Transcript Introduction to Blended Learning

Introduction
to Blended
Learning
Definitions & Design
Principles
Richard Walker
E-Learning Development Team
University of York
12/23/10
Session Outline
Positioning blended learning design:
- a training pathway
What is blended learning?
- definitions
- characteristics & modes of engagement
- BL models
Design principles for a blended course
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Training pathway
Design
Getting started, identifying
course objectives, planning
principles
Develop
Accessibility guidelines,
structuring content, set-up
and use of e-tools
Prepare
Testing and reviewing
module site
Rollout
Student induction &
support resources
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Guidance for course design
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Reflection point
1. Why are you considering a blended
approach to course design and
delivery?

What are you trying to achieve?
2. What do you understand by the term
‘blended learning’?
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Blended Learning - definitions
“the thoughtful integration of classroom face-to-face
learning experiences with online learning
experiences”
(Garrison & Kanuka, 2004)
“a pedagogical approach that combines the
effectiveness & socialization opportunities of the
classroom with the technologically enhanced active
learning possibilities of the online environment”
(Dziuban, Hartman & Moskal, 2004)
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Characteristics of Blended Learning
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Blended Learning is a convergence of two “archetypal”
learning environments: face to face and fully online
BL recognises strengths and weaknesses in both
environments and attempts to merge the strengths
to provide more engaged learning experiences for
students
In blended courses human-human interaction and
learner-material interaction both typically play strong
roles, though to different degrees
Thus, different modes of student engagement are
discernible…
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Modes of engagement
Enabling
learning
Enhancing
learning
Transformative
learning
active learning and engagement
Increasing flexibility
& access to learning
Extending range of
learning opportunities
Self-study resources &
extension reading
Discussion space & peer
support
Formative assessment
activities

Personalised learning
pathways

Collaboration &
communities of inquiry

Student-led teaching
& discovery-based
learning
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What’s in the blend?
Space: location where online
learning
is conducted
Class
Characteristics
Toolsactivity
 themed research
Block
work-based…)
 ‘pre-learning’
 portfolio development &
physical & pedagogic
distance between
 assessment
of prior
Behaviourism
Pre-conscious learning: information
in Learning units
with CAI /
evidence
collection
Class
Class
Class learnersClass
& instructor
chunks with questions/feedback
CAA
knowledge/skills
Front Loading
Parallel learning
Targeted
(off-campus/
behaviour
Block
Information
Time: timing
processing
Block
Block
Block
Transmission
of information
thro knowledge
Virtual classroom;
of learning
activities
(synchronous/asynchronous)
&
acquisition
communication/explanation
conferencing; agents
frequency and fit within overall course design
Constructivist
Activity:
learning
Class mix
Class
 collaborative tasks
Experiential; task-oriented;
hands-on
Microworlds; simulations;
Block
of study
models & pedagogy underpinning
online
& self-directed
access to
resources &
expertise
Block
activities, influencing roles/focus/direction of student
learning
Incremental
Conversational
Media: range
learning
 project
work learning
Tutor mediated discussion of concepts
Interactive
tools
employed
 transfer
of conceptual
/ tasks:
’reflection in
in action’
resources;
tutoring tools
of
Class
Class
Class
support of studyBack
activities
Loading

dissertation
writing tasks /
learning to practical
Block
Knowledge
Problem-based
or research driven skillsResource
base &
Block
Block
development

structured
development
of
Online
negotiation
learning (group-based)
Scope:&activity
> course
> programme > institutioncollaborative group tools
collaboration
Activities
 class-based
assessment learning
milestones
Class
Class
Socially
situated
Block
Block
learning
Class
Learning as social
Blockparticipation –
imitation & modelling; competency
based
Asychronous /
preparation
for seminars
synchronous
communication tools
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Blended Learning Models
Model
Definition
Illustrative Features
A – VLE
Supplemented
Optional resources
focusing on selfdirected learner
support
Self-study resources & extension reading
B – VLE
Dependent
(i) Content
(ii) Communication
(iii) Collaboration
(iv) Assessment
Student-centred
activities requiring
active engagement
Online activities for (i), (ii), (iii) or (iv).
C – VLE
Integrated
Online environment
as key locus for
learning, supporting
knowledge
acquisition, skills
development &
assessment
Student-staff interaction within VLE, plus
face-to-face
Space for formative assessment;
reflection & space for problem solving &
discussion
Online activities linked to face-to-face
sessions, also targeted by learning
outcomes & assessment
Activities as per B (i), (ii), (iii) and (iv)
Learner interaction to resources,
assessment & collaboration tasks online
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Blended activity & tools framework – Part 1
Blended
Learning Model
VLE
Supplemented
Targeted
Learning
Behaviour
Review of
course notes
and
resources
Group /
Individual
Activity
Output
Tool
Individual reflection
on course concepts or
space to raise queries
(individual learning
log)
Summary notes /
questions
Blog
Group
Share problems /
discuss solutions
Peer support
Forum
Individual
or
VLE
Supplemented
Selfassessment
Individual
Completion of short
tests (open / closed
questions)
Score / feedback
& links to
supporting
materials
Assessment
engine
VLE Content
Dependent
Knowledge
acquisition
Individual
Self-paced learning
activities – interactive
tutorials and
assessment activities
with feedback
Guided walkthrough of topic
Summary of key
points (concept
map)
Learning
units &
assessment
engine
VLE
Assessment
Presentation
of individual
reports
Individual
Completion of report
template or portfolio
Submission of report
Completion of
summative
assessment
activity
Blog, Wiki,
File
submission
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Blended activity & tools framework – Part 2
Blended
Learning Model
Targeted
Learning
Behaviour
Group /
Individual
Activity
Output
Tool
VLE
Communication
Sharing ideas /
interaction on
group research
Group
Discussion /
comments
Exchanging resources
(files & data sets)
Decisions /
conclusion
Reports
Presentations
Forum
Blog
VLE
Communication
Reflective
summary
Individual or
Group
Critique of research
paper or key text (in
preparation for
seminar)
End of unit report
Reflection on key
lessons learned
Blog
Wiki
VLE
Communication
Knowledge
sharing
Group
Extended discussion
on theory – building
on class
Reflections on workbased practice
Reflective
contributions to
shared
discussion space
Blog
Wiki
Forum
VLE
Collaboration
Shared
summaries of
research papers
Group
Collaborative writing
of topic summaries,
referencing key
papers / texts
Digestible
summaries of
complex themes
(revision aid)
Wiki
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Summary of key design principles for BL
 Blended Learning is not an ‘add-on’ to an existing
teaching approach
 It involves a “fundamental reconceptualisation &
reorganization of the teaching and learning dynamic”
 It is about “rethinking and redesigning the teaching &
learning relationship”
(Garrison & Kanuka, 2004)

addressing variables of space/location; time; pedagogy –
activities & scope in course design
 Pedagogic drivers inform the design model & activity /
tools framework
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Case studies, links and guides
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http://vlesupport.york.ac.uk/ (our support portal)
Blended Learning Guide (doc)
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References & recommended reading
Conole, G., Dyke, M., Oliver, M. & Seale, J. (2004). Mapping
pedagogy and tools for effective learning design. Computers &
Education, 43:17-33.
Donnelly, R. & McSweeney, F. (2009). Applied eLearning and
eTeaching in Higher Education. Hershey, PA: IGI Global.
Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning .
EDUCAUSE Center for Applied Research Research Bulletin,
March 30 2004.
Garrison, D. & Kanuka, H. (2004). Blended Learning: Uncovering
its Transformative Potential in Higher Education. The Internet and
Higher Education, 7(2): 95-105.
Littlejohn, A.& Pegler, C. (2007) Preparing for Blended E-Learning,
Routledge, London.
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Any
Questions?
If you have any
questions or
comments about
this presentation,
please contact me.
Richard Walker
E-Learning Development Team
University of York
[email protected]