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Blended Learning: 
Putting Policy and Principles into Practice 
Professor Mark Brown 
Director, National Institute for Dig...
Outline… 
1. Let’s dance 
2. Dancing with purpose 
3. Choreographing the best moves
Key message… 
“The problem is not making up the steps but 
deciding which ones to keep.” 
Mikhail Baryshnikov 
https://www...
1. Let’s dance… 
“At its simplest, blended learning is the 
integration of classroom face-to-face 
learning experiences wi...
1. Let’s dance… 
“. . . an opportunity to fundamentally 
redesign how we approach teaching and 
learning in ways that high...
https://www.flickr.com/photos/speakslyrics/ 
1. Let’s dance…
1. Let’s dance… 
https://www.flickr.com/photos/misterf/
1. Let’s dance… 
Adaptive blends… 
“Because no two students have the same needs 
and no two teachers arrive at their best ...
1. Let’s dance… 
https://www.flickr.com/photos/queensucanada/
1. Let’s dance… 
Not New - 1935
1. Let’s dance…
1. Let’s dance…
1. Let’s dance…
Weak sense of blending… 
(Wappett, 2013) 
1. Let’s dance…
Stronger Sense of Blending… 
Learning 
Pathways 
(Wappett, 2013) 
1. Let’s dance…
1. Let’s dance…
1. Let’s dance… 
“These studies answer the ‘‘big’’ questions (e.g., 
is DE/OL more effective than classroom 
instruction?)...
1. Let’s dance… 
The inconvenient truth is… 
Blended learning has become a popular construct that 
means different things ...
1. Let’s dance… 
A really 
B O L D 
[ Blended | On-line | Digital ] 
Re-conception of Campus-based Teaching
1. Let’s dance… 
https://www.flickr.com/photos/jad_23/
2. Dancing with purpose…
2. Dancing with purpose… 
Learner-Content 
Interaction 
Learner-learner 
Interaction 
Teacher-Learner 
Interaction 
Blendi...
2. Dancing with purpose… 
Places 
Tools 
Spaces 
Learner-Content 
Interaction 
Learner-learner 
Interaction 
Teacher-Learn...
2. Dancing with purpose… 
Place of Learning 
(Where Learning Occurrs) 
Mode of Learning 
(How Learning Occurs) 
Pace of Le...
Learning by sharing 
(Connectivist) 
Learning by listening 
(Instructionist) 
Learning by doing 
(Constructivist) 
Learnin...
Learning by sharing 
(Connectivist) 
Learning by listening 
(Instructionist) 
Learning by doing 
(Constructivist) 
Still h...
2. Dancing with purpose… 
Acquisition 
Blended 
Learning 
Design 
Culture 
Synchronous Asynchronous 
Participation 
Blendi...
2. Dancing with purpose… 
On Campus 
in Class 
Acquisition 
Blended 
Learning 
Design 
Culture 
Synchronous Asynchronous 
...
2. Dancing with purpose…
2. Dancing with purpose…
2. Dancing with purpose… 
On Campus 
in Class 
Acquisition 
Synchronous Asynchronous 
Participation 
On Campus 
out of Cla...
2. Dancing with purpose…
2. Dancing with purpose…
2. Dancing with purpose…
2. Dancing with purpose…
2. Dancing with purpose…
2. Dancing with purpose… 
Off Campus 
in Class 
Blended 
Learning 
Design 
Culture 
Synchronous Asynchronous 
Off Campus 
...
Metaphorically how can we design the most 
appropriate blends to foster active, 
academically challenging, and pedagogical...
3. Choreographing the best moves…
3. Choreographing the best moves…
3. Choreographing the best moves… 
Conceptualise 
What do we want to design, who for and why? 
TThhee 
77CCss DDeessiiggnn...
3. Choreographing the best moves… 
A transformative learning design culture involves… 
• Making explicit choices 
• Adopti...
3. Choreographing the best moves… 
The Epigeum course will 
help teachers learn how to design 
their own unique dance that...
3. Choreographing the best moves…
Conclusion 
 What do we mean by blended learning? 
 How do we translate the principles of 
blended learning into practic...
Conclusion 
Blending for active learning is not a single 
dance!
Conclusion 
Blending for active learning is not a single 
dance! 
It requires visionary choreographers to skillfully 
plan...
Contact details… 
Professor Mark Brown 
Director, National Institute for Digital Learning 
mark.brown@dcu.ie 
@mbrownz 
ht...
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Blended Learning: Putting Policy and Principles into Practice

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Presentation at Epigeum Blended Learning Event, 18th November, London.

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Blended Learning: Putting Policy and Principles into Practice

  1. 1. Blended Learning: Putting Policy and Principles into Practice Professor Mark Brown Director, National Institute for Digital Learning 18th November 2014
  2. 2. Outline… 1. Let’s dance 2. Dancing with purpose 3. Choreographing the best moves
  3. 3. Key message… “The problem is not making up the steps but deciding which ones to keep.” Mikhail Baryshnikov https://www.flickr.com/photos/59015064@N02/9316044012/
  4. 4. 1. Let’s dance… “At its simplest, blended learning is the integration of classroom face-to-face learning experiences with online learning experiences” (Garrison & Kanuka, 2004, p.96).
  5. 5. 1. Let’s dance… “. . . an opportunity to fundamentally redesign how we approach teaching and learning in ways that higher education institutions may benefit from increased effectiveness, convenience and efficiency” (Vaughan, 2012). Blended learning is…
  6. 6. https://www.flickr.com/photos/speakslyrics/ 1. Let’s dance…
  7. 7. 1. Let’s dance… https://www.flickr.com/photos/misterf/
  8. 8. 1. Let’s dance… Adaptive blends… “Because no two students have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single-mindedness can be trusted to make even the best educational ideas fail”.
  9. 9. 1. Let’s dance… https://www.flickr.com/photos/queensucanada/
  10. 10. 1. Let’s dance… Not New - 1935
  11. 11. 1. Let’s dance…
  12. 12. 1. Let’s dance…
  13. 13. 1. Let’s dance…
  14. 14. Weak sense of blending… (Wappett, 2013) 1. Let’s dance…
  15. 15. Stronger Sense of Blending… Learning Pathways (Wappett, 2013) 1. Let’s dance…
  16. 16. 1. Let’s dance…
  17. 17. 1. Let’s dance… “These studies answer the ‘‘big’’ questions (e.g., is DE/OL more effective than classroom instruction?), but they generally fail to establish an alignment of evidence that addresses the ‘‘do’s’’ and ‘‘don’ts’’ of instruction via rigorous research.” (p.89). Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., & Abrami, P. (2014). A meta-analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26:87–122.
  18. 18. 1. Let’s dance… The inconvenient truth is… Blended learning has become a popular construct that means different things to different people… Arguably the concept has done little to disrupt the ‘old normal’ and the familiar tap, tap, tap of the same dance routine continues to reinforce traditional educational outcomes. https://www.flickr.com/photos/mspsfamily/
  19. 19. 1. Let’s dance… A really B O L D [ Blended | On-line | Digital ] Re-conception of Campus-based Teaching
  20. 20. 1. Let’s dance… https://www.flickr.com/photos/jad_23/
  21. 21. 2. Dancing with purpose…
  22. 22. 2. Dancing with purpose… Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Blending Framework
  23. 23. 2. Dancing with purpose… Places Tools Spaces Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Blending Framework
  24. 24. 2. Dancing with purpose… Place of Learning (Where Learning Occurrs) Mode of Learning (How Learning Occurs) Pace of Learning (When Learning Occurs) Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Blending Framework
  25. 25. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) (Brown, 2010) 2. Dancing with purpose…
  26. 26. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Still has a role even in flipped classrooms Learning by making (Constructionist) (Brown, 2010) 2. Dancing with purpose…
  27. 27. 2. Dancing with purpose… Acquisition Blended Learning Design Culture Synchronous Asynchronous Participation Blending with purpose for a seamless digital learning experience
  28. 28. 2. Dancing with purpose… On Campus in Class Acquisition Blended Learning Design Culture Synchronous Asynchronous Participation Blending with purpose for a seamless digital learning experience
  29. 29. 2. Dancing with purpose…
  30. 30. 2. Dancing with purpose…
  31. 31. 2. Dancing with purpose… On Campus in Class Acquisition Synchronous Asynchronous Participation On Campus out of Class Blended Learning Design Culture Blending with purpose for a seamless digital learning experience
  32. 32. 2. Dancing with purpose…
  33. 33. 2. Dancing with purpose…
  34. 34. 2. Dancing with purpose…
  35. 35. 2. Dancing with purpose…
  36. 36. 2. Dancing with purpose…
  37. 37. 2. Dancing with purpose… Off Campus in Class Blended Learning Design Culture Synchronous Asynchronous Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Blending with purpose for a seamless digital learning experience
  38. 38. Metaphorically how can we design the most appropriate blends to foster active, academically challenging, and pedagogically delightful performances? https://www.flickr.com/photos/umtad/ 2. Dancing with purpose…
  39. 39. 3. Choreographing the best moves…
  40. 40. 3. Choreographing the best moves…
  41. 41. 3. Choreographing the best moves… Conceptualise What do we want to design, who for and why? TThhee 77CCss DDeessiiggnn FFrraammeewwoorrkk Consolidate Evaluate and embed your design
  42. 42. 3. Choreographing the best moves… A transformative learning design culture involves… • Making explicit choices • Adopting a principled approach • Winning the hearts and minds of teachers • Providing the design tools for new pedagogies • Giving responsibility for quality back to teachers • Building distributed leadership at the programme level
  43. 43. 3. Choreographing the best moves… The Epigeum course will help teachers learn how to design their own unique dance that students can truly enjoy!
  44. 44. 3. Choreographing the best moves…
  45. 45. Conclusion  What do we mean by blended learning?  How do we translate the principles of blended learning into practice?  How can we ensure our staff stay at the cutting edge of innovations in blended learning?
  46. 46. Conclusion Blending for active learning is not a single dance!
  47. 47. Conclusion Blending for active learning is not a single dance! It requires visionary choreographers to skillfully plan the moves of a whole dance troop to get the best out of individual dancers in order to produce a truly great performance.
  48. 48. Contact details… Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz http://www.slideshare.net/mbrownz

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