designing for blended learning with myelearning: session 1 chris fowler 13/12/2011
TRANSCRIPT
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Designing for Blended Learning with
MyeLearning:
Session 1Chris Fowler13/12/2011
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Before we start…….• How many of you have taught online or blended
learning courses?• What problems or issues, if any, did you encounter?• What benefits, if any, resulted?• What were the costs, if any (time etc)?• Did the students like it? Not like it? How do you
know?• Any impact (+ or - ) on academic performance? How
do you know?• Did you have a choice on what technology to use?• How many of you have undertaken training on
MyElearning?
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Overall Outcomes & Objectives
• To design innovative, valid and valued blended learning courses by (session 1):
• To able to use the MyeLearning functionality to meet your learning requirements (Sessions 2, 3, & 4)
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Session 1 Objectives
1. To arrive at an agreed definition and common understanding of what we mean by Blended Learning (Part 1)
2. To specify good learning designs (Part 2)3. To introduce and describe the MyeLearning
functionality (Part 3)
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But…..
• You will not become an expert user overnight – designing for learning is as much an art as a science – no prescriptions!
• Technology is only as good as the pedagogy – don’t be seduced by the latest gadget!
• Pedagogy is only as good as the technology – choose wisely!
• Learning is learning regardless of whether its mediated through technology (there is no such thing as elearning or even blended learning there’s just learning!).
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Part 1: Blended Learning Definitions
• Brainstorm some definitions
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Blended Learning Definition (1)
• Blended Learning refers to a mixing of different learning environments. Blended learning gives learners and teachers a potential environment to learn and teach more effectively.
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Learning EnvironmentsCLASSROOM (f2f) OTHERONLINE
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Blended Learning Definition (2)
• involves a combination of traditional classroom-based learning and remote Distance Learning formats. In a blended course, students are usually required to attend some classes on campus while completing other technology-based work remotely.
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Blended Learning Continuum Format Title Technology Format Teacher
Centered
100% f2f
Traditional Chalk & Talk/Phys Labs
Audio/Visual Overhead/TV/VCR/PPT
CAI Computer labs
Blend-ed
Web Supported
F2f + Static Materials & Communications
Web Enhanced
Above + Local + Web Resources
Web Enabled Above + e-learning tools
100% DE
Web Delivered
Online LMS StudentCentered
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Web-based Learning activities Web - Supported
Web -Enhanced
Web - Enabled
Web -Delivered
• Used to post or distribute materials in a f2f course
• Provides administrative convenience
• Does not enhance learning
• No teacher presence online
• enriched f2f course with posted &Internet resources
• May have some teacher-ledasynchronous activities
• Student use of materials or activities is usually optional
• f2f course with online learning activitiesthat replace some f2f activities
• Teacher provides feedback online
• Online quizzes & assignments
• Student participation is mandatory
• 100% online course delivery with little or no f2f sessions
• f2f used for orientations, lab work, or proctored exams
• 100% teacher presence online
VOLUNTARY MANDATORY
Weak BLENDED Strong
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Understanding the mix: Levels of Granularity
• Institutional – Some programmes completely online others completely
traditional = Blended?• Programmes
– Some courses completely online others completely traditional = Blended?
• Course– Some sessions completely online others completely traditional
= Blended?• Session
– Some parts of the session completely online others completely traditional = Blended?
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Models of Blended Learning
• Two key models:– Supplement Model : where online technologies
are used to support not to replace traditional f2f teaching
– Replacement Model: where online technologies are used to replace existing f2f teaching.
• Only the replacement model is truly a (strong) Blended Learning Approach
• No reason why Supplement model can not also be used (but it’s weak blend)
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Blended Learning Definitions
• The phrase has many specific meanings based upon the context in which it is used.
• In our context definition 2 is preferred:Blended Learning involves a combination of traditional classroom-based learning and remote Distance Learning formats. In a blended course, students are usually required to attend some sessions on campus while completing others using online technology.
• This rules out the ‘weak blend’ options
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Why Blend?
• Brainstorm1. Advantages of Blended learning?2. Disadvantages (constraints & challenges)
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Why Blend?
• More effective learning?• More flexible (time & place) learning?• More cost effective use of resources?• Students prefer it?
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But……• Technology constraints (everybody has to have some
technology and know how to use it)’• Computer Security constraints (firewalls etc)• Pedagogical constraints (not understanding how to
use the technology effectively)• Institutional constraints (lack of data; lack of
commitment; lack of policies; lack of know-how)• Time & resource constraints (any transformation
takes time, money and effort)• People constraints – see no reason to change.
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How? Making the right decisions.
• Brainstorm – 1. what do we need to consider in making the
decision to adopt a blended learning approach?2. How do we decide which components of our
course should go online?
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How? Making the right decisions.
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Part 2: Designing for Learning
• The key to making the decision about what to blend is having well designed Learning Activities
• Decide how and if the learning activity can be supported by online technologies
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What are Learning Activities
• Definition (based on Conole, 2007):‘activities undertaken by learners, within a given
learning context, to complete a series of tasks in order to achieve a set of learning outcomes’
• Task v’s Activities - activities are undertaken by learners in response to tasks usually set by the teacher.
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Designing for Learning
Four parts:1. Stages of Learning (Mayes)2. Learning Objectives (Bloom)3. Learning Activities (Conole)4. Mapping technical functions onto Learning
activities
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Mayes’ Learning Stages
Conceptualisation
Construction
Dialogue
Audio StreamingVideo StreamingHTML pages
WhiteboardsConferencing( audio, video, text)
Java, ShockwaveRemote sensors
Delivery technologies....
Lectures,Text booksTV, Radio, CDs
Laboratories, seminars, field work, workshops, practicals
Tutorials, informalchats,
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Mayes’ Stage Learning Outcomes/Objectives Learning Activities
Conceptualisation Expose to new concepts, theories and facts Receiving Information; scoping domains; identify boundaries; generalize from given facts;
Gather Facts/concepts Gather resources; brainstorming a concept; discover facts; interpret facts; classify facts;
Present & Explain facts or concepts Ability to organise and present material in a timely, logical and coherent way.
Construction Evaluate Facts/concepts Develop values; Synthesis of key findings from a range of resources; Ranking and rating a set of values; make judgments; make comparisons; interpret facts; recognize subjectivity
Seminar Build/test theories/concepts Recognise patterns; draw conclusions; predict outcomes; construct models; follow instructions; apply knowledge; demonstrate outcomes; plan experiments; state rules;
Solve Problems Investigating a problem; analyze wholes into parts; synthesize parts into wholes; apply principles; select effective solutions; use methods, concepts, theories in new situations
Lab Acquire Skills Sequence parts; practice sequences
Acquire and apply knowledge to perform in real world settings
Observing, analysing and reflecting upon other people’s real world behaviours, and then practicing those behaviours in real world settings
Dialogue Reflect critically Self assessment of level of competence; critique own performance; recognize own limitations;
Tutorial Engage in discussion Defend a position; Setting up teams of learners; establishment of different roles in a team; Discussion; Sharing ideas and coming up with a combined list
The Learning Activities Lecture
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The ContextConsider the following:• Locus of Control (teacher or learner?)• Group dynamics (individual or group)• Teaching dynamics (One-to-one? One-to-many? Many-to-
many?)• Activity authenticity (naturalness?)• Level of interactivity (high, medium or low)• Source of information (social; reflection; informational;
experiential)These combined with the required learning activities will help determine the choice of pedagogical approach (i.e instructional; co-constructional, problem solving; apprenticeship)
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Pedagogical Approach• The combination of Stages, Objectives and Activities within a given
context can generate a particular pedagogical approach
• Pedagogical approaches include:– Instruction (teacher-centric; emphasis on orienting learners, and the
introduction of new concepts; learners have a relatively passive role)– Co-instruction or ‘Teach-back’(learner as instructor through individual
feedback process or execution of the task) – Construction (learner-centric; learner constructs knowledge through active
participation; discovery; testing etc) – Social Construction ( learners working in groups but relying on social processes
to support and benefit individual activities) – Problem based (learner centric; collaborative; emphasis on use of prior
knowledge; very applied/concrete; emphasis on transfer of knowledge) – Situated Learning (knowledge is contextually situated; learning from real
world setting; including the social context (communities of practice etc).– Apprenticeship (teacher as coach (expert); context vital; social process critical)
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What to blend?
Learning Stages
Learning Objectives
Learning Activities
Mayes’ ConceptualFramework
Bloom’ s Learning
Taxonomy
Conole’ s Mini-
learning Activities
BID Specification
Concepts Requirements
Context
Specification ToolFunctionality
Forums
Wikis
Podcasts
SkypePedagogical Approach
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What not to do online: Some Policies & Recommendations
• Its SoE Policy (draft) that the following should be done f2f:– Orientation sessions (first class principle)– All major revision classes (last class principle)
• The following are recommended to be done f2f:– Remedial sessions (slots have been left free)– Practical sessions
Basically sessions required for social bonding, have a high emotional content, are conceptually difficult and/or require haptic (touch) or other manipulative skills should be done f2f.
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Part 3: MyeLearning
• Prerequisites– MyeLearning account– Course Shell– Lots of patience!
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Accessing MyeLearning• You must have a university approved course
registered on Banner• Only the first markers will be allowed access• Make sure you have been assigned the role of
a ‘teacher’.• Log in directly http://myelearning.sta.uwi.edu
or via http://www.mysta.uwi.edu • First time use Staff ID number and DoB as
your password (they can be changed later)
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Course Shells
• For new courses, once on Banner, myeLearning will automatically generate a course shell .
• It is the course shell that you develop/populate to create your online course.
• You can request (via the Service catalogue) for an old course shell (i.e from a previous course) to be used instead.
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MyeLearning Functionality• Can be divided into two major components:
– Management/Administration functions• Role assignment • Lessons• Calendars
– Tools• Communication Tools
– Forums (discussion groups)– News – Email/Messages
• Assessment Tools– Quizzes– Choices– Grading– Assignments
• Content Tools– Databases– Glossaries– Surveys– Wikis– journals
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MyeLearning Activities • The main pedagogical activities including:
1. Assignments Submitted online and can be graded2. Choices Quick poll ( question with multiple
responses)3. Database Create, display, search a bank of record
entries (image files, URLS)4. Forums Place for text-based , asynchronous
discussions (posting)5. Glossary Students can create and maintain a list of
definition.6. Journals For recoding reflections on topics (blog)
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Activities cont’d
7. Lesson Bounded content, learners proceed to the next lesson or return to a previous lesson depending on their response to a question.
8. Quizzes Design and set multiple choice, true-false, short- answer questions
9. Surveys Verified instruments to help teachers gather feedback from learners
10. Wikki A Collaboarative (multi-authored) web page
11. Workshop Peer assessment activity
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Support
• CITS Help desk ([email protected]) or 662 2002 x 84357
• Faculty MyeLearning Handbook (available from staff wiki)
• MyeLearning online Tutorial.
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Thank you!