Introduction to blended learningand technology tools for education
PART I: Introduction to Blended Learning and technologytools for education• What is e-Learning, Blend Learning and Contexts for technology in education?• Theories underpinnning the use of technology in education• Web 2.0 and tools you can use for online teachingOverview
PART II: Instructional design for blended learning• Preparing the course blueprint• Lesson Plan: Accounting for critical success factors• AssessmentsOverview
• “…e-learning encompasses learning at all levels, both formal and non-formal, that uses an information network—the Internet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for course delivery, interaction and/or facilitation.” (Tinio, 2003, p. 4)What is e-Learning?
• “E-learning includes all forms of electronically supported learning and teaching, and more recently Edtech. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process” (D., M., & Nölting K., 2004)What is e-Learning?
Asynchronous Synchronous Physical classroom TechnologyDistance Education Blended Learning integration in classrooms Contexts for technology in education
combination of face-to-face (physical classroom) with learning activities that take place online, whethersynchronous (real-time) or asynchronous (non-real-time). Distance Traditional education face to face (purely online) Blended learning
Knowledge shared Teachers control of created by students learning & teachersWhy blend?Changed roles
Fixed time, Self-directed location and learning contact hoursWhy blend?Changed environment
In-class student- Pre-class, post- teacher class activities and interactions online interactionWhy blend?Changed interactions
• In what ways can blended learning courses be considered the “best of both worlds” (i.e., face-to-face and online)?• What could make blended learning the “worst of both worlds?
• Is the face to face modality an enhancement to the online modality?• Is the online modality an enhancement to the face to face modality?• What do you think will work, in your experience?
LEARNING “ ABOUT, FROM & WITH”TECHNOLOGYWhat are the differences?
• Learning ABOUT technology (Computer Education)• Learning FROM technology• Learning WITH technologyApproaches intechnology in educationreeves, 1998
• Direct tutorial software• Educational Videos• Asking students to read subject matter content from the internet• Powerpoint presentations or video lectures• Educational games and online quizzes involving drill and practiceLearning FROM technology
Media and technology as tutors.Learning FROM technology
• Most studies show that there are no significant differences in effectiveness between live teacher presentations and videos of teacher presentations.Research on educationalvideosreeves, 1998, 2-3
• The relationship between the amount of time spent watching videos and achievement test scores is curvilinear with achievement rising with 1-2 hours of television per day, but falling with longer viewing periods.• Forty years of research show positive effects on learning from videos that are explicitly produced and used for instructional purposes.Research on educationalvideosreeves, 1998, 2-3
“…the differences that have been found betweenmedia and technology as tutors and humanteachers have been modest and inconsistent.…the larger value of media and technology astutors rests in their capacity to:1. motivate students2. increase equity of access,3. reduce the time needed to accomplish a given set of objectives. “ Reeves, 1998, 2-3What research says…
• allowing students to “represent and express what they know” and collaborate with one another• Collaborative mindmaps and timelines• Collaborative presentations and document editing tools• Social bookmarking• Video and audio production tools• Wikis• Forum and social networkingLearning “WITH” technology
Media and technology as cognitive and collaborative tools.Learning WITH technology
• have their greatest effectiveness when they are applied within constructivist learning environments.• empower learners to design their own representations of knowledge rather than absorbing representations preconceived by others.• can be used to support the deep reflective thinking that is necessary for meaningful learning. Reeves, 1998, 3-4What research says oncognitive tools…
• enable mindful, challenging learning rather than the effortless learning• source of the tasks or problems ed should be learners, guided by teachers and other resources in the learning environment.• tasks or problems for the application of cognitive tools will be situated in realistic contexts with results that are personally meaningful for learners. Reeves, 1998, 3-4What research says oncognitive tools…
• What course components are you open to implementing differently than you have in the past?• How will you decide which components will occur online and which will take place face-to-face?• How will you manage the relationship between these two modalities?