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Introduction to blended learning


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Designing with blended learning in mind requires the same understanding and skills that are applied to all course design. A key difference is that consideration must also be given to how the activities, delivery methods, technologies, learning spaces and assessments are integrated. These all have a direct impact on how the activities are designed. This session, designed with university lecturers in mind, seeks to establish and share best practice in blended learning, bridging the gap between strategy and delivery by empowering higher education teachers to translate principles of blended learning into effective teaching and learning practice.

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Introduction to blended learning

  1. 1. Introduction to Blended Learning 29th January 2018 @angelica_tel
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  3. 3. What does ‘blended learning’ mean to you? Password: ctl
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  5. 5. There is nothing like a bit of storyboarding…
  6. 6. AssessmentLearning activityContent
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  8. 8. 28/02/2018 | slide 12 Activity • Think of a module that you are teaching and: – Decide what activities and e-tivities* will help these learners to achieve your desired outcome – Decide what learning tools and resources are appropriate (you may include any e- and m-technologies) – Describe how you will structure learners’ interactions and support * ‘E-tivities’ (Salmon, 2002) generally involve the teacher providing a small piece of information, stimulus or challenge (the 'spark‘). For example, learners take part in an online discussion or activity which requires them to respond in some way
  9. 9. Learning path
  10. 10. 28/02/2018 | slide 19
  11. 11. Dr. Angélica Risquez Lead Educational Developer Centre for Teaching and Learning CS1-023 University of Limerick Limerick, Ireland [Tel] +353-61-202 580 [Email] [Web] and [Blog]