2. “If we knew what it was we were doing, it would
not be called research, would it?”
(A. Einstein)
3.
4. Getting to know the
concept (from our point of view)
Blended Learning
In our case often the media an tools blend.
<<Optimalisation and Efficiency>>
(of the teaching practice)
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
(Oliver & Trigwell, 2005)
(Driscoll, 2002)
“There is strong evidence that many very different media attributes accomplish the
same learning goal” and therefore: “ It there is no single media attribute that serves
a unique cognitive effect for some learning task, then the attributes must be proxies
for some other variables that are instrumental in learning gains.”
(Clark 1994:22)
“The designer can and must choose the less expensive and most cognitively efficient
way to represent and deliver instruction. It cannot be argued that any given medium
or attribute must be present in order for learning to occur, only that certain media
and attributes are more efficient for certain learners, learning goals and task.”
(Clark 1994:22)
5. Blended Learning
Getting to know the
concept (from our point of view)
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Technology as a catalyst for educational change!
Oliver & Trigwell, 2005)
McDonald & Ingvarson, 1997)
6. Blended Learning:
Role of medium/technology
(Sugrue & Clark, 2000)
TEACHING METHOD ATTRIBUTES MEDIUM
(of the medium)
Getting to know the
concept (from our point of view)
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
7. Blended Learning on course level
“ An instructor/teacher decides to optimise
(redesign) his/her teaching practice. The plan is
to implement a certain educational technology,
teaching method, educational concept, etc.”
Getting to know the
concept (from our point of view)
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
8. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Blended Learning
Getting to know the
concept (from our point of view)
9. Teaching Methods:
TEACHING METHODS:
lecturing, demonstrating and telling
EDUCATIONAL OBJECTIVES: informing,
explaining, inspiring, introducing, ...
LEARNING ACTIVITIES: structuring, orienting,
distinguishing, laying cross connections,
grounding, ...
MEDIUM: teacher, article, knowledge clip,
manual lesson recording, ...
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
10. Knowledge clip
Also called screencast
• Very effective way to transfer information to the
target group.
• All content that can be shown on your computer
screen can be recorded and integrated. (@home
or @dedicated locations at the KU Leuven)
• The only things you need are software and
internal microphone (and camera).
(Sugar, et. al., 2010 & Mullamphy et. al., 2010 )
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
11. Automated lecture capture
system
Some locations within the KU Leuven have a
fixed system to automatically record lectures.
• Duration: between 10’ and 120’
• Often recorded during a real life situation.
• Very efficient way of transferring information
(content, feedback, etc.) to the audience.
• Often no editing done.
Just make a reservation for one of the 24
auditoria with the fixed lecture capture system via
KULoket.
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
12. Increase efficacy by:
Asking questions after 15min (span of
attention)
Have short breaks
Facilitate short interactions
Communicate the objectives
Provide structure
For ex. see 9 events of instructions, multimedia
theory, etc.
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
13. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Putting theory into practice:
• Learning theories (How do students
learn?) socio constructivism,
connectivism, etc.
• Learning and Education (How can we
support the learning of the students?)
7 principles, 9 events, etc.
• Instructional Design (How can we
design an environment the includes the
needed support?) ADDIE, 4C-ID, etc.
• Multimedia principles (What are the
consequences of using a particular
medium in the process?) Multimedia
theory, etc.
14. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Blended Learning on program level
“An innovative project within a certain faculty
aims for introducing the use of technology,
activating teaching methods, etc. in the
curriculum of different programs.”
15. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Blended Learning
16. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Actors
17. BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
Educational Development
(Hicks, 2006)
SUPPORT (IN) THE FACULTY!!
Vision
Communication
Action plan
Change management
20. Referenties
• Bower, M. (2011). Synchronous collaboration competencies in web‐conferencing
environments–their impact on the learning process. Distance Education, 32(1),
63-83.
• Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessing
automated capture and access in the classroom. ACM Transactions on
Computer-Human Interaction (TOCHI), 11(2), 121-155.
• Clark, Richard E. (1994). Media will Never Influence Learning. Educational
Technology Research and Development, 42(2), 21-29.
• Dillemans, R., Lowyck, J., Van derPerre, G., Claeys, C., & Elen, J. (1998). New
technologies for learning: Contribution of ICT to innovation in education. Leuven
University Press.
• Driscoll, M. (2002) Blended Learning: let’s get beyond the hype, E-learning, 1
March. http://elearningmag.com/ltimagazine
• Elen, J. (2000). Technologie voor en van het onderwijs: een inleiding in
onderwijstechno-logische inzichten en realisaties. Acco.
• Gagné, Robert Mills, and Marcy Perkins Driscoll. Essentials of learning for
instruction. Hinsdale, IL: Dryden Press, 1975.
• Hicks, Owen. "Integration of central and departmental development—
reflections from Australian universities." The International Journal for Academic
Development 4.1 (1999): 43-51.
• Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional
methods on the quality of online discussion. British Journal of Educational
Technology, 38(2), 260-271.
• Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). Social
media? Get serious! Understanding the functional building blocks of social
media. Business horizons, 54(3), 241-251.
• Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effect of
instructor intervention on student participation in online discussion forums.
Computers & Education, 40(3), 237-253.
• McDonald, H., & Ingvarson, L. (1997). Technology: A catalyst for educational
change. Journal of Curriculum Studies, 29(5), 513-528.
• Mullamphy, D. A., Higgins, P., Belward, S., & Ward, L. M. (2010). To screencast or
not to screencast. ANZIAM Journal, 51, C446-C460.
• Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’be redeemed. E-learning,
2(1), 17-26.
• Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the Anatomy of a
Screencast: Uncovering Common Elements and Instructional Strategies.
International Review Of Research In Open & Distance Learning, 11(3).
• Sugrue, B., & Clark, R. E. (2000). Media selection for training. Training and
retraining: A handbook for business, industry, government, and the military, 208-
234.
BLENDED LEARNING
• Defining the concept
• Role of technology
BL @ Course level
• Framework of quality assurance
for course (re)design
• Teaching methods and ICT
BL @ Program level
• Framework of quality assurance
for program (re)design
• Educational development
Getting to know the
concept (from our point of view)
