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

1. Approaches to designing blended learning
AMEE Pre-Conference Workshop Sunday 28 August 2016
Natalie Lafferty - University of Dundee
flickr photo by Stanford EdTech https://flickr.com/photos/stanfordedtech/5527125265 shared under a Creative Commons (BY-NC-ND) license

2. flickr photo by nlafferty https://flickr.com/photos/23093930@N04/27701342272 shared under a Creative Commons (BY-NC-SA) license
Some perspectives from my journey at Dundee

3. Photo%by%kerryj.com%/ Creative%Commons%Attribution/NonCommercial%License%%https://www.flickr.com/photos/41664681@N00 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. What’s driving your use of blended learning …
is it technology or your educational philosophy?
flickr photo by _Hadock_ https://flickr.com/photos/hadock/9377824124 shared under a Creative Commons (BY-NC-ND) license

5. flickr photo by marwho https://flickr.com/photos/marwho/376839132 shared under a Creative Commons (BY) license
Blended learning or information transmission?
Death by click, click, click learning

6. Passive - spoon feeding – students as consumers
flickr photo by Jessica M. Cross https://flickr.com/photos/jesscross/5096437962 shared under a Creative Commons (BY) license

7. Fact or Fiction? Self-efficacy
Digital native Digital immigrant
Left -flickr photo by hackNY https://flickr.com/photos/hackny/5685414561 shared under a Creative Commons (BY-SA) license
Right -flickr photo by bengrey https://flickr.com/photos/ben_grey/4404664901 shared under a Creative Commons (BY-SA) license

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. Photo%by%Veronique%Debord%/ Creative%Commons%Attribution/ShareAlike%License%%https://www.flickr.com/photos/41497284@N00 Created%with%Ha
What do you want students to learn, knowledge, skills,
professional attributes …

10. Photo%by%kevin%dooley%/ Creative%Commons%Attribution%License%%https://www.flickr.com/photos/12836528@N00 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. 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. Blended learning in a Student Selected Component

13. Photo%by%giulia.forsythe%/ Creative%Commons%Attribution/NonCommercial/ShareAlike%License%%https://www.flickr.com/photos/59217476@N00 Created%with%Ha

14. (Siemens 2005; Sandars 2009)
flickr photo by nlafferty https://flickr.com/photos/23093930@N04/9041304193 shared under a Creative Commons (BY-NC-SA) license

15. Photo%by%giulia.forsythe%/ Creative%Commons%Attribution/NonCommercial/ShareAlike%License%%https://www.flickr.com/photos/59217476@N00 Created%with%Ha

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 http://www.slideshare.net/charlesjennings/the-702010-framework

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. Photo%by%giulia.forsythe%/ Creative%Commons%Attribution/NonCommercial/ShareAlike%License%%https://www.flickr.com/photos/59217476@N00 Created%with%Ha

19. Photo%by%@nlafferty / Creative%Commons%Attribution/NonCommercial/ShareAlike License
Equipping students to learn and develop as self-regulated and
lifelong learners

20. Photo%by%kpwerker%/ Creative%Commons%Attribution/ShareAlike%License%%https://www.flickr.com/photos/64693558@N00 Created%with%Ha
Each student keeps a reflective blog and join a private
Google+ community … provides multiple opportunities for
feedback

21. @nlafferty

22. Photo%by%Criterion%/ Creative%Commons%Attribution%License%%https://www.flickr.com/photos/95411052@N00 Created%with%Ha
Essential in formative assessment …
Providing a recipe for action and informing students’ projects

23. Student created videos –
expert peer review and feedback key
@nlafferty

24. Students as producers of learning creating digital learning
resources – “a chance to impact upon other’s learning.”
@nlafferty

25. Photo%by%sebastien.barre%/ Creative%Commons%Attribution/NonCommercial/ShareAlike%License%%https://www.flickr.com/photos/99706198@N00 Created%with%Ha
Learning collectives and communities of practice

26. Photo%by%mike.benedetti%/ Creative%Commons%Attribution%License%%https://www.flickr.com/photos/16205135@N00
“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. 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. Photo by Dave_B_ - Creative Commons Attribution License https://www.flickr.com/photos/54829270@N00
Questions - Discussion