearch and reviewindependent learning documents Database searching independent learningExternal links to websites independent learningsimulations of real lifeSimulationsactivitiestutorial type activities andMultimedia immediate feedback Wednesday, 21 July 2010 24 25. Interactive LearningExamples Problem-based learning cases Project-based learning videos Interactive concept maps Synchronized audio-lecture and PowerPoint files Online Survey Online encyclopedia: Wikipedia Encyclopedia of Educational TechnologyWednesday, 21 July 2010 25 26. Networked Learning PROVIDE COMMUNICATION BETWEEN STUDENTS AND TEACHERSExamplesRationale Announcementsone way communication in Bbinitial communication with Staff informationstudentsEmail one-to-one, one-to-many Discussion forums, group tasks social construction of knowledgeOnline debatessocial construction of knowledgeReal-time chats social construction of knowledge Wednesday, 21 July 201026 27. Networked Learning Examples Four online discussion groups related to module readings Two in-class discussion groups Discussion forums for module- related questions Group spaces for projectsWednesday, 21 July 201027 28. Materials DevelopmentDEVELOPING AND PRESENTING PRODUCTS AND ARTEFACTS ExamplesExamples Stories/digital stories Portfolios Reflective journals Teaching practice journalsReports Concept maps PresentationsInterviewsPhotographs/video/audioProjects&gt; Combined with discussion forums Wednesday, 21 July 2010 28 29. Materials Development Examples The group project provided an opportunity to apply principles and skills in the module to create a learning resource (i.e. needs analysis, concept map, video, photos, report, presentation) Wednesday, 21 July 2010 29 30. 1.4.2. Criteria 3. Needs5. StudentAuthenticConcept - Rubric Analysis PresentationTaskMap FeedbackFeedbackas feed-as feed- Assessmentforward forward AS learningtaskTeacher feedbackTeacher feedback - Verbal Student feedback - Written Peer feedback - - Verbal Verbal Needs analysis6. LearningConcept mapStudents as Digital learning self-evaluators ResourceresourceReport 30Wednesday, 21 July 201030 31. ConclusionBlended learning is a combination of face-to-faceteaching and learning with online teaching andlearning Examples of blended learning include problem-based, project-based and authentic learning tasks Benefits of blended learning expound from anactivity, subject, course, and university perspective Paradigms of blended learning include enabling,enhancing, transformingWednesday, 21 July 201031 32. Professor Mike Keppell mkeppell@csu.edu.auWednesday, 21 July 201032 33. Wednesday, 21 July 2010 33 </p>

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