Meeting Diverse Learner Needs Through Blended Learning Hazel Owen Clayton Young

Meeting diverse learner needs through blended learning Hazel Owen ICT Enhanced Learning Consultant Clayton Young Dubai Men’s College

Overview of Presentation

The educational setting / students

Blended learning

The Research Skills and Projects (RS&P) Course

Results

Implications

Conclusion & questions

Educational Setting

Dubai Men’s College (DMC)

Students

- Age

Gender

Nationality

- ICT skills

Problems

Changes during transition from

secondary to tertiary:

Language / medium of instruction

Education / Academic ‘culture’

Educational expectations

Teaching & learning styles

Self-directed independent learning

Expectations After Graduation

“… high levels of literacy and critical thinking skills” (Murchu & Muirhead, 2005)

“ skills, competencies, understandings and attributes which equip them to be innovative” (Newman, 2000)

Make “meaning for themselves from input, data and ideas” (Hughes, Kooy, & Kanevsky, 1997)

Problem solving / project management

Transferable competencies

Research Skills and Projects English Math Computer Arabic ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies Learner independence Learner independence Learner independence Learner independence Awareness Assessment Consolidation Learner independence Learner independence Learner independence

Sociocultural Theory

Learning - social interaction of individual with external social world

A shift in dynamic away from learners interacting “ with computers to interacting with other humans via the computer”

(Warschauer & Kern, 2000, p. 11)

ZPD / Scaffolded learning

Zone of Proximal Development Johnson, E. M. (2001). Sociocultural principles and instructional design. Paper presented at Computer Assisted Language Learning in the Classroom, University of Waikato, Hamilton, NZ.

Concept Model Heinze and Procter (2004)

Design of RS&P

Participant “training” -> learner independence

Face-to-face classroom sessions + tools, documents, models, examples, instructions, and rubrics

Variety of formats and media - different learning styles (Fleming & Bonwell, 1998)

Experiential Learning

Four projects over 40 weeks

Cumulative skills + learn, revise and recycle skills

Iterative cycle : skills taught / assimilated –> zero tolerance  0 grade –> reflection –> next project experience applied ->

Each project is less scaffolded

Fostering Skills & Strategies

Referencing, paraphrasing & summarising

Evaluating and analysing sources

Following instructions

Problem solving

Planning & prioritising

Time management

Tools and Support

Learning Center

NoodleBib / ‘how to’ videos

Models / examples online

Instructions and rubrics online

Translation of key concepts into Arabic

Suggested sources

Design of Assessments

Very clear aims (rubric available)

Clear instructions

Written / videos / PowerPoint / oral

MSN / WebCT discussion forums

Students collect authentic research data

Sources inc. personal interviews & emails

Projects inc. off campus tasks

Focus on process rather than end product

Data Collection

860 HDF students over 4 years

Semi-structured interviews /observations

Objects produced during the RS&P course;

Questionnaires

Email, interpersonal communication

Results

Usage statistics - WebCT

Specific Comments-Students

“ Web site was hard but interesting.”

“ Presentation was the easiest and it was better because we’ll use it in job.”

“ Revision of vocabulary…we use it every day. We learn a lot by revision and use it…the word. We shouldn’t memories because don’t learn it properly.”

Specific Comments:Teachers

“ Technology on its own improves nothing. The use of technology is what is important.”

“ The course has a coherent flow and is appropriate for our students.”

Is RS&P effective?

10 % reduction in grades for submission of assignments late on the due date

30 % on the day following the due date

60 % for two days late and ‘zero’ for 3 days late

Fairly graded?

87% of students agreed the teachers graded their work fairly

Significance of Findings

Limitations:

reliability, validity and generalisability

Role of the ‘teacher’ and the students

Blended learning - high perceived value / still enough familiarity

Supported shift toward self-directed learning

Issue of choice (motivation)

Implications CRSP Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks

Conclusion