Blended Learning At Unitec Owen

Promoting Blended Approaches to Teaching and Learning at Unitec: A Proposal
Hazel Owen

Overview
Issues
General barriers to uptake
Blended learning
Possible model to promote blended learning
Recommendations and conclusion

Issues affecting uptake at Unitec
Geographically dispersed campuses
(expanding)
Distinct learning & teaching community
Assumptions e.g. ICT doesn't improve
learning experience (Fuchs &
Woessmann, 2004; Downes, 2005)
Relevance of ICT to practical courses
Diverse learners

Potential barriers to uptake
Failure to bridge gap between pedagogic
design & technology at institution level
Lack of relevant training
Minimal expertise at management level
Few champions in senior management
Negligible management & faculty buy-in
Few policies based on needs analysis &
field research
Resistance to changing paradigms
(Owen & Allardice, 2007)

Uptake & integration Group A
Course supplemented by ICT resources:
Student & teacher participation optional
Possibly some interactive resources; often
unidirectional
Possibly some communication/collaboration
through online forums
VLE provides flexible access to support info
Adapted from Jenkins (2002)

Uptake & integration Group B
Course ICT dependent (blended learning):
Mandatory interaction in VLE to achieve LOs
Some face-to-face sessions - may/may not
utilise ICT tools & resources
Students communicate using VLE/other
ICT tools
Assessed work uploaded to VLE
Models, examples, rubrics, & other tools used
Adapted from Jenkins (2002)

Promoting blended learning
The VLE
Assessment design (formative vs summative)
E-portfolios
Plagiarism detection software
'Tailored' to specific programme
Technical support 'just in time' training /mentor/facilitator
Involvement from early stages

Model for implementation (Owen & Allardice, 2007)

How? (Initially)
Introductory seminar (s)
Workshops for voluntary participants
Needs analysis - determine what faculty
already know
Identify further training requirements
Definition of faculty responsibilities
Definition of institution responsibilities
Why use ICT?

Why ICT?
Supporting evidence from research
A shift in dynamic away from learners interacting “ with computers to interacting with other humans via the computer”
(Warschauer & Kern, 2000, p. 11)
Not a 'cure all'

Blended learning
Garrison and Vaughan (2007):
“ a blending of campus and online educational experiences for the express purpose of enhancing the quality of the learning experience” (p. 5)
Heinze and Proctor (2004):
“ learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course” (p. 21)

Concept Model Heinze & Procter (2004)

Benefits of blended learning
Increases use of course resources
Application of skills & concepts
Encourages self-directed learning
Provides variety of assignment /assessment types
Flexible access to interactive tools
Meets range of learning needs/styles
Increases peer to peer interaction & 'critical' dialogue
(Adapted from Garrison, & Vaughan, 2007, p. 35)

Issues with blended learning
Increased workload/lack of release time
Perceived disempowerment as an educator
Assessment perceived as open to cheating
Waste of time/distraction from programme
Technical problems
'Buy in'
(Garrison & Vaughan, 2007)

How? (Ongoing)
Develop database of frequently asked
questions re: blended learning
Team teaching
“ Just-in-time” support
Technical support/advice/guidance
Mentor to the mentors
Mentoring

Mentoring
“ Mentoring is the establishment of a personal relationship for the purpose of professional instruction and guidance.”
(ERIC Clearinghouse on Teacher Education, 1986, p.1)
‘ New hire’ faculty
High-potential staff
Success of mentoring schemes

Benefits of mentoring Mutual building of trust Introduction Encourage risk-taking, communication, & professional skills Transfer of blended-learning ICT skills /reflection /support Dissolution

Conclusion and Recommendations
Blended learning developers – voluntary /requested
Development role – specific/task-focused
'Tailoring' promoted
Semi-structured approach
Ongoing, 'user friendly' technical support
(Johnson, 2008, Driscoll et al., 1985)

Thank you
Are there any questions?

References
Driscoll, A., et al. (1985). Designing A Mentor System For Beginning Teachers. Journal of Staff Development, 6 (2), 6-11.
Garrison, R., & Vaughan, N. (2007). Blended learning and course redesign in higher education: Assessing the role of teaching presence from the learner perspective . Retrieved May 12, 2007, from http://www.ucalgary.ca/
Heinze, A., & Proctor, C. (2004). Reflections on the use of blended learning. Paper presented at the Education in a Changing Environment, University of Salford, UK. Retrieved June 10 2005, from the Salford University Web site: http://www.edu.salford.ac.uk/her/proceedings/papers/ah_04.rtf.

References
Jenkins, M. (2002). Implementing ICT: Strategies for the support of e-learning. Paper presented at the Learning Technology & Skills Support: LTSN/ALT Workshop, University of Gloucestershire, UK.
Owen, H., & Allardice, R. (2007). Managing the implementation of blended E-learning initiatives with the unconverted in a climate of institutionally driven change. The International Journal of Learning, 14 (9), 179-192.

Blended Learning At Unitec Owen

by Hazel Owen

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