Blended Learning
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The document discusses blended learning, which combines face-to-face instruction with online learning. It provides several definitions of blended learning and notes that it aims to enhance student learning through strategic use of information and communication technologies to complement traditional approaches. The document also reviews the history of technology in teaching and learning and identifies tools commonly used in blended learning approaches.
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Blended Learning
- 1. Blended learning Susan Armitage Phil Tubman
- 6. A brief history trip… 1992 1989 1993/4 2001 VLEs Teaching and Learning Technology Programme and TLTSN Tim Berners-Lee starts the WWW My son is born Lancaster is a leader in the use of online collaborative learning tools (CMC); Computers in Teaching Initiative established Take off in use for on-campus courses Use of graphical interfaces for CMC via WWW, mainly supporting distance learning; Content sharing 2004 Web 2.0 Collaborative creation of content Sharing information, communication & social networking Blended learning 2008 Technology Enhanced Learning The future …
- 8. What benefits and barriers can you identify in this activity? Student Tutor Benefits Barriers
- 9. technology/media supported Fully online Face to face Technology/media dependent e.g. Email, Metalib e.g. Powerpoint e.g. Videoconferencing, simulations e.g. MSN/SKYPE, wikis, blogs, virtual worlds
- 10. Technology/media supported Fully online Face to face Technology/media dependent wikis MyPlace /MyPGR /MyModules VLE Mail explosion lists Email Off-air recording PRS/EVS systems DVD/CD players PC & Data projector Powerpoint LUMES CBA Videoconferencing eprints Scanned documents Virtual worlds /Virtual reality Pictures Videostreaming Film & video CBA MSN /SKYPE Metalib Interactive whiteboards Podcasting Audio Simulations /Adobe connect /Twitter Adapted from: Picciano, A.G., 2005, Sloan-C Summer Workshop, Victoria, British Columbia
- 13. Audio visual services (94393) Copyright LUTV Photographic unit Creating content Scanning Powerpoint Lancaster Uni’s E-learning strategy Techdis Accessibility Case studies of practice @ Lancaster Elearning practice in HE Staff Learning Centre Learning Technology Group Plagiarism detection JISC regional support centre HE Academy subject centres Blended Learning CETL
- 19. The persistence of myths The Open University's Institute for Educational Technology
- 20. So what else is changing? The Open University's Institute for Educational Technology Q4.5: ‘If you download written materials, do you read them onscreen or print them out?
- 21. A, b or c? A web supplemented B web dependent C fully online course
- 23. LU e-learning strategy threshold Minimun/ Introductory (common features currently) Intermediate/ Contextual (substitution & customisation) Advanced/ Transformational (incl forms of learning not readily possible by traditional means) Category & Level
Editor's Notes
- JISC actually say in this publication that e-learning = enhanced learning – they do go onto explore factors more and share case studies, but the implication is that it will enhance learning. Important to say that e-learning is not just the use of a Virtual Learning Environment (check with Graham about WebCT) and in fact when you look at the range of ICT in use in HE it is much more than the VLE – say more about this shortly. First introduce you to a case study that for me epitomises how e-learning can be embedded into a face to face course to enhance the learning for students.
- Pushing this a bit! Those who have moved beyond the posting up lecture notes – this is usually where they have started! There have been few examples that I have been involved with who have had course designs embedding e-learning leaping fully formed into existence!
- One of the questions I am often asked – usually by those who can’t face getting involved in e-learning is “How successful is it?”. This is of course an impossible question for someone in my position to answer in a global sense. Each member of staff has different reasons for using e-learning within their course. Individual differences of teachers and their approach to teaching mean that e-learning is used very differently even within the same department.
- These were categories used in a survey of Australian Universities on-line courses and has since been used by me and TLIG for surveys of Lancaster and UKHE respectively. Mason has similar categories of content+support, wrap around and integrated models 56% UG modules using VLE, approx 500 staff and 8,000 students A - Additional - web supplemented, online participation is optional for the student 92 % B – 6 % 0 Bi - Blended - web dependent, participation required through interaction with content 2 Bii - web dependent, participation required through communication with staff/students 4 Biii - web dependent, participation required through interaction with content and communication C - Committed - fully online course 2% I have noticed that the culture within a face to face course will often spill over into the on-line discussion spaces – what I mean is, someone who encourages discussion in their face to face sessions, is open to questions and being challenged – similar behaviours can be seen on-line – the culture ‘translates’.