Bne Workshop 1206


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  • Bne Workshop 1206

    1. 1. BNE Blended Learning Workshops Nigel Craig/Linda Creanor/Koos Winnips BNE/Caledonian Academy
    2. 2. <ul><li>Blended learning </li></ul><ul><li>Task-based learning </li></ul><ul><li>Break </li></ul><ul><li>Examples (on demand) </li></ul><ul><li>‘ Design the blend’ exercise </li></ul><ul><li>Results, Next steps </li></ul>Overview
    3. 3. Blended Learning <ul><li>Web enhanced – content + support (20%) </li></ul><ul><ul><li>Some online resources & discussion groups to supplement classroom-based teaching </li></ul></ul><ul><li>Web enabled – ‘wrap-around’ model (50%) </li></ul><ul><ul><li>E-learning materials combined with existing resources to create a ‘blended’ model </li></ul></ul><ul><ul><li>Includes online discussions, e-tivities, group work </li></ul></ul><ul><li>Web dependent – integrated model (100%) </li></ul><ul><ul><li>Entirely online learning community </li></ul></ul><ul><ul><li>Collaborative working, peer support, tutor as facilitator </li></ul></ul>(Mason, 1998)
    4. 4. <ul><li>Associative/behaviourist learning </li></ul><ul><ul><li>Building ideas or skills step by step </li></ul></ul><ul><ul><li>Tasks : e.g. drill & practice; imitation; instruction </li></ul></ul><ul><li>Constructivist learning </li></ul><ul><ul><li>Constructing ideas & skills through active discovery and/or dialogue </li></ul></ul><ul><ul><li>Tasks e.g. exploration; experimentation; problem solving; reflection; discussion; debate; collaboration; shared knowledge building </li></ul></ul><ul><li>Situated practice </li></ul><ul><ul><li>Participating in communities of practice </li></ul></ul><ul><ul><li>Tasks e.g. apprenticeships; placements; work-based learning </li></ul></ul>Approaches to Learning These can be categorised as: (Mayes & de Freitas, 2004)
    5. 5. Alignment <ul><li>“ In aligned teaching, where all components support each other, students are ‘trapped’ into engaging in the appropriate learning activities” </li></ul><ul><li>(Biggs, 2002) </li></ul>Integrate all learning tasks fully into teaching
    6. 6. Strategy (Collis & Moonen, 2001) Preparatory activity reading, practical exercises, quiz submit online BEFORE Focal activity lecture, seminar, online discussion incorporate resources DURING Follow on activity build on focal activity, further investigation submit online AFTER Feed into next task
    7. 7. Example
    8. 8. Task-based Learning (1) <ul><li>Can be used to: </li></ul><ul><ul><li>encourage your learners to become self-reliant in the topic area of your course </li></ul></ul><ul><ul><li>make practice materials available to your learners, and to help your learners practice efficiently </li></ul></ul><ul><ul><li>challenge learners with real world tasks that are just within their reach </li></ul></ul>
    9. 9. Task-based learning (2) <ul><ul><li>to design curricula around work based learning tasks </li></ul></ul><ul><ul><li>to structure the design of courses (including online activities) </li></ul></ul><ul><ul><li>to structure decision making on practical activities in courses </li></ul></ul><ul><ul><li>to make learning more flexible </li></ul></ul><ul><ul><li>to reduce staff time for ‘teaching’, and to increase learner time for self-reliance </li></ul></ul>
    10. 10. Types of Tasks <ul><li>Study task </li></ul><ul><li>Discussion task </li></ul><ul><li>Strategy task </li></ul><ul><li>Application task </li></ul><ul><li>Problem solving task </li></ul>
    11. 11. <ul><li>Your tasks in your course </li></ul><ul><li>Exercise: outline of one of the tasks in your module </li></ul><ul><li>Support document: task description </li></ul>Exercise: start designing ‘blended’
    12. 12. Designing Tasks <ul><li>Re-design of your course for blended learning: ADDIE </li></ul><ul><li>A nalysis </li></ul><ul><li>D esign </li></ul><ul><li>D evelopment </li></ul><ul><li>I mplementation </li></ul><ul><li>E valuation </li></ul>
    13. 13. Design and Develop <ul><li>Analysis </li></ul><ul><ul><ul><li>Decide on: Goals, entry knowledge, content </li></ul></ul></ul><ul><ul><ul><li>Relate these three to each other </li></ul></ul></ul><ul><ul><ul><li>Generate first idea of tasks </li></ul></ul></ul><ul><li>Design </li></ul><ul><ul><ul><li>Design framework for tasks </li></ul></ul></ul><ul><ul><ul><li>Design general formulation of tasks </li></ul></ul></ul><ul><ul><ul><li>Decide on task support and communication </li></ul></ul></ul>
    14. 14. Design and Develop <ul><li>Development </li></ul><ul><ul><ul><li>Prepare materials </li></ul></ul></ul><ul><ul><ul><li>Use the checklist for preparation of tasks </li></ul></ul></ul><ul><ul><ul><li>Think of reuse </li></ul></ul></ul><ul><ul><ul><li>Note recommendations on reading online </li></ul></ul></ul><ul><ul><ul><li>Convert materials </li></ul></ul></ul>
    15. 15. Design and Develop <ul><li>Implementation </li></ul><ul><ul><ul><li>Open VLE </li></ul></ul></ul><ul><ul><ul><li>Place materials in VLE </li></ul></ul></ul><ul><ul><ul><li>Use support and communication tools </li></ul></ul></ul><ul><ul><ul><li>Engage learners </li></ul></ul></ul><ul><li>Evaluation </li></ul><ul><ul><ul><li>Measure if learning outcomes have been reached </li></ul></ul></ul><ul><ul><ul><li>Measure if the learning process was effective </li></ul></ul></ul><ul><ul><ul><li>Gather data, act upon during course, or improve for next version </li></ul></ul></ul>
    16. 16. Examples <ul><li>Your choice: </li></ul><ul><li>Weekly online testing </li></ul><ul><li>Peer feedback </li></ul><ul><li>SMS testing </li></ul><ul><li>Screencasts </li></ul><ul><li>Peer-assessment </li></ul><ul><li>Study-tasks semi-conductor devices </li></ul><ul><li>Streaming video </li></ul><ul><li>Or? … </li></ul>
    17. 17. Design the Blend <ul><li>Go back to your task description </li></ul><ul><li>Now consider which activities should be done online, and which will be face-to-face </li></ul><ul><li>Think through how this will work: </li></ul><ul><ul><li>how will the activities link together? </li></ul></ul><ul><ul><li>what will the learners do? </li></ul></ul><ul><ul><li>what will you do? </li></ul></ul>
    18. 18. Results, Discussion
    19. 19. Next Steps
    20. 20. Evaluation
    21. 21. Five Step Model (Salmon, 2003) Model based on online ‘e-tivities’ Log on & make contact Form the online community Exchange information Engage with the learning Apply new knowledge Learner activities Welcome & encourage Find common links Support task Facilitate discussions Link to wider context Tutor role
    22. 22. SMS testing
    23. 23. Screencasts (demo version available) (freeware) Change screen size:
    24. 24. Peer-assessment
    25. 25. Study tasks: semiconductor devices
    26. 26. Streaming video
    27. 27. Online weekly testing
    28. 29. Social networking - LinkedIn
    29. 30. Social networking - Twitter
    30. 31.