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Blended learning experiences – A case in Hong Kong

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Blended learning experiences – A case in Hong Kong

  1. 1. Blended learning experiences – A case in Hong Kong Dr Paula Hodgson Educational Development Centre The Hong Kong Polytechnic University This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .
  2. 2. Foci <ul><li>Institutional-wide strategic direction on eLearning </li></ul><ul><li>Areas of support to staff: </li></ul><ul><ul><li>technical </li></ul></ul><ul><ul><li>pedagogy </li></ul></ul><ul><ul><li>scholarship </li></ul></ul><ul><li>Benefits of blended learning adopted in curriculum </li></ul>
  3. 3. Institution-wide approach <ul><li>University Grants Committee funded project: </li></ul><ul><ul><li>Megaweb 1999-2001 (~ £ 420,000) ( http://megaweb.polyu.edu.hk/ ) </li></ul></ul><ul><ul><li>Providing pedagogical and technical support – Instructional designer (ID) / tech. team </li></ul></ul>
  4. 4. Institution-wide approach <ul><li>University Grants Committee funded projects: </li></ul><ul><ul><li>e3Learning 2001-2004 (~ £ 225,000) ( http://e3learning.edc.polyu.edu.hk/ ) </li></ul></ul><ul><ul><li>Providing pedagogical, technical and evaluation support – ID / tech. team / evaluation officer </li></ul></ul>
  5. 5. Sub-project lifecycles Design learning and teaching activities Design evaluation plan Solve day-to-day web-use problems Collect student feedback and learning outcome data Planning Design and Develop-ment Implement-ation One-stop-shop meeting Analyse requirements / Brainstorm educational ideas / Provide technical possibilities in teaching / Discuss evaluation strategy Review, revise and enhance Evaluation Create e-learning deliverables Handover, assist teachers to use the materials Proposal Academic involvements e3Learning involvements
  6. 6. Management strategies: Team-teacher communication needs needs report content strategy data website strategy Development Team Teacher Evaluation Team
  7. 7. One-stop shop meetings <ul><li>Review, revise and enhance (mid-development sessions) </li></ul>
  8. 8. Evaluation framework - what Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf Student actions Ss do Data on Ss feelings Data on what Ss know Evaluation Student performance in assessments Student perceptions Data on what
  9. 9. Evaluation framework - how Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf Evaluation Student performance in assessments Student actions Student perceptions SFQ; Satisfaction questionnaire; Ind. / group interview Exams & tests; Essay / reports Log data; observation
  10. 10. Model - PDDIE Experiences Growing size – Critical mass Government funded projects
  11. 11. Institution-wide approach <ul><li>eLearning Development and Support Section (eLDSS), Educational Development Centre 2005 ~ current ( http://eldss.edc.polyu.edu.hk/ ) </li></ul><ul><ul><li>Providing pedagogical, technical and evaluation support; staff development activities (central / departmental); support in applying funding proposals from VP (AD) (~ £ 530,000 per year for 3 years) </li></ul></ul>
  12. 12. Learning framework intended learning outcome learning experiences: blended learning tasks & assessment learning impact
  13. 13. Blended learning <ul><li>face-to-face mode </li></ul>online mode
  14. 14. Blending mode of learning tasks <ul><li>Lectures </li></ul><ul><li>Tutorials </li></ul><ul><li>Before </li></ul><ul><li>During </li></ul><ul><li>Post </li></ul>
  15. 15. Pre-lecture online tasks <ul><li>Online polling </li></ul><ul><li>Assessing preconceptions </li></ul><ul><li>Online quiz </li></ul><ul><li>Assessing previous knowledge </li></ul><ul><li>Open-ended questions </li></ul><ul><li>Assessing what they know and don’t know </li></ul><ul><li>Question corner </li></ul><ul><ul><li>Inviting questions </li></ul></ul>
  16. 16. Pre-class Question
  17. 17. Pre-class: Vote on current issues
  18. 18. Pre-class reading quiz
  19. 19. In -class Feedback
  20. 20. In -class discussion
  21. 21. Post-lecture online tasks <ul><li>Searching online references [e-journals, WWW] </li></ul><ul><li>Extending learning concepts </li></ul><ul><li>Making annotations using RefWorks/ Endnote [lib] </li></ul><ul><li>Reinforcing learning concepts </li></ul>
  22. 22. Post-lecture online tasks <ul><li>Interacting with professionals / expertise in the field locally / overseas through real-time audio/video conferencing, asynchronous e-forums </li></ul><ul><li>Increasing interactions </li></ul>
  23. 23. MORE online learning tasks
  24. 24. MORE online learning tasks
  25. 25. MORE online learning tasks
  26. 26. MORE online learning tasks
  27. 27. MORE online learning task: weblogging
  28. 29. Benefits – increased interactions between students
  29. 30. Blended-mode of learning Face-to-face participation Mode of participation Active Passive Online learning Active Passive Active Passive
  30. 31. Benefits of blended-mode of learning Face-to-face participation Mode of participation Active Passive Online learning Active Passive Active Passive

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