blended learning: the future of higher education
DESCRIPTION
Charles Darwin University presentationTRANSCRIPT
Blended Learning: The Future of Higher
Education
Professor Mike KeppellProfessor of Higher Education
Director, The Flexible Learning Institute Charles Sturt University
1Wednesday, 21 July 2010
OverviewAssumptions and principles
What is blended learning?
Benefits of blended learning - from an activity, subject, course, university perspective
Paradigms of blended learning - enabling, enhancing, transforming
Affordances of learning spaces
Examples of blended learning
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AssumptionsUniversities 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.
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Higher Education PrinciplesEquivalence of Learning Outcomes ethical obligations
Student Learning Experience traverses physical, blended and virtual
learning spaces
Constructive Alignment
learning outcomes, subject, degree program, generic
attributes
Discipline Pedagogies specific needs of disciplines
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What is Blended Learning?Combination of face-to-face teaching and learning with online teaching and learning
“It is a design approach whereby both face-to-face and online learning are made better by the presence of each other” (Garrison & 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)
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What is Unique about Blended Learning?
Convergence of classroom and communications technology
Transformation of how we approach teaching and learning
Synchronous and asynchronous communication
Diversified range of learning spaces that are both physical and virtual
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Activity-Level Blended Learning
Activity-level blending Includes both face-to-face and online components. e.g online debate and face-to-face debate; off-line reading and online discussion.
Discussion / Project/ Reflection / Debate Topic Posted
Individual Response Posted
Student-Student Interaction: React to Three Responses from Peers
Synthesis of Discussion (e.g. 85% peers agreed) Collaboration
Products (e.g., Top five best)
Blackboard Platform
Results
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Activity-Level Blending in Practice
Instructor Role Student Role
Resources (Content)
Resources (Services) Assessment
Off-line
Allocate reading. Ask students to read required
reading and post summary in
LMS
Read respective
chapterReading
Some discussion
about topic in face-to-face
class
Online Facilitator
Post a one paragraph summary
and comment
on two other posts
Student and
instructor posts in
discussion forum
Discussion forum
Feedback from peers in online
discussion. Feedback from
instructor in online
discussion forum.
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Subject and Course Level Blending
Subject-Level Blending
One of the most commonDistinct face-to-face and online activities as part of course/subject.For example designing learning resources (50/50 blended approach)
Course-level blendingDegree program levelTeaching Fellowship Scheme
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Paradigms of Blended Learning
Enabling 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 in both the face-to-face and online components.
Transforming blendsTransformation of the pedagogy. Major redesign of teaching and learning e.g. online PBL.
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Traditional model
Content
Teacher Student
Problem
Problem-based learning model
Coach Problemsolver
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Tan (2003) p.12
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What are Affordances?
When you first see something you have never seen before, how do you know what to do?
“An affordance is the design aspect of an object which suggests how the object should be used” (Norman, 1988).
Determined by context, culture, instinct, mental model e.g. hyperlinked text on website.
When designers make use of affordances the user knows what to do just by looking
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Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor
Diversity of Learning Spaces
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Learning Space Affordance Example
Face-to-Face Teaching and
LearningOral communication Oral feedback to a
question
Learning Management
Systems
Information accessInteractive learningNetworked learning
Materials development
Subject outlineMultimedia forum
project
Learning Commons Informal learningDiscussion about
lecturePeer learning
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Learning Space Affordance Example
TutorialIn-depth group
discussion Peer learning
Discussion of readingDiscussion of presentation
Residential School
Practical workPeer interaction
Sense of belonging to university
Practical work on IT networks
PracticeAuthentic learning
Community of PracticeMentor/mentee
Applied learning in discipline
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An Example of Blended Learning - 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?
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An Example of Blended Learning
Programme Postgraduate Diploma in Education(Professional and Vocational Education)
Module IIT5078 - Designing Learning Resources
Approach
Blended learning (Five face-to-face classes of four hours duration - 20 hours and 10 hours of online discussion activities). Emphasis on peer learning, project-based learning and learning-oriented assessment.
EssentialIn this module it was essential for the student to interact within the Blackboard LMS as the online component was designed to be a significant component of the module.
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Learning Design
Problem-based
Project-based
Authentic Learning Cases
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Project-based Learning
Howard, (2002)
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Interactivity Decisions
Information access
Interactive learning
Networked learning
Materials development
(Oliver & Herrington, 2001)
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Information AccessCONVEY INFORMATION ALONE TO THE
LEARNER
Examples Rationale
Module outline information accessibility
Assessment outline timely delivery of information
PowerPoint slides review of content
Task outlines administrative efficiency
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Information Access ExamplesAnnouncements weekly announcement to students
Module Information
teaching schedule documentmodule outline documentweekly topics documentmodule assessment documentproject assessment rubric document
Staff Information lecturer background and contact details
Books reading list
Resources websites
Course Material for Five Classes powerpoint files, etc
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Interactive LearningINCREASED LEVEL OF ENGAGEMENT WITH
RESOURCES
Examples RationaleSearch and review
documents independent learning
Database searching independent learning
External links to websites independent learning
Simulations simulations of real life activities
Multimedia tutorial type activities and immediate feedback
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Interactive Learning Examples
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 Technology
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Networked LearningPROVIDE COMMUNICATION BETWEEN
STUDENTS AND TEACHERS
Examples Rationale
Announcements one way communication in Bb
Staff information initial communication with students
Email one-to-one, one-to-many
Discussion forums, group tasks social construction of knowledge
Online debates social construction of knowledge
Real-time chats social construction of knowledge
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Four online discussion groups related to module readings
Two in-class discussion groups
Discussion forums for module-related questions
Group spaces for projects
Networked Learning Examples
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Materials DevelopmentDEVELOPING AND PRESENTING PRODUCTS
AND ARTEFACTS
Examples Examples
Stories/digital stories Portfolios
Reflective journals Teaching practice journals
Reports Concept maps
Presentations Interviews
Photographs/video/audio Projects
> Combined with discussion forums 28Wednesday, 21 July 2010
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)
Materials Development Examples
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Needs analysisConcept map
Digital learning resourceReport
1. Authentic
Task
2. Criteria - Rubric
3. NeedsAnalysis
4. Concept
Map
5. Student Presentation
6. Learning Resource
Student feedback - Verbal
Teacher feedback - Verbal
Peer feedback - Verbal
Teacher feedback - Written
Feedback as feed-forward
Feedback as feed-forward
Assessment AS learning
task
Students as self-evaluators
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ConclusionBlended learning is a combination of face-to-face teaching and learning with online teaching and learning
Examples of blended learning include problem-based, project-based and authentic learning tasks
Benefits of blended learning expound from an activity, subject, course, and university perspective
Paradigms of blended learning include enabling, enhancing, transforming
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Professor Mike [email protected]
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