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Blended learning experiences – A case in Hong Kong

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  • 1. Blended learning experiences – A case in Hong Kong Dr Paula Hodgson Educational Development Centre The Hong Kong Polytechnic University This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .
  • 2. Foci
    • Institutional-wide strategic direction on eLearning
    • Areas of support to staff:
      • technical
      • pedagogy
      • scholarship
    • Benefits of blended learning adopted in curriculum
  • 3. Institution-wide approach
    • University Grants Committee funded project:
      • Megaweb 1999-2001 (~ £ 420,000) ( http://megaweb.polyu.edu.hk/ )
      • Providing pedagogical and technical support – Instructional designer (ID) / tech. team
  • 4. Institution-wide approach
    • University Grants Committee funded projects:
      • e3Learning 2001-2004 (~ £ 225,000) ( http://e3learning.edc.polyu.edu.hk/ )
      • Providing pedagogical, technical and evaluation support – ID / tech. team / evaluation officer
  • 5. Sub-project lifecycles Design learning and teaching activities Design evaluation plan Solve day-to-day web-use problems Collect student feedback and learning outcome data Planning Design and Develop-ment Implement-ation One-stop-shop meeting Analyse requirements / Brainstorm educational ideas / Provide technical possibilities in teaching / Discuss evaluation strategy Review, revise and enhance Evaluation Create e-learning deliverables Handover, assist teachers to use the materials Proposal Academic involvements e3Learning involvements
  • 6. Management strategies: Team-teacher communication needs needs report content strategy data website strategy Development Team Teacher Evaluation Team
  • 7. One-stop shop meetings
    • Review, revise and enhance (mid-development sessions)
  • 8. Evaluation framework - what Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf Student actions Ss do Data on Ss feelings Data on what Ss know Evaluation Student performance in assessments Student perceptions Data on what
  • 9. Evaluation framework - how Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf Evaluation Student performance in assessments Student actions Student perceptions SFQ; Satisfaction questionnaire; Ind. / group interview Exams & tests; Essay / reports Log data; observation
  • 10. Model - PDDIE Experiences Growing size – Critical mass Government funded projects
  • 11. Institution-wide approach
    • eLearning Development and Support Section (eLDSS), Educational Development Centre 2005 ~ current ( http://eldss.edc.polyu.edu.hk/ )
      • Providing pedagogical, technical and evaluation support; staff development activities (central / departmental); support in applying funding proposals from VP (AD) (~ £ 530,000 per year for 3 years)
  • 12. Learning framework intended learning outcome learning experiences: blended learning tasks & assessment learning impact
  • 13. Blended learning
    • face-to-face mode
    online mode
  • 14. Blending mode of learning tasks
    • Lectures
    • Tutorials
    • Before
    • During
    • Post
  • 15. Pre-lecture online tasks
    • Online polling
    • Assessing preconceptions
    • Online quiz
    • Assessing previous knowledge
    • Open-ended questions
    • Assessing what they know and don’t know
    • Question corner
      • Inviting questions
  • 16. Pre-class Question
  • 17. Pre-class: Vote on current issues
  • 18. Pre-class reading quiz
  • 19. In -class Feedback
  • 20. In -class discussion
  • 21. Post-lecture online tasks
    • Searching online references [e-journals, WWW]
    • Extending learning concepts
    • Making annotations using RefWorks/ Endnote [lib]
    • Reinforcing learning concepts
  • 22. Post-lecture online tasks
    • Interacting with professionals / expertise in the field locally / overseas through real-time audio/video conferencing, asynchronous e-forums
    • Increasing interactions
  • 23. MORE online learning tasks
  • 24. MORE online learning tasks
  • 25. MORE online learning tasks
  • 26. MORE online learning tasks
  • 27. MORE online learning task: weblogging
  • 28.  
  • 29. Benefits – increased interactions between students
  • 30. Blended-mode of learning Face-to-face participation Mode of participation Active Passive Online learning Active Passive Active Passive
  • 31. Benefits of blended-mode of learning Face-to-face participation Mode of participation Active Passive Online learning Active Passive Active Passive