achieving success through blended learning

Blended Learning at Hibernia College

Dara Cassidy, Director of Online Learning

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Overview

• What is blended learning?

• Why blend?

• Blended learning case study: Hibernia College

• Designing blended learning

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3Source: EdTechReview Dictionary: http://edtechreview.in/dictionary/159-what-is-blended-learning

Technology replaces physical presence

What is blended learning?

Why blend?

• Offers scope for greater personalisation• Promotes more self-directed learning• Promotes digital literacy• Affords greater flexibility for students and teachers• Offers an opportunity to reimagine the classroom

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Content

PedagogyTechnology

It is not just finding the right mix of technologies or increasing access to learning – a fundamental reconceptualisation and reorganization of the teaching and learning dynamic.

Garrison and Kanuka, 2004

Blending in action: the flipped classroom

‘Doing homework in class’

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• As students progress through a topic they move along this continuum. • They are required to perform tasks that involve:

– Seeking out new information– Making critical judgements – Reflecting on what they have learned and on how they might put it into a

meaningful context in terms of their professional practice

CONCEPT: Describe and contextualise

main concepts.

OVERVIEW:

Summarise expectations,

including objectives and

outcomes

ACTIVE DISCOVERY:

Facilitate active and

collaborative discovery.

CRITIQUE: Empower

students to construct evidence-

based criticism.

THINK:

Encourage reflection on

relevance and

importance of concepts.

COACT development framework

McGee and Reis, 2012

Blended course design

Design process

Pedagogical strategies

Technology Assessment Student readiness

Dos

• Focus on the outcomes, not the technology

• Shift from teacher-centric to learner-centric approach

• Plan online and onsite activities at the same time

Don’ts

• Translate directly from your face-to-face version of the course

• Think of the online element as secondary or optional

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Design Process

Pedagogical strategies

• Reinforce the integration of online and onsite elements – communication

• Provide a variety of tasks and approaches

• Provide prompt feedback in both environments

• Design activities that promote active learning

• Assume the online part will just happen if you put the content up

– Develop an online presence

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Dos Don’ts

Technology

Dos

• Devote time at the start of to familiarising students with the technology they will be using

• Provide clear instructions when using new technology

• Direct students to sources of tech support

Don’ts

• Use overly complicated technologies

• Use technology for the sake of it

• Assume everyone will naturally be comfortable using technology

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Assessment

Dos

• Align all activities – online and F2F – with assessment

Don’ts

• Use the same assessment strategy you used for the onsite course

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Student readiness

Dos

• Communicate the blended design and process to students.

• Suggest percentage time allocations for online and onsite activities

• Set very clear expectations for student participation

• Monitor student participation

Don’ts

• Assume students will automatically appreciate the purpose of the blended approach

• Portray online activities as optional or additional

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In summary

• Design in line with your pedagogical approach

• Plan in detail

• Align online and onsite

• Set and communicate clear expectations

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Any questions

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