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Approaches to designing blended learning


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Presentation given as part of the "Creating Blended Learning Approaches" Workshop delivered at AMEE on 28 August 2016 in Barcelona.

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Approaches to designing blended learning

  1. 1. Approaches to designing blended learning AMEE Pre-Conference Workshop Sunday 28 August 2016 Natalie Lafferty - University of Dundee flickr photo by Stanford EdTech shared under a Creative Commons (BY-NC-ND) license
  2. 2. flickr photo by nlafferty shared under a Creative Commons (BY-NC-SA) license Some perspectives from my journey at Dundee
  3. 3. Creative%Commons%Attribution/NonCommercial%License%% Created%with%Ha Flipped classroom …Why are medical students ‘checking out’ of active learning in a new curriculum? White, Casey, et al. “Why are medical students ‘checking out’ of active learning in a new curriculum?” Medical Education 48.3 (2014): 314-324
  4. 4. What’s driving your use of blended learning … is it technology or your educational philosophy? flickr photo by _Hadock_ shared under a Creative Commons (BY-NC-ND) license
  5. 5. flickr photo by marwho shared under a Creative Commons (BY) license Blended learning or information transmission? Death by click, click, click learning
  6. 6. Passive - spoon feeding – students as consumers flickr photo by Jessica M. Cross shared under a Creative Commons (BY) license
  7. 7. Fact or Fiction? Self-efficacy Digital native Digital immigrant Left -flickr photo by hackNY shared under a Creative Commons (BY-SA) license Right -flickr photo by bengrey shared under a Creative Commons (BY-SA) license
  8. 8. Thakore & McMahon - Virtually there: e-learning in medical education Clinical Teacher 2006 3 225-228 In a teacher-centred model of e-learning, as noted earlier, the educator creates a one-dimensional product, but in the student-centred model the learner is at the centre of the process and experiences a rich, interactive, multimedia environment as well as being provided with formative assessment.
  9. 9. Photo%by%Veronique%Debord%/ Creative%Commons%Attribution/ShareAlike%License%% Created%with%Ha What do you want students to learn, knowledge, skills, professional attributes …
  10. 10. Photo%by%kevin%dooley%/ Creative%Commons%Attribution%License%% Created%with%Haiku%Deck Design learning that fosters active learning including discussions, activities and learning tasks that provide evidence of learning, reflection and feedback
  11. 11. The doctor as professional Reflect, learn and teach others ... Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs.
  12. 12. Blended learning in a Student Selected Component
  13. 13. Photo%by%giulia.forsythe%/ Creative%Commons%Attribution/NonCommercial/ShareAlike%License%% Created%with%Ha
  14. 14. (Siemens 2005; Sandars 2009) flickr photo by nlafferty shared under a Creative Commons (BY-NC-SA) license
  15. 15. Photo%by%giulia.forsythe%/ Creative%Commons%Attribution/NonCommercial/ShareAlike%License%% Created%with%Ha
  16. 16. 10 70 20 Structured Learning: Formal learning, workshops, webinars, online learning, e-learning, classrooms Learning from others: Communities of practice, professional networks, user generated content, coaching, mentoring, feedback Learning from experience: Action learning, problem solving, shadowing, self-directed learning, mobile support 70 : 20 : 10 Framework Charles Jennings
  17. 17. Copyright Introduction to copyright issues, Creative Commons, patient consent etc Managing resources Presentations/ Learning design Learning theories Formative assessment Feedback Accessibility, usability – fonts, colour schemes Cognitive load, multimedia design principles Understanding learning theories and how they might apply in different learning contexts How to write a good assessment questions, eg MCQs Incorporating feedback into your learning resource/activity and different forms of feedback Searching for resources, managing & curating resources Ground work covered in online resources @nlafferty
  18. 18. Photo%by%giulia.forsythe%/ Creative%Commons%Attribution/NonCommercial/ShareAlike%License%% Created%with%Ha
  19. 19. Photo%by%@nlafferty / Creative%Commons%Attribution/NonCommercial/ShareAlike License Equipping students to learn and develop as self-regulated and lifelong learners
  20. 20. Photo%by%kpwerker%/ Creative%Commons%Attribution/ShareAlike%License%% Created%with%Ha Each student keeps a reflective blog and join a private Google+ community … provides multiple opportunities for feedback
  21. 21. @nlafferty
  22. 22. Photo%by%Criterion%/ Creative%Commons%Attribution%License%% Created%with%Ha Essential in formative assessment … Providing a recipe for action and informing students’ projects
  23. 23. Student created videos – expert peer review and feedback key @nlafferty
  24. 24. Students as producers of learning creating digital learning resources – “a chance to impact upon other’s learning.” @nlafferty
  25. 25. Photo%by%sebastien.barre%/ Creative%Commons%Attribution/NonCommercial/ShareAlike%License%% Created%with%Ha Learning collectives and communities of practice
  26. 26. Photo%by%mike.benedetti%/ Creative%Commons%Attribution%License%% “A collective is very different from an ordinary community. Where communities can be passive (though not all of them are by any means), collectives cannot. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.” Douglas Thomas and John Seely Brown (2011)
  27. 27. Adapted from: Mitch Resnick (MIT Media Lab) creativity planning engagement - team - users Creative learning and design cycle never linear communication feedback feedback use @AnnalisaManca
  28. 28. Photo by Dave_B_ - Creative Commons Attribution License Questions - Discussion