1. Embedding Blended Learning
#GCUBlend
Professor Linda Creanor, Head of Blended Learning
Email: l.creanor@gcu.ac.uk
Twitter: @lcreanor
This work is licensed under a Creative Commons Attribution-NonCommercial-
ShareAlike 4.0 International License.
2. Aims
- to support GCU London staff to develop
effective strategic approaches to embedding
blended learning in the curriculum
- To consider current practice, share experiences
and identify ways of engaging GCU London
students through the use of technology both in
the classroom and online.
- To provide an opportunity to identify further
development needs.
3. Overview of the session
Part 1 – Overview and context
• Welcome and introductions
• Your experiences of blended learning (discussion)
• Embedding blended learning (presentation)
• Designing blended learning activities (group activity)
• Tea/coffee break
Part 2 – Practical approaches
• Social, mobile and open
• Linking theory and practice
• Changing roles
• Reflection and development
#GCUBlend
4. Setting the scene
• Share your own experiences of Blended
Learning e.g. -
– Why did you use technology for teaching?
– How did you use technology for teaching?
– Did it enhance the students’ learning
experience and how do you know?
– Could it have been used more
effectively?
– What did you learn from the experience?
http://tinyurl.com/cnpuu8d
5. Could we live without it?
http://tinyurl.com/c7tntva
http://tinyurl.com/d55kv9q
http://tinyurl.com/cnpuu8d
6. Why technology for learning &
teaching?
http://tinyurl.com/cmv6hnu
Student expectations
Knowledge economy - finding,
evaluating and using information
effectively
Global society
Employer expectations
Digital literacy skills
Forming professional and learning networks
Learning from others
7. GCU Strategy for Learning
Design
Principles
Engaged
learning
Divergent
thinking
Personalised
learning
Inclusive,
accessible
learning
Broader
& deeper
learning
Flexible
learning
Global
learning
Real
world
Problem
solving
Entrepreneu
r-ship
Responsible
Leadership &
Professionalis
m
Digital
Learning/
Technology
Staff
Digital
Learning/
Technology
Support
Systems
EnvironmentUniversity
systems
Student
feedback/
evidence base
Effective
Partnership
working
Enablers
8. Inspirational approaches to
learning, teaching and
assessment which embrace
innovation and the
imaginative use of learning
technologies
Staff
Digital
Learning/
Technology
Support
Systems
EnvironmentUniversity
systems
Student
feedback/
evidence base
Effective
Partnership
working
GCU Strategy for Learning
Enablers
9. Student expectations (NSS)
Module Leader is
an inspiration, all
notes on
Blackboard
GCULearn in
general is such a
helpful resource
Learning support
through GCULearn
is fantastic!
Online modules
with very poor
feedback
Communication via
notice board rather
than through
Blackboard…
Blackboard
could have
been used
more
10. Blended Learning at GCU
Face to
Face
Online Blended
An approach which combines excellence in established
modes of learning and teaching with the innovative use of
learning technology.
13. In the classroom or lecture theatre
• Voting handsets (clickers)
• Mobile devices (phones,
iPads, laptops)
• YouTube videos
• Podcasts
• Twitter Feeds
• Polling
• Interactive whiteboards
• ‘Flipped’ classroom
http://tinyurl.com/cmklr34
14. 2/24/2015
Technology enhanced – content + support (20%)
Some online resources & discussion groups or
blogs to supplement classroom-based teaching
Technology enabled – ‘wrap-around’ model (50%)
Technology combined with classroom activities to
create a ‘blended’ model
Includes online discussions, online activities,
group work
Technology dependent – integrated model (100%)
Entirely online community
Collaborative working, peer support, tutor as
facilitator
17. Learning Theories
Social
Constructivist
Building
understanding
through dialogue
and collaboration
Behaviourist
Practising skills
Absorbing new
knowledge
Situated
Learning with
others in situ: the
workplace, or
communities of
practice
Constructivist
Building
understanding
through activity
and problem
solvingHow can
technology
help?
(Mayes & De Freitas, 2007)
19. Supporting students
Listening, reading &
sense-making
(coping with course
content)
Writing and presenting
(preparing oral & written
assignments)
Communicating and
community
(communicating with a
group)
Searching and
researching
(searching, evaluating &
using online resources)
20. Listening, reading & sense-making
Encourage students to go beyond what is
provided by the lecturer and the VLE
e.g. use file sharing sites such as Slideshare,
iTunesU, YouTube and social bookmarking.
Podcasts and videos, blogs, wikis and virtual
worlds
Mind-mapping tools
Focus on active, self-directed learning
http://www.flickr.com/photos/edinei/3176666887
21. Communicating and community
Online discussion groups from a
student perspective – rationale,
motivation, benefits
Blogging, social networking, Twitter,
RSS feeds, mobile technologies, web
conferencing for learning
Building learning networks with
fellow students, lecturers, friends,
family
Communication styles, identities,
feelings
http://www.flickr.com/photos/adesigna/2952322725/
22. Searching and researching
Finding and evaluating digital resources
for learning
Search engines, open content,
multimedia resources
Library resources and e-books
Awareness of, and techniques for
avoiding, plagiarism (Turnitin, PLATO)
SMILE , SMIRK and PILOT (Library)
http://www.flickr.com/photos/adesigna/2940634261/
23. Writing and presenting
Academic writing, collaborative
writing & oral presentations
Appropriate use of presentation
software and office tools
Wikis, blogs, e-portfolios , audio tools
Using different technologies for
organising, note-taking, file-sharing
http://farm3.static.flickr.com/2059/2237177661_99d3e8de8e.jpg
24. Student survival guide (2010)
“I started a new course last year
and was wondering how I was
going to cope with it all... I
suppose I hadn’t really given
much thought to the
technology, I hadn’t realised
how much it could help.”
25. www.flickr.com/photos/edinei/3176666887
Learning & teaching approach
Learner profile + learning context
Module learning outcomes
Assessments
Learning activities
Which technologies?
Support for you, support for learners
Evaluate effectiveness
26. Over to you -
• How could you use
technology more effectively
in your own programmes
and modules?
• What further support and
development will you need?
27. Summary
• We have looked at -
– What we mean by blended learning in GCU
– How technology can help people learn
– Tools and techniques
– Designing blended learning activities
– Shared experiences of learning and teaching with
technology
• Contacts for further information –
– School Learning Technologists
28. References
A Guide to the Flipped Classroom, Chronicle of Higher Education, Jan 2015, http://chronicle.com/article/A-
Guide-to-the-Flipped/151039/
Armellini A. & Nie M. (2013) Open educational practices for curriculum enhancement, Open Learning: The
Journal of Open, Distance and e-Learning, 28:1, http://dx.doi.org/10.1080/02680513.2013.796286
Blaschke, Lisa Marie (2014) Using social media to engage and develop the online learner in self-determined
learning. Research in Learning Technology, [S.l.], v. 22
http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21635
Effective Practice in a Digital Age (JISC, 2009) http://tinyurl.com/34kekp8
Effective Assessment in a Digital Age (JISC, 2010) http://tinyurl.com/cwzphy4
Garrison, R. & Vaughan, N. (2008), Blended Learning in Higher Education, Jossey Bass, San Francisco
Mayes, T, & de Freitas, S. (2007). Learning and e-learning. The role of theory. In Beetham, H. & Sharpe, R.
(2007) (Eds.) Rethinking Pedagogy for a Digital Age. Designing and delivering e-learning, 13-25. London:
Routledge
MacDonald, J. & Creanor, L. (2010) Learning with Online and Mobile technologies: a student survival guide,
Gower http://tinyurl.com/37g69ep
