approaches to designing blended learning

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  • Approaches to designing blended learningAMEE Pre-Conference Workshop Sunday 28 August 2016Natalie Lafferty - University of Dundee

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    Some perspectives from my journey at Dundee

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    Flipped classroom Why are medical students checking out of active learning in a new curriculum?

    White, Casey, et al. Why are medical students checking out of active learning in a new curriculum? Medical Education 48.3 (2014): 314-324

  • Whats driving your use of blended learning is it technology or your educational philosophy?

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    Blended learning or information transmission?Death by click, click, click learning

  • Passive - spoon feeding students as consumers

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  • Fact or Fiction? Self-efficacy

    Digital native Digital immigrant

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  • Thakore & McMahon - Virtually there: e-learning in medical educationClinical Teacher 2006 3 225-228

    In a teacher-centred model of e-learning, as noted earlier, the educator creates a one-dimensional product, but in the student-centred model the learner is at the centre of the process and experiences a rich, interactive, multimedia environment as well as being provided with formative assessment.

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    What do you want students to learn, knowledge, skills, professional attributes

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    Design learning that fosters active learning including discussions, activities and learning tasks that provide evidence of learning, reflection and feedback

  • The doctor as professional

    Reflect, learn and teach others ...

    Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs.

  • Blended learning in a Student Selected Component

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  • (Siemens 2005; Sandars 2009)

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  • 10



    Structured Learning: Formal learning, workshops, webinars, online learning, e-learning, classrooms

    Learning from others: Communities of practice, professional networks, user generated content, coaching, mentoring, feedback

    Learning from experience: Action learning, problem solving, shadowing, self-directed learning, mobile support

    70 : 20 : 10 Framework

    Charles Jennings

  • CopyrightIntroduction to copyright issues, Creative Commons, patient consent etc


    Presentations/Learning design


    Formative assessment


    Accessibility, usability fonts, colour schemesCognitive load, multimedia design principlesUnderstanding learning theories and how they might apply in different learning contexts

    How to write a good assessment questions, eg MCQs

    Incorporating feedback into your learning resource/activity and different forms of feedback

    Searching for resources, managing & curating resources

    Ground work covered in online resources


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    Equipping students to learn and develop as self-regulated and lifelong learners

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    Each student keeps a reflective blog and join a private Google+ community provides multiple opportunities for feedback

  • @nlafferty

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    Essential in formative assessment Providing a recipe for action and informing students projects

  • Student created videos expert peer review and feedback key


  • Students as producers of learning creating digital learning resources a chance to impact upon others learning.


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    Learning collectives and communities of practice

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    A collective is very different from an ordinary community. Where communities can be passive (though not all of them are by any means), collectives cannot. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.

    Douglas Thomas and John Seely Brown (2011)

  • Adapted from: Mitch Resnick (MIT Media Lab)




    - team- users

    Creative learning and design cycle

    never linear






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    Questions - Discussion


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