Concepts related to the quality of learning at university (from Entwistle et al., 2002).

PRESENTATION OUTLINEPRESENTATION OUTLINE

• IntroductionIntroduction

• WSU contextWSU context

• Rationale for the Adoption of a Blended Rationale for the Adoption of a Blended Learning ModelLearning Model

• Current use of ICTs within the CPDUCurrent use of ICTs within the CPDU

• Proposed Training Model for a Multi-Proposed Training Model for a Multi-campus Institutioncampus Institution

• Benefits of a Blended ModelBenefits of a Blended Model

WSU CONTEXTWSU CONTEXT• Rural –based, multi-campus, developmental, Rural –based, multi-campus, developmental,

technologically - responsive university (WSU technologically - responsive university (WSU Mission Statement).Mission Statement).

• Student Profiles (differential levels of computer Student Profiles (differential levels of computer literacy, some more ICT capable than others ). literacy, some more ICT capable than others ). ‘‘digital natives’digital natives’ (Prensky 2001) (Prensky 2001)

• Lecturer Profiles (low levels of ICT skills Lecturer Profiles (low levels of ICT skills (digital foreigners’(digital foreigners’ (Prensky): UCT-WSU ICT (Prensky): UCT-WSU ICT Report. Report.

• Nuffic E-learning Pilot Project Intervention, Nuffic E-learning Pilot Project Intervention, • CLTD interventions: provision of computer CLTD interventions: provision of computer

literacy courses and on-line-materials literacy courses and on-line-materials development courses.development courses.

Rationale for Adoption of Blended Rationale for Adoption of Blended Mode of DeliveryMode of Delivery

• ‘…‘…Blended learning has the potential to be Blended learning has the potential to be more effective and efficient when more effective and efficient when compared to a traditional classroom model’ compared to a traditional classroom model’ Heterick &Twigg 2003, Twigg 2003.Heterick &Twigg 2003, Twigg 2003.

• Can accelerate the integration of ICTs and Can accelerate the integration of ICTs and content at WSUcontent at WSU

• Transform teaching practice (for facilitator) Transform teaching practice (for facilitator) and learning (for academic staff).and learning (for academic staff).

• BL is… ‘the single greatest unrecognised BL is… ‘the single greatest unrecognised trend in H.E (Young 2002).trend in H.E (Young 2002).

• Teaching strategy and mode of delivery.Teaching strategy and mode of delivery.

Cont…Cont…• Promote development of Mode 2 Knowledge Promote development of Mode 2 Knowledge

(problem-solving, heterogeneous in nature, (problem-solving, heterogeneous in nature, and socially useful (Kraak 2000)>>OBE and socially useful (Kraak 2000)>>OBE approach.approach.

• Encourage lecturers to use ICTs for their own Encourage lecturers to use ICTs for their own teaching ( through modelling desired teaching ( through modelling desired classroom behaviour) and reflecting on their classroom behaviour) and reflecting on their impact on teaching and learning.impact on teaching and learning.

• Manage training/academic support effectively.Manage training/academic support effectively.

CURRENT USE OF ICTs WITHIN CURRENT USE OF ICTs WITHIN THE CPDU THE CPDU

• Intranet postings (internal organizational Intranet postings (internal organizational communication btn Unit and communication btn Unit and Departments).Departments).

• Uploading resource materials for use by Uploading resource materials for use by staff e.g teaching portfolio guides, hand-staff e.g teaching portfolio guides, hand-outs & activities for upcoming workshops.outs & activities for upcoming workshops.

• Circulating workshop evaluation reports to Circulating workshop evaluation reports to workshop participants.workshop participants.

• Compiling attendance lists--- provision of Compiling attendance lists--- provision of wkshp material after the event.wkshp material after the event.

Proposed Training Model for a Proposed Training Model for a Multi-campus InstitutionMulti-campus Institution• Campuses offering same programme /common Campuses offering same programme /common

modules within a qualification present lesson modules within a qualification present lesson through video at the same time.through video at the same time.

• Participants work collaboratively data Participants work collaboratively data bases/sources, send responses to facilitator, bases/sources, send responses to facilitator, analyze received feedback, improve response analyze received feedback, improve response (generative use of computers for learning) (generative use of computers for learning) >>Innovative teaching: OBE/e-assessment.>>Innovative teaching: OBE/e-assessment.

• Consolidation of lesson/clarity on challenging Consolidation of lesson/clarity on challenging aspects: face to face.aspects: face to face.

Cont…Cont…• On-line assessments and provision of formative On-line assessments and provision of formative

feedback.feedback.

• Mentorship (one-on-one communication).Mentorship (one-on-one communication).

• Face to face technologically integrated workshops Face to face technologically integrated workshops by TDCs, followed by e-activities and lesson by TDCs, followed by e-activities and lesson consolidation (Ginns &Ellis model). Employ sms, consolidation (Ginns &Ellis model). Employ sms, e-mail, discussion forums and interactive web e-mail, discussion forums and interactive web pages to provide on-time on-line feedback.pages to provide on-time on-line feedback.

• Sharing of hyperlinks amongst participants Sharing of hyperlinks amongst participants (construction of knowledge: higher order thinking (construction of knowledge: higher order thinking skills).skills).

BENEFITS OF A BLENDED BENEFITS OF A BLENDED LEARNING/TRAINING MODELLEARNING/TRAINING MODEL• Wide coverage across campuses and in-depth Wide coverage across campuses and in-depth

training.training.

• Cost effectiveness & efficiency>>utilization of Cost effectiveness & efficiency>>utilization of training funds.training funds.

• Addresses a variety of individual learning styles, Addresses a variety of individual learning styles, preferences and abilities>>>CAN improve quality preferences and abilities>>>CAN improve quality of teaching/transform teaching.of teaching/transform teaching.

• Serves as a planning tool (instruction, selecting t-l Serves as a planning tool (instruction, selecting t-l materials, designing activities, e-assessments.materials, designing activities, e-assessments.

• Mediating tool (Vigotsky) ZPD, Scaffolding, Mediating tool (Vigotsky) ZPD, Scaffolding, Negotiation of meaning, knowledge construction).Negotiation of meaning, knowledge construction).

Cont…Cont…• Self-paced, personalizes/customizes Self-paced, personalizes/customizes

learning.learning.• Accommodates different learning Accommodates different learning

stylesstyles• / ‘communal scaffolding’ (Baker / ‘communal scaffolding’ (Baker

&Woods 2002) and information &Woods 2002) and information exchange (e-mail, sms, audio &exchange (e-mail, sms, audio &

• group assignments, chat systems.group assignments, chat systems.• Computer-based assessments Computer-based assessments

(quizzes, assignments and evaluations.(quizzes, assignments and evaluations.

• On-line support/ Helpdesk On-line support/ Helpdesk (procedures & content).(procedures & content).

• Encourage learner-centred Encourage learner-centred pedagogy, inquiry-based learning, pedagogy, inquiry-based learning, collaborative work, and the collaborative work, and the development of higher order thinking development of higher order thinking skills (DOE 2003:72.)skills (DOE 2003:72.)

• Facilitates community of inquiry (Ellis Facilitates community of inquiry (Ellis & Ginn: 2002).& Ginn: 2002).

IMPLICATIONS FOR WSU?

• Mediate the gap between ‘digital foreigners’ and ‘digital natives’>>> ICT support using students (Groningen model).

• Resource provisioning (UCT-ICT survey findings, Groningen intervention).

• Mentoring

• Develop effective monitoring and evaluation systems.

LOGGING OUTLOGGING OUT

ANY QUESTIONS OR COMMENTS?ANY QUESTIONS OR COMMENTS?

THANK YOU!!!!THANK YOU!!!!