blended learning experiences – a case in hong kong

Blended learning experiences – A case in Hong Kong

Dr Paula HodgsonEducational Development Centre

The Hong Kong Polytechnic University

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.

Foci

• Institutional-wide strategic direction on eLearning

• Areas of support to staff:– technical– pedagogy– scholarship

• Benefits of blended learning adopted in curriculum

Institution-wide approachUniversity Grants Committee funded project:

– Megaweb 1999-2001 (~￡ 420,000) (http://megaweb.polyu.edu.hk/)

Providing pedagogical and technical support – Instructional designer (ID) / tech. team

Institution-wide approachUniversity Grants Committee funded projects:

– e3Learning 2001-2004 (~￡ 225,000) (http://e3learning.edc.polyu.edu.hk/)

Providing pedagogical, technical and evaluation support – ID / tech. team / evaluation officer

Sub-project lifecycles

Design learning and teaching activities

Design evaluation plan

Solve day-to-day web-use problems

Collect student feedback and learning outcome data

Planning

Design and Develop-ment

Implement-ation

One-stop-shop meetingAnalyse requirements / Brainstorm educational ideas / Provide technical possibilities in teaching / Discuss evaluation strategy

Review, revise and enhance

Evaluation

Create e-learning deliverables

Handover, assist teachers to use the materials

Proposal

Academic involvements e3Learning involvements

Management strategies: Team-teacher communication

needs needs

report

content

strategy

data

website

strategyDevelopment

TeamTeacher Evaluation

Team

One-stop shop meetings

• Review, revise and enhance (mid-development sessions)

Evaluation framework - what

Student actions

Ss doData on Ss feelings

Data on what Ss know

Evaluation

Student performance in

assessments

Student perceptions

Data on what

Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf

Evaluation framework - how

Evaluation

Student performance in assessments

Student actionsStudent perceptions

SFQ;

Satisfaction questionnaire;

Ind. / group interview

Exams & tests;

Essay / reports

Log data; observation

Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf

Government funded projects

Model - PDDIE

Experiences

Growing size – Critical mass

Institution-wide approacheLearning Development and Support Section (eLDSS), Educational

Development Centre 2005 ~ current (http://eldss.edc.polyu.edu.hk/) Providing pedagogical, technical and evaluation support; staff

development activities (central / departmental); support in applying funding proposals from VP (AD) (~ ￡ 530,000 per year for 3 years)

Learning framework

intended learning outcome

learning experiences:

blended learning tasks & assessment

learning impact

Blended learning

face-to-face mode

online mode

Blending mode of learning tasks

• Lectures

• Tutorials

• Before

• During

• Post

Pre-lecture online tasks• Online polling Assessing preconceptions

• Online quiz Assessing previous knowledge

• Open-ended questions Assessing what they know and don’t know

• Question corner Inviting questions

Pre-class Question

Pre-class: Vote on current issues

Pre-class reading quiz

In-class Feedback

In-class discussion

Post-lecture online tasks

• Searching online references [e-journals, WWW]

Extending learning concepts

• Making annotations using RefWorks/ Endnote [lib]

Reinforcing learning concepts

Post-lecture online tasks• Interacting with professionals /

expertise in the field locally / overseas through real-time audio/video conferencing, asynchronous e-forums

Increasing interactions

MORE online learning tasks

MORE online learning tasks

MORE online learning tasks

MORE online learning tasks

MORE online learning task: weblogging

Benefits – increased interactions between students

Blended-mode of learning

Face-to-face participation

Mode of participation

Active

PassiveOnline learning

Active

Passive

Active

Passive

Benefits of blended-mode of learning

Face-to-face participation

Mode of participation

Active

Passive

Online learning

Active

Passive

Active

Passive