Blended learning

Blending the Technologies for
Qualitative Learning
Dr. Anjali Sharma
Associate Professor, Department of Education, Tezpur, Assam.
Ms. Neha Rawat
Research Scholar, Department Of Education,
University of Rajasthan, Jaipur, Rajasthan.
8/17/2017Anjali & Neha
1

“Learning is a lifetime process ,but there
comes a time when we must stop adding
and start updating”.
- Robert Brault
2

CONCEPT OF
QUALITATIVE LEARNING

Essentials of qualitative teaching-
learning process
 Sloan’s Five Pillars of Quality
 Laurillard’s Four Aspects of Teaching
 Gagne’s Nine Conditions of Teaching
4

Sloan-C five pillars of Quality
5

Laurillard ’s Four aspects of teaching-
learning process
 Diana Laurillard suggests that there are four main aspects of the
teaching-learning. She proposed both learning theory and a practical
framework for designing educational environments
 According to her a pedagogic strategy has to consider different forms of
communication and associated mental activities:
 Discussion
 Interaction
 Adaptation
 Reflection
11

Laurillard ’s Framework of teaching-
learning process
(1) Discussion
 between the teacher and the learner
 Teachers' and learners' conception should be mutually accessible
 Both should agree on learning objectives
(2) Interaction
 between the learner and the environment defined by the
teacher
 Teacher must "adapt to world", i.e. create an environment
adapted to the learning task given to the learner
 Teacher must focus on support for task and give
appropriate feedback to the learner.
12

Laurillard ’s Framework of teaching
learning process
(3) Adaptation
 of the learners actions and of the teacher's constructed
environment.
 Teacher must adapt objectives with regards to existing
conceptions
 Learners must integrate feedback and link it to his own
conceptions
(4) Reflection
 of the learner's performance by both teacher and learner
 Teacher should support the learner to revise his conceptions and
to adapt the task to learning needs
 Learners should reflect with all stages of the learning process
(initial concepts, tasks, objectives, feedback, ...)
13

Gagne’s Nine Instructional Events
 Reception : gaining attention
 Expectancy :informing learners about objectives
 Retrieval : stimulating recall of prior learning
 Selective perception :presenting the stimulation
 Semantic Encoding : providing learning guidance
 Responding : eliciting performances
 Reinforcement : providing feedback
 Retrieval of information : assessing performance
 Generalization : enhancing retention and transfer
14

Addiction,
Training, Misuse,
Wastage of time,
Plagiarism, Poor social skills8/17/2017Anjali & Neha
16

TEACHER
Need of
Blended
Learning
Expectation
s from
Teacher
eEExpectaE
xpectatio
TECHNOLOGY + TEACHER
Limitations of Expectations from
“Technology is just a tool. In terms of getting the kids working together and
motivating them, the teacher is most important.” - Bill Gates
17

Blended Learning
 Blended learning(BL) or hybrid learning describes a learning environment that either combines teaching method,
deliverymethods,mediaformatsoramixtureofallthese.
 Italsoreferstointegratedlearningactivitiessuchasamixtureofonlineandface-to-facelearning.
 combination of media and tools deployed in an e-learning environment and the combination of a number of
pedagogicalapproaches.
19

Objectives of blended Learning
 Improve learning effectiveness over either pure traditional
classroom learning or pure e-learning
 Provide students with more control over learning
 Help foster critical thinking
 To optimize benefits of online learning
20

Elements of Blended Learning
 Formats
 Teacher / instructor may work face-to-face with students or they may work
independently in a self- paced way.
 The conference place could be classroom, community centre, conference hall and
computer lab etc.
 Teacher and students may work at same place or other place and some of time
together or separated mode. Teacher may suggest students to join on-line learning
communities and discussions.
 Teacher may suggest students to join web-based tutorials or activities.
 Media
 Teacher may use CDs, Videotapes, audio tapes, online chat, computers websites
and games. Some of them may be online or offline.
 Methods
 Teacher may work one-to-one with students. S/he may give group projects and s/he
may put different groups together to work on similar topics.
21

Dimensions of Blended Learning
 Blending offline and online Learning
 Traditional classroom settings + internet or intranet
 Blending self-paced and live collaborated
Learning
 Learner controlled, solitary and on demand learning + Dynamic
communication among many learners involving knowledge
sharing.
 Blending structured and unstructured Learning
 Planned teaching + informal suggestions, e-mails, academic
conversations
 Blending Custom content with off-the-shelf
Content
 Generic content+ Live Experiences
 Blending Learning and Work 8/17/2017Anjali & Neha
22

Categories of Blended Learning
Systems
 Enabling Blends
 Flexibility to access
 Convenience
 Enhancing Blends
 Resizability
 Transforming Blends
 Construction of knowledge
 Student participation
23

Latest Blended Technologies
 Personalized Technologies
Focus on tailoring of pedagogy, curriculum and learning
environments by learners or for learners in order to meet their
different learning needs and aspirations
 Collaborative Technologies
Focus on computer-based tools that support the communication,
coordination and/or information processing needs of groups of
people that can share data across multiple devices and locations.
25

Personalized Technologies
 Gamification
 Virtual Technologies
 Mobile-learning
 Flashnotes
 Study Blue
 Snagit, Jing, Camtasia
 Glogster EDU
 Knewton
 Live Binders
 Podcasting
26

Collaborative Technologies
 Flipped classrooms
 MOOC (Massive Open Online Course)
 Learning Management System (LMS)
27

“The illiterate of 21st century will not be
those who cannot read or write ,but those
who cannot learn, unlearn , and relearn.”
Alvin Toffler
28

Blended learning

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