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Moodle MOOC 4 - Blended Modes of Educaion Provision

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Presented at Moodle MOOC 4, June 2014
Exploring modes and dimensions of provision for blended and online teaching and learning.

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Moodle MOOC 4 - Blended Modes of Educaion Provision

  1. 1. Exploring Online & Blended Modes of Education in the African context Brenda Mallinson Moodle MOOC 4 June 14, 2014
  2. 2. Outline Converging HE environment Delivery mode continua Enhanced environment variables Visual representation / positioning Concluding Remarks
  3. 3. The emerging Networked School environment
  4. 4. Layer Examples & Notes Institutional Strategy Size and shape influenced by online / blended / face-to-face / distance delivery mix, market opportunities and constraints Programme Design Articulation between courses, fostering graduate attributes. Ensure congruence and alignment and identify where Ed Tech can support this layer. Curriculum Design Course design enabled by appropriate learning technologies Learning Design Integrating educational technology effectively in lesson planning and teaching and learning interactions e.g. ALL course materials could be online, but assignments, assessment & activities can be on- or off-line Academic Staff Prof Dev Seminars, workshops, conferences, show & tell, mentoring and training Student Digital Literacies Computer and information literacy Student and Academic Support Helpdesks, support documentation, application training; Guides; just-in-time support; planned student/staff support - e.g. short 1-2 hr sessions; Software Applications Institutional LMS, multimedia content, classroom response systems, simulations, interactive tutorials, communication tools, social media Access Device Smartphone, tablets, laptops, PCs NB: If and how to provide? Personal and/or lab usage Network Wired and wireless networks; Refer to Institutional ICT plan: Infrastructure & access Physical Lecture theatres, seminar rooms, labs, social learning spaces, libraries; Refer to Institutional plan - ensure integration of all known Ed Tech needs. Educational Technology Stack (adapted from Marquard, S. 2013)
  5. 5. Continuum of educational provision From purely face-to-face (contact) tuition through to education solely at a distance. As for face-to-face education, there are many variations of distance provision.
  6. 6. DE delivery using the WWW Types of e-learning using the World Wide Web (WWW) are commonly referred to as: web-supported, web-dependent, and fully online. These can also be represented using a continuum: An expanded definition of e-learning includes the use of ALL digital resources, systems, hardware devices, and electronic communication in the support of education
  7. 7. Moving to a second dimension No digital support Digitally Supported Internet-supported Internet-dependent Fully online Offline Online Face to face (F2F) Mixed Mode Distance Education On Campus Off campus Spatial or geographic distribution of teachers and learners Extent of ICT support
  8. 8. A D C B Fully Offline Internet Supported Internet Dependent Fully Online Campus-based Hybrid / Blended Remote E Digitally Supported Mode of DeliveryOff-line--><-----------Online-----------> B
  9. 9. Characterising Modes of Delivery Structural Aspects Teaching and Learning Elements to be aligned Pedagogical Approach (Young & Chamberlin 2006) Course Title / sub-discipline & level Objectives Independent Learning (low level of mediation) ranging to Interactive learning (high level of mediation) Target Audience Course materials Location of Target Audience Learning Support Expected level of learning support required Level of interaction / engagement Size of Annual Enrolments Assessment Transactional Distance • programme structure • instructional dialogue • learner autonomy
  10. 10. Making the most of the changed environment • Dimensions – Spatial separation (geographically distributed) – Determining extent of digital ICT support – Temporal (asynchronous & synchronous) • Human Dimension – Establish an online presence - lecturer, tutors, learners – Promote engagement & interaction – Define appropriate level of mediation – Class size - small virtual groups
  11. 11. Course flow • Synchronous flow: students do all of their work at the same time as everybody else. • Asynchronous flow: students do everything at their own pace and have no deadlines to consider. • *Semi-synchronous flow: students do some parts of the course at their own pace and do other parts of the course on a fixed schedule. – Instructors release course materials on a fixed schedule, student can work on it anytime after – Live events, such as live Q&A sessions with the instructors, happen at a fixed date and time. Students can also watch archived versions. – Assessments are due by a fixed deadline. *Google CourseBuilder- https://code.google.com/p/course-builder/wiki/CourseFlow
  12. 12. Anderson, T. (2008:61) The Theory and Practice of Online Learning Athabasca University Press. (2nd Ed.) A Model of Online Learning Collaborative and Community Modes of Online Learning
  13. 13. Third dimension: level of interaction Laurillard (2002) • meaningful learning requires active student engagement including interactions between students and content, students and other students, students and faculty and, when appropriate, students and workplaces and/or communities • Made more difficult by large class size
  14. 14. B
  15. 15. Concluding Remarks • Blended mode – An infinite number of ways to blend • Influencing factors – Learner demographics – Class size – Pedagogical approach • Dimensions – Spatial separation (geographic) – Temporal (asynchronous & semi/synchronous) – Determining extent of digital support (ICTs) Re-examine core assumptions for the changing environment
  16. 16. A Final Thought: ‘Good teaching may overcome a poor choice of technology but technology will never save bad teaching’ Tony Bates, 2012
  17. 17. Thank You Brenda Mallinson brendam@saide.org.za SlideShare: http://www.slideshare.net/brenda6 This work is licensed under a Creative Commons Attribution 4.0 Unported License.

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