Blended Learning

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  • Blended Learning

    1. 1. 7th Annual Conference University College Cork 2008 Blended Learning: Dr Liam Boyle, LIT
    2. 2. 7th Annual Conference University College Cork 2008 Blended Learning: What? Dr Liam Boyle, LIT 7th Annual Conference University College Cork 2008
    3. 3. 7th Annual Conference University College Cork 2008 Blended Learning: What? Why? Dr Liam Boyle, LIT 7th Annual Conference University College Cork 2008
    4. 4. 7th Annual Conference University College Cork 2008 Blended Learning: What? Why? How? Dr Liam Boyle, LIT 7th Annual Conference University College Cork 2008
    5. 5. What is Blended Learning? <ul><li>Combining online learning </li></ul>
    6. 6. What is Blended Learning? <ul><li>Combining online learning </li></ul><ul><li>with more traditional forms of learning </li></ul>
    7. 7. What is Blended Learning? <ul><li>Combining online learning </li></ul><ul><ul><li>use of virtual learning environment </li></ul></ul><ul><ul><li>online resources </li></ul></ul><ul><ul><li>online communications </li></ul></ul><ul><li>with more traditional forms of learning </li></ul>
    8. 8. What is Blended Learning? <ul><li>Combining online learning </li></ul><ul><ul><li>use of virtual learning environment </li></ul></ul><ul><ul><li>online resources </li></ul></ul><ul><ul><li>online communications </li></ul></ul><ul><li>with more traditional forms of learning </li></ul><ul><ul><li>lecture </li></ul></ul><ul><ul><li>tutorial </li></ul></ul><ul><ul><li>practical sessions </li></ul></ul>
    9. 9. Traditional versus Online <ul><li>Traditional: </li></ul>
    10. 10. Traditional versus Online <ul><li>Traditional: </li></ul><ul><ul><li>Attendance </li></ul></ul><ul><ul><li>Tutor/teacher available on site </li></ul></ul><ul><ul><li>Lectures, tutorials, laboratory sessions </li></ul></ul><ul><ul><li>Specified times </li></ul></ul><ul><ul><li>Specified place </li></ul></ul><ul><ul><li>Specified pace </li></ul></ul>
    11. 11. Traditional versus Online <ul><li>Traditional: </li></ul><ul><ul><li>Attendance </li></ul></ul><ul><ul><li>Tutor/teacher available on site </li></ul></ul><ul><ul><li>Lectures, tutorials, laboratory sessions </li></ul></ul><ul><ul><li>Specified times </li></ul></ul><ul><ul><li>Specified place </li></ul></ul><ul><ul><li>Specified pace </li></ul></ul><ul><li>Online: </li></ul>
    12. 12. Traditional versus Online <ul><li>Traditional: </li></ul><ul><ul><li>Attendance </li></ul></ul><ul><ul><li>Tutor/teacher available on site </li></ul></ul><ul><ul><li>Lectures, tutorials, laboratory sessions </li></ul></ul><ul><ul><li>Specified times </li></ul></ul><ul><ul><li>Specified place </li></ul></ul><ul><ul><li>Specified pace </li></ul></ul><ul><li>Online: </li></ul><ul><ul><li>Work almost anywhere </li></ul></ul><ul><ul><li>Need self-discipline and self-motivation </li></ul></ul><ul><ul><li>eResources – text, multimedia </li></ul></ul><ul><ul><li>Flexible time </li></ul></ul><ul><ul><li>Flexible place </li></ul></ul><ul><ul><li>Flexible pace </li></ul></ul>
    13. 13. Blended Learning <ul><li>Not “either/or” but “both/and” </li></ul><ul><li>Use mixed modes, according to circumstances and goals </li></ul>
    14. 14. Blended Learning <ul><li>Not “either/or” but “both/and” </li></ul><ul><li>Use mixed modes, according to circumstances and goals </li></ul><ul><li>Use attendance more effectively </li></ul>
    15. 15. Blended Learning <ul><li>Not “either/or” but “both/and” </li></ul><ul><li>Use mixed modes, according to circumstances and goals </li></ul><ul><li>Use attendance more effectively, e.g. </li></ul><ul><ul><li>Online briefing in advance </li></ul></ul>
    16. 16. Blended Learning <ul><li>Not “either/or” but “both/and” </li></ul><ul><li>Use mixed modes, according to circumstances and goals </li></ul><ul><li>Use attendance more effectively, e.g. </li></ul><ul><ul><li>Online briefing in advance </li></ul></ul><ul><ul><li>Online debriefing afterwards </li></ul></ul>
    17. 17. Blended Learning <ul><li>Not “either/or” but “both/and” </li></ul><ul><li>Use mixed modes, according to circumstances and goals </li></ul><ul><li>Use attendance more effectively, e.g. </li></ul><ul><ul><li>Online briefing in advance </li></ul></ul><ul><ul><li>Online debriefing afterwards </li></ul></ul><ul><ul><li>Attendance for practical sessions </li></ul></ul>
    18. 18. Blended Learning <ul><li>Not “either/or” but “both/and” </li></ul><ul><li>Use mixed modes, according to circumstances and goals </li></ul><ul><li>Use attendance more effectively, e.g. </li></ul><ul><ul><li>Online briefing in advance </li></ul></ul><ul><ul><li>Online debriefing afterwards </li></ul></ul><ul><ul><li>Attendance for practical sessions </li></ul></ul><ul><li>Reduced requirement for attendance </li></ul>
    19. 19. What is driving change?
    20. 20. What is driving change? <ul><li>Demography </li></ul>
    21. 21. <ul><li>2006 </li></ul><ul><li>Male: 75; Female: 80 </li></ul><ul><li>More older people </li></ul><ul><li>Fewer younger people </li></ul><ul><li>1986: </li></ul><ul><li>Male: 71; Female: 76 </li></ul><ul><li>More young people </li></ul><ul><li>Fewer older people </li></ul>Female Female Male Male 80 60 40 20 0 0 20 40 60 80
    22. 22. Life span: human and technology (Knowles) <ul><li>We can no longer learn as young people enough to last a lifetime </li></ul><ul><li>We need to relearn throughout our lives </li></ul>
    23. 23. What is driving change? <ul><li>Demography </li></ul>
    24. 24. What is driving change? <ul><li>Demography </li></ul><ul><li>Economics </li></ul>
    25. 25. Tomorrow’s Skills ( ) <ul><li>Education profile of existing workers, rather than any inflow, will be a major determinant of the future shape of the Irish labour force. </li></ul><ul><li>Without significant upskilling of existing workers, no major shift in the education distribution of the working age population can be expected by 2020. </li></ul>Expert Group on Future Skills Needs
    26. 26. Work-based learning <ul><li>“ Third level institutions which want to grow can do so by reorienting their offering towards those in the workforce in need of upskilling” ( Tomorrows Skills: Towards a National Skills Strategy ) </li></ul><ul><li>“ A big challenge for the Institutes now is to ensure that we help those at work who want to continue their education” ( Marian Coy, IOTI President ) </li></ul>
    27. 27. Economic case <ul><li>New Technology: </li></ul><ul><ul><li>Need for skilled (competent) workers </li></ul></ul><ul><ul><li>Periodic reskilling and upskilling </li></ul></ul><ul><li>Educated workforce: </li></ul><ul><ul><li>Attractive to inward investment </li></ul></ul><ul><ul><li>Hedge against flight of capital </li></ul></ul>
    28. 28. What is driving change? <ul><li>Demography </li></ul><ul><li>Economics </li></ul>
    29. 29. What is driving change? <ul><li>Demography </li></ul><ul><li>Economics </li></ul><ul><li>Learning theory </li></ul>
    30. 30. Learning theory <ul><li>Active Learning </li></ul><ul><ul><li>Learn by doing </li></ul></ul>
    31. 31. Learning theory <ul><li>Active Learning </li></ul><ul><ul><li>Learn by doing </li></ul></ul><ul><li>Group Learning </li></ul><ul><ul><li>Discussion, collaboration </li></ul></ul>
    32. 32. Learning theory <ul><li>Active Learning </li></ul><ul><ul><li>Learn by doing </li></ul></ul><ul><li>Group Learning </li></ul><ul><ul><li>Discussion, collaboration </li></ul></ul><ul><li>Meta-cognition </li></ul><ul><ul><li>Self-learning </li></ul></ul><ul><ul><li>Reflection on learning </li></ul></ul>
    33. 33. Learning theory <ul><li>Active Learning </li></ul><ul><ul><li>Learn by doing </li></ul></ul><ul><li>Group Learning </li></ul><ul><ul><li>Discussion, collaboration </li></ul></ul><ul><li>Meta-cognition </li></ul><ul><ul><li>Self-learning </li></ul></ul><ul><ul><li>Reflection on learning </li></ul></ul><ul><li>Technology can be used to support these approaches </li></ul><ul><li>All learners can benefit </li></ul>
    34. 34. What sort of blend?
    35. 35. Distance Learners Online Online Campus Campus Campus Assessment Assessment
    36. 36. Distance Learners Online Online Campus Campus Campus Assessment Assessment Outreach? Workplace?
    37. 37. Campus-based Learners Online Campus-based Assessment Assessment
    38. 38. What sort of technology?
    39. 39. What sort of technology? <ul><li>Resources </li></ul><ul><ul><li>Specific to a programme or module </li></ul></ul><ul><ul><li>Library e-Resources </li></ul></ul><ul><ul><li>WWW </li></ul></ul>
    40. 40. What sort of technology? <ul><li>Resources </li></ul><ul><ul><li>Specific to a programme or module </li></ul></ul><ul><ul><li>Library e-Resources </li></ul></ul><ul><ul><li>WWW </li></ul></ul><ul><li>Communication </li></ul><ul><ul><li>Text – Chat </li></ul></ul><ul><ul><li>Text – Forum </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Video </li></ul></ul>
    41. 41. VLE – Moodle <ul><li>Virtual Learning Environment (VLE) </li></ul><ul><li>Allows creation of programme/module related mini-sites: </li></ul><ul><ul><li>Password protected </li></ul></ul><ul><ul><li>Stores programme resources (e.g Course notes) </li></ul></ul><ul><ul><li>Links to external resources </li></ul></ul><ul><ul><li>Communications – Chat & Forums </li></ul></ul><ul><ul><li>Assessment, Tracking </li></ul></ul>
    42. 42. Moodle resources
    43. 43. Moodle resources Resources: - Label - Text page - Web page - Link to file - Link to web
    44. 44. Moodle resources Resources: - Label - Text page - Web page - Link to file - Link to web  Text  Audio  Video  Simulation
    45. 45. Moodle resources Resources: - Label - Text page - Web page - Link to file - Link to web - Course specific (Make your own) - Library eResources - WWW (google)
    46. 47. Moodle activities
    47. 48. Moodle activities Assignment Chat Forum Quiz Wiki
    48. 49. Interactive use of Moodle <ul><li>Interact with the material </li></ul><ul><ul><li>Set tasks/activities to explore, reflect on and apply ideas from lectures or readings </li></ul></ul><ul><li>Interact with fellow students </li></ul><ul><ul><li>Get learners to discuss, share and collaborate with fellow students - collaborative construction of knowledge </li></ul></ul><ul><li>Interact with teacher </li></ul><ul><ul><li>Forum for learners to pose questions which may be responded to by tutor </li></ul></ul>
    49. 50. Value of Communication <ul><li>Community Building/Social dialogue </li></ul><ul><ul><li>Especially important at start </li></ul></ul><ul><ul><li>Get to know one another </li></ul></ul><ul><ul><li>Bond / Build trust and respect </li></ul></ul><ul><li>Pedagogic communication </li></ul><ul><ul><li>Express ideas </li></ul></ul><ul><ul><li>Build ideas </li></ul></ul><ul><ul><li>Test ideas </li></ul></ul>
    50. 51. Collaborative construction <ul><li>Collaborative building of a text resource, e.g. </li></ul><ul><ul><li>Each student allocated to a group </li></ul></ul><ul><ul><li>Different topic/question allocated to each group </li></ul></ul><ul><ul><li>“ Within your group, you are asked to collectively produce a document (4,000 word approx) on the allotted topic” </li></ul></ul><ul><ul><li>Use forum to discuss process </li></ul></ul><ul><ul><li>Use wiki to construct report </li></ul></ul>
    51. 52. Jack Jane Tutor John Joan James Jenny Joey Jill <ul><li>Interwise: </li></ul><ul><li>Online tutorials </li></ul><ul><li>Audio conferencing </li></ul><ul><li>Slide presentation </li></ul><ul><li>Whiteboard </li></ul><ul><li>Web </li></ul><ul><li>Application sharing </li></ul>
    52. 53. Jack Jane Tutor John Joan James Jenny Joey Jill
    53. 54. Mobile technology <ul><li>Mobile phone alerts – reminders of meetings, deadlines </li></ul>
    54. 55. Mobile technology <ul><li>Mobile phone alerts – reminders of meetings, deadlines, </li></ul><ul><li>Personal audio - podcasts </li></ul>
    55. 56. Mobile technology <ul><li>Mobile phone alerts – reminders of meetings, deadlines, </li></ul><ul><li>Personal audio - podcasts </li></ul><ul><li>Videos? Text? </li></ul><ul><li>Web search, email </li></ul><ul><li>Primary web access? </li></ul><ul><li>Limited by screen size? </li></ul>
    56. 57. Issues with online learning <ul><li>Learners expect all information to be online: What of information which is not? </li></ul><ul><li>Credibility of web sources </li></ul><ul><li>Plagiarism and authenticity of student assignments </li></ul><ul><li>Digital divide – some left behind? </li></ul><ul><li>What is missing? – taste, smell, touch </li></ul><ul><li>(EM Forster (1909) The Machine Stops ) </li></ul>
    57. 58. Thank you

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