Deanz convergence (2)

137
-1

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
137
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Deanz convergence (2)

  1. 1. Towards Convergence of Place-based and Distance Education: A case study in blended delivery <ul><li>Benjamin Kehrwald </li></ul><ul><li>College of Education </li></ul><ul><li>Duncan O’Hara </li></ul><ul><li>Centre for Academic Development and E-Learning </li></ul>
  2. 2. Overview <ul><li>Context </li></ul><ul><li>Design and Development Commitments </li></ul><ul><li>Experiences/Lessons Learnt </li></ul><ul><li>Emerging Issues </li></ul>
  3. 3. Context: The programme <ul><li>BEd(Teaching)Primary </li></ul><ul><li>Undergraduate 4-year teaching qualification </li></ul><ul><li>Recently completed programme review </li></ul><ul><li>Historical basis in parallel delivery: f2f and DE </li></ul><ul><li>Opportunity to challenge the status quo </li></ul>
  4. 4. Design and Development Commitments <ul><li>Blended delivery/blended learning </li></ul><ul><li>Community structure </li></ul><ul><li>Integrated Content Structures </li></ul><ul><li>Shared online environment & new LMS </li></ul><ul><li>Common materials for all students </li></ul>
  5. 5. Experiences and Lessons Learnt <ul><li>Teaching academics are not instructional designers - scaffold the design/development process </li></ul><ul><li>The development doesn’t end with one course </li></ul><ul><ul><li>Keep a record of what you do </li></ul></ul><ul><ul><li>Create artefacts to both assist the process and provide records </li></ul></ul>
  6. 6. Experiences and Lessons Learnt <ul><li>This is ‘new’ </li></ul><ul><li>Invest in professional development </li></ul><ul><li>Share good ideas </li></ul><ul><li>Recognise good work </li></ul><ul><li>Consider motivation: Carrots and sticks </li></ul>
  7. 7. Experiences and Lessons Learnt <ul><li>New ways of teaching and learning, new forms of learner support </li></ul><ul><li>Academic? Administrative? Affective? Technical? </li></ul><ul><li>Community as a support mechanism </li></ul><ul><li>Reconsider support roles </li></ul>
  8. 8. Experiences and Lessons Learnt <ul><li>Coming to grips with a programmatic approach: </li></ul><ul><li>Collaborative teaching teams </li></ul><ul><li>Centralised programme structures </li></ul><ul><li>Links within and across year groups </li></ul><ul><li>Consistency / standardisation </li></ul>
  9. 9. Emerging Questions <ul><li>Are learners ready for blended learning? </li></ul><ul><li>How do we define roles and responsibilities for learners with this form of delivery? </li></ul><ul><li>How do we manage learner expectations? </li></ul><ul><li>How do we support learning to learn in blended modes? </li></ul><ul><li>What is the relationship between internal and external cohorts? </li></ul>
  10. 10. Emerging Questions <ul><li>Are staff prepared for blended learning? </li></ul><ul><li>Redefine roles and responsibilities? </li></ul><ul><li>Use new technologies? </li></ul><ul><li>What does blended learning mean for f2f teaching? </li></ul><ul><li>Can staff collaborate? </li></ul><ul><li>How do we motivate staff to participate in ‘new’ ways of working? </li></ul>
  11. 11. Emerging Questions <ul><li>What does it mean to emphasise ‘community’ within the programme? </li></ul><ul><li>Whose community is it? </li></ul><ul><li>What is implied by ‘membership’? </li></ul><ul><li>What is the downside to community-based approaches? </li></ul><ul><li>Whose job is it to cultivate community? </li></ul>

×