designing for blended learning with myelearning :

36
Designing for Blended Learning with MyeLearning: Session 1 Chris Fowler 13/12/2011

Upload: benson

Post on 08-Feb-2016

54 views

Category:

Documents


1 download

DESCRIPTION

Designing for Blended Learning with MyeLearning :. Session 1 Chris Fowler 13/12/2011. 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? - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Designing for Blended Learning  with  MyeLearning :

Designing for Blended Learning with

MyeLearning:

Session 1Chris Fowler13/12/2011

Page 2: Designing for Blended Learning  with  MyeLearning :

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?

Page 3: Designing for Blended Learning  with  MyeLearning :

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)

Page 4: Designing for Blended Learning  with  MyeLearning :

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)

Page 5: Designing for Blended Learning  with  MyeLearning :

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!).

Page 6: Designing for Blended Learning  with  MyeLearning :

Part 1: Blended Learning Definitions

• Brainstorm some definitions

Page 7: Designing for Blended Learning  with  MyeLearning :

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.

Page 8: Designing for Blended Learning  with  MyeLearning :

Learning EnvironmentsCLASSROOM (f2f) OTHERONLINE

Page 9: Designing for Blended Learning  with  MyeLearning :

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.

Page 10: Designing for Blended Learning  with  MyeLearning :

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

Page 11: Designing for Blended Learning  with  MyeLearning :

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

Page 12: Designing for Blended Learning  with  MyeLearning :

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?

Page 13: Designing for Blended Learning  with  MyeLearning :

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)

Page 14: Designing for Blended Learning  with  MyeLearning :

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

Page 15: Designing for Blended Learning  with  MyeLearning :

Why Blend?

• Brainstorm1. Advantages of Blended learning?2. Disadvantages (constraints & challenges)

Page 16: Designing for Blended Learning  with  MyeLearning :

Why Blend?

• More effective learning?• More flexible (time & place) learning?• More cost effective use of resources?• Students prefer it?

Page 17: Designing for Blended Learning  with  MyeLearning :

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.

Page 18: Designing for Blended Learning  with  MyeLearning :

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?

Page 19: Designing for Blended Learning  with  MyeLearning :

How? Making the right decisions.

Page 20: Designing for Blended Learning  with  MyeLearning :

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

Page 21: Designing for Blended Learning  with  MyeLearning :

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.

Page 22: Designing for Blended Learning  with  MyeLearning :

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

Page 23: Designing for Blended Learning  with  MyeLearning :

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,

Page 24: Designing for Blended Learning  with  MyeLearning :

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

Page 25: Designing for Blended Learning  with  MyeLearning :

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)

Page 26: Designing for Blended Learning  with  MyeLearning :

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)

Page 27: Designing for Blended Learning  with  MyeLearning :

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

Page 28: Designing for Blended Learning  with  MyeLearning :

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.

Page 29: Designing for Blended Learning  with  MyeLearning :

Part 3: MyeLearning

• Prerequisites– MyeLearning account– Course Shell– Lots of patience!

Page 30: Designing for Blended Learning  with  MyeLearning :

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)

Page 31: Designing for Blended Learning  with  MyeLearning :

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.

Page 32: Designing for Blended Learning  with  MyeLearning :

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

Page 33: Designing for Blended Learning  with  MyeLearning :

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)

Page 34: Designing for Blended Learning  with  MyeLearning :

Activities cont’d7. 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

Page 35: Designing for Blended Learning  with  MyeLearning :

Support

• CITS Help desk ([email protected]) or 662 2002 x 84357

• Faculty MyeLearning Handbook (available from staff wiki)

• MyeLearning online Tutorial.

Page 36: Designing for Blended Learning  with  MyeLearning :

Thank you!