Blended learning module development

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Presentation to Southampton University School Forum 6/12 with Jean Leah and Madeline Paterson

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  • Project considered how we could design a framework or structure that would engage academics in developing a more effective blended learning approach.Currently the predominant use of Blackboard is for resource storage and document sharing for students. There are some very good examples of interactive engagement but these cannot be accessed readily by other staff to see and understand how learning activities may be structured.The project was also driven by need to extend our professional part time participants, who remain in full time work, but not necessarily near Southampton.Engaged a project manager, funded by the employer engagement project ,who was independent and able to push the project forward despite the internal changes and uncertainties occurring at a local level.
  • Without careful structuring of activities, discussion does not move beyond information sharing, support and encouragementTypes of participantsInnovatorsRespondersLatecomersNon-attendersIcebreakersDesign them for newcomers joining over a 1-week periodCan be completed quickly using only what they know or remember, egPost a message stating your favourite commercial brand and why you have chosen itRespond to others’ posts by saying why you like or dislike their chosen brand
  • Without careful structuring of activities, discussion does not move beyond information sharing, support and encouragementTypes of participantsInnovatorsRespondersLatecomersNon-attendersIcebreakersDesign them for newcomers joining over a 1-week periodCan be completed quickly using only what they know or remember, egPost a message stating your favourite commercial brand and why you have chosen itRespond to others’ posts by saying why you like or dislike their chosen brand
  • Blended learning module development

    1. 1. Blended Learning Modules By Jean Leah, Lisa Harris and Madeline Paterson
    2. 2. The project• How it started• Where we are now.
    3. 3. Background• Flexible study option for mature students in full time employment• Leverages knowledge of the entire student group who collaborate, share and produce materials with tutor guidance• Each module starts and ends with a half day F2F workshop, with 8 weeks of online study in-between• Two modules being developed for IDM Diploma holders to extend their studies to MSc Digital Marketing• Can be offered to other student groups as required
    4. 4. Pedagogy (Salmon, 2000)STAGE STUDENT ACTIVITIES TUTOR ACTIVITIESStage 1 Setting up system and Welcome and encouragement.Access and motivation accessing Where to find technical supportStage 2 Sending and receiving Introductions, Ice-breakersOn-line socialisation messages Ground rules, NetiquetteStage 3 Carrying out activities Facilitate structured activitiesInformation exchange Reporting and discussing Assign roles and responsibilities findings Encourage discussions Summarise outcomesStage 4 Course-related discussions Facilitate open activitiesKnowledge construction Critical thinking applied to Facilitate the process subject material Asking questions Making connections between Encourage reflection. models and work-based Tutor is very active at this stage. learning experiencesStage 5 Reflection on learning Respond only when requiredDevelopment. processes Encourage reflection Students become critical of the Tutor is less active and hands medium over to the students
    5. 5. Online learning weeks• Tutor provides text-based summary doc on BB focused on the themes of each week, including: – Directions for the completion of assignments – Hyperlinks to web-based materials – L inks to media offering additional insights – Supplementary reading• Discussion board participation – Post answer to the set question – Comment on two classroom posts made by colleagues (with supporting evidence) – Post a reflective summary of learning from the week’s activities.
    6. 6. Module Activity Summary
    7. 7. Role of the tutor• Guide the students through the 5 stage learning process• Answer specific questions• Provide guidance on “netiquette”• Encourage active participation by all students• Provide prompt and detailed feedback on a on going basis throughout the module• Curate key themes that emerge from the discussions to encourage critical reflection
    8. 8. Lisa to add screen shot from ‘live’ discussion board
    9. 9. Structuring an activityDesign (in advance) activities based on onekey topic or question to make participationand moderation easy and effective• Spark for discussion: motivating and purposeful• What they should do and how long it should take• What indicates success and how to achieve it• How they should work together• What the tutor’s role is and when s/he will post
    10. 10. Successful online discussion• The smaller the group, the greater the likelihood of cohesiveness and full participation – 5-7 individuals is good for leaderless groups – 15 individuals is maximum for full participation• Success depends on the tutor’s skills: to design an effective task, stimulate discussion, watch, keep emphasis on task, summarise and keep it moving
    11. 11. Setting group tasksA mix of task, roles, rules, proceduresOutcome: Identify and competently use threedifferent strategies for solving problemsTasks: solve a given problem; monitor the strategiesinvolved; share findings and compare with researchevidence; draw up a classification of findingsActivities:  individual works on the problem  pairs compare methods and results  whole group shares summary sheets  group produces a single sheet with their results
    12. 12. Media: being ‘producerly’• Media is powerful, students enjoy it• ‘Good enough’ production values – Sound and vision kit – Camera and microphone setup – Management on the day (producer) – Editing and delivery format• Buy-in skills for best results Inexpensive, quality, value, student experience

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