Assure plan PPT

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Assure plan PPT

  1. 1. THE HANDBOOK OF BLENDED LEARNING<br />CHAPTER TWENTY-ONE<br />Designing blended learning focused on knowledge category and learning activities<br />Swathi Gaddam<br />
  2. 2. BLENDED LEARNING<br />
  3. 3. DEFINITION<br /><ul><li>A blended learning approach can combine face-to-face instruction with computer-mediated instruction.
  4. 4. Make learning independent, useful, sustainable and ever growing .
  5. 5. Blended learning provide realistic practical opportunities for learners and teachers.</li></li></ul><li>NEED FOR BLENDED LEARNING<br /><ul><li>Strain on educational resources and dearth of classrooms and experienced teachers.
  6. 6. Normal classroom instructions were halted & personal movement and communications were interrupted.</li></li></ul><li>Factors to the quality of education when using blended learning methods:<br /><ul><li> The curriculum.
  7. 7. Organization of learning activities.
  8. 8. Learning support.
  9. 9. Instructional evaluation.</li></li></ul><li>CHALLENGES FACED IN IMPLEMENTING BLENDED LEARNING<br />
  10. 10. How to design the curriculum of blended learning?<br /><ul><li> A designer should have necessary theoretical preparation and experimental experiences.
  11. 11. Put forward a series of curriculum design methods and ideas.</li></li></ul><li>How to design and use online resources?<br /><ul><li>Involve media and instructional designs unlike e-learning which are independent and stable
  12. 12. Design of resources should be considered within the design of curriculum</li></li></ul><li>Changes in student learning strategies<br /><ul><li>Adopt/use learning strategies different from traditional lecture based classrooms.
  13. 13. Take advantage of web based learning.
  14. 14. Develop the learning skills that match </li></ul> the instructional approach.<br />
  15. 15. DESIGNING BLENDED LEARNING<br />
  16. 16. Theoretical consideration for design<br /><ul><li>Time distribution
  17. 17. Design of online and classroom activities.
  18. 18. Relationship between resources and different </li></ul> learning modes<br /><ul><li>Balance point of e-learning and class room learning</li></li></ul><li>Different knowledge dimensions are:<br /><ul><li>Factual knowledge
  19. 19. Conceptual knowledge
  20. 20. Procedural knowledge
  21. 21. Meta cognitive knowledge</li></li></ul><li>Different cognitive process dimensions are:<br />CREATE<br />
  22. 22. Design procedure for blended learning<br />
  23. 23. Pre analysis<br />Observation and analysis consist of:<br /><ul><li>Analysis of learners’ characteristics.
  24. 24. Analysis of learning objects.
  25. 25. Analysis of blended learning environment.</li></li></ul><li>Activity and resource design<br /><ul><li>Overall design of blended learning.
  26. 26. Design of unit(activity).
  27. 27. Design and development of resources.</li></ul>Produce blended learning design reports<br />
  28. 28. Instructional assessment design<br /><ul><li>Use assessment of learning process like e-portfolios.
  29. 29. Examination of curriculum knowledge like online test.
  30. 30. Assessment of activity organization.</li></li></ul><li>Preanalysis<br />Analysis report<br />Design of activities and resources<br />Instructional verification<br />B learning design report<br />Instructional assessment<br />
  31. 31. E-PORTFOLIOS<br /><ul><li> e- portfolios motivate students.
  32. 32. e- portfolios eventually be charged with role of individual knowledge management.
  33. 33. This serves as basis for the students to monitor, manage and reflect on their performance.</li></li></ul><li>CONCLUSION<br /><ul><li> The goal of a blended approach is to join the best aspects of both face to face and online instruction.
  34. 34.  The online portion of the course can provide students with multimedia-rich content, anywhere the student has internet access.
  35. 35. Increase in scheduling flexibility for students. </li></li></ul><li>REFER THE TEXT BOOK FOR MORE INFORMATION<br />Handbook of blended learning: global perspectives, local designs/editors<br />Curtis J. Bonk and Charles R. Graham<br />

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