The document discusses blended learning, which combines online and traditional learning. It defines blended learning and compares traditional and online learning approaches. Key benefits of blended learning identified include making better use of attendance time, flexibility in time and place, and supporting different learning styles through a mix of modes. Drivers of blended learning are also summarized as changes in demography, economics, and learning theory favoring more active and collaborative approaches. The document explores different technology options to support blended learning approaches, including virtual learning environments like Moodle that allow online sharing of resources, communication, and assessment.

1. 7th Annual Conference University College Cork 2008 Blended Learning: Dr Liam Boyle, LIT

2. 7th Annual Conference University College Cork 2008 Blended Learning: What? Dr Liam Boyle, LIT 7th Annual Conference University College Cork 2008

3. 7th Annual Conference University College Cork 2008 Blended Learning: What? Why? Dr Liam Boyle, LIT 7th Annual Conference University College Cork 2008

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. What is Blended Learning? Combining online learning

6. What is Blended Learning? Combining online learning with more traditional forms of learning

7. What is Blended Learning? Combining online learning use of virtual learning environment online resources online communications with more traditional forms of learning

8. What is Blended Learning? Combining online learning use of virtual learning environment online resources online communications with more traditional forms of learning lecture tutorial practical sessions

9. Traditional versus Online Traditional:

10. Traditional versus Online Traditional: Attendance Tutor/teacher available on site Lectures, tutorials, laboratory sessions Specified times Specified place Specified pace

11. Traditional versus Online Traditional: Attendance Tutor/teacher available on site Lectures, tutorials, laboratory sessions Specified times Specified place Specified pace Online:

12. Traditional versus Online Traditional: Attendance Tutor/teacher available on site Lectures, tutorials, laboratory sessions Specified times Specified place Specified pace Online: Work almost anywhere Need self-discipline and self-motivation eResources – text, multimedia Flexible time Flexible place Flexible pace

13. Blended Learning Not “either/or” but “both/and” Use mixed modes, according to circumstances and goals

14. Blended Learning Not “either/or” but “both/and” Use mixed modes, according to circumstances and goals Use attendance more effectively

15. Blended Learning Not “either/or” but “both/and” Use mixed modes, according to circumstances and goals Use attendance more effectively, e.g. Online briefing in advance

16. Blended Learning Not “either/or” but “both/and” Use mixed modes, according to circumstances and goals Use attendance more effectively, e.g. Online briefing in advance Online debriefing afterwards

17. Blended Learning Not “either/or” but “both/and” Use mixed modes, according to circumstances and goals Use attendance more effectively, e.g. Online briefing in advance Online debriefing afterwards Attendance for practical sessions

18. Blended Learning Not “either/or” but “both/and” Use mixed modes, according to circumstances and goals Use attendance more effectively, e.g. Online briefing in advance Online debriefing afterwards Attendance for practical sessions Reduced requirement for attendance

19. What is driving change?

20. What is driving change? Demography

21. 2006 Male: 75; Female: 80 More older people Fewer younger people 1986: Male: 71; Female: 76 More young people Fewer older people Female Female Male Male 80 60 40 20 0 0 20 40 60 80

22. Life span: human and technology (Knowles) We can no longer learn as young people enough to last a lifetime We need to relearn throughout our lives

23. What is driving change? Demography

24. What is driving change? Demography Economics

25. Tomorrow’s Skills ( ) Education profile of existing workers, rather than any inflow, will be a major determinant of the future shape of the Irish labour force. Without significant upskilling of existing workers, no major shift in the education distribution of the working age population can be expected by 2020. Expert Group on Future Skills Needs

26. Work-based learning “ 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 ) “ 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 )

27. Economic case New Technology: Need for skilled (competent) workers Periodic reskilling and upskilling Educated workforce: Attractive to inward investment Hedge against flight of capital

28. What is driving change? Demography Economics

29. What is driving change? Demography Economics Learning theory

30. Learning theory Active Learning Learn by doing

31. Learning theory Active Learning Learn by doing Group Learning Discussion, collaboration

32. Learning theory Active Learning Learn by doing Group Learning Discussion, collaboration Meta-cognition Self-learning Reflection on learning

33. Learning theory Active Learning Learn by doing Group Learning Discussion, collaboration Meta-cognition Self-learning Reflection on learning Technology can be used to support these approaches All learners can benefit

34. What sort of blend?

35. Distance Learners Online Online Campus Campus Campus Assessment Assessment

36. Distance Learners Online Online Campus Campus Campus Assessment Assessment Outreach? Workplace?

37. Campus-based Learners Online Campus-based Assessment Assessment

38. What sort of technology?

39. What sort of technology? Resources Specific to a programme or module Library e-Resources WWW

40. What sort of technology? Resources Specific to a programme or module Library e-Resources WWW Communication Text – Chat Text – Forum Audio Video

41. VLE – Moodle Virtual Learning Environment (VLE) Allows creation of programme/module related mini-sites: Password protected Stores programme resources (e.g Course notes) Links to external resources Communications – Chat & Forums Assessment, Tracking

42. Moodle resources

43. Moodle resources Resources: - Label - Text page - Web page - Link to file - Link to web

44. Moodle resources Resources: - Label - Text page - Web page - Link to file - Link to web  Text  Audio  Video  Simulation

45. Moodle resources Resources: - Label - Text page - Web page - Link to file - Link to web - Course specific (Make your own) - Library eResources - WWW (google)

47. Moodle activities

48. Moodle activities Assignment Chat Forum Quiz Wiki

49. Interactive use of Moodle Interact with the material Set tasks/activities to explore, reflect on and apply ideas from lectures or readings Interact with fellow students Get learners to discuss, share and collaborate with fellow students - collaborative construction of knowledge Interact with teacher Forum for learners to pose questions which may be responded to by tutor

50. Value of Communication Community Building/Social dialogue Especially important at start Get to know one another Bond / Build trust and respect Pedagogic communication Express ideas Build ideas Test ideas

51. Collaborative construction Collaborative building of a text resource, e.g. Each student allocated to a group Different topic/question allocated to each group “ Within your group, you are asked to collectively produce a document (4,000 word approx) on the allotted topic” Use forum to discuss process Use wiki to construct report

52. Jack Jane Tutor John Joan James Jenny Joey Jill Interwise: Online tutorials Audio conferencing Slide presentation Whiteboard Web Application sharing

53. Jack Jane Tutor John Joan James Jenny Joey Jill

54. Mobile technology Mobile phone alerts – reminders of meetings, deadlines

55. Mobile technology Mobile phone alerts – reminders of meetings, deadlines, Personal audio - podcasts

56. Mobile technology Mobile phone alerts – reminders of meetings, deadlines, Personal audio - podcasts Videos? Text? Web search, email Primary web access? Limited by screen size?

57. Issues with online learning Learners expect all information to be online: What of information which is not? Credibility of web sources Plagiarism and authenticity of student assignments Digital divide – some left behind? What is missing? – taste, smell, touch (EM Forster (1909) The Machine Stops )

58. Thank you