This document discusses blended learning experiences at a university in Hong Kong. It describes several institution-wide projects funded by the University Grants Committee to support blended learning through pedagogical, technical and evaluation assistance. Evaluation frameworks assessed student actions, feelings, and performance. Blended learning combines face-to-face and online modes of learning tasks before, during and after lectures. Benefits included increased interaction between students.

1. Blended learning experiences – A case in Hong Kong Dr Paula Hodgson Educational Development Centre The Hong Kong Polytechnic University This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .

2. Foci Institutional-wide strategic direction on eLearning Areas of support to staff: technical pedagogy scholarship Benefits of blended learning adopted in curriculum

3. Institution-wide approach University Grants Committee funded project: Megaweb 1999-2001 (~ ￡ 420,000) ( http://megaweb.polyu.edu.hk/ ) Providing pedagogical and technical support – Instructional designer (ID) / tech. team

4. Institution-wide approach University Grants Committee funded projects: e3Learning 2001-2004 (~ ￡ 225,000) ( http://e3learning.edc.polyu.edu.hk/ ) Providing pedagogical, technical and evaluation support – ID / tech. team / evaluation officer

5. Sub-project lifecycles Design learning and teaching activities Design evaluation plan Solve day-to-day web-use problems Collect student feedback and learning outcome data Planning Design and Develop-ment Implement-ation One-stop-shop meeting Analyse requirements / Brainstorm educational ideas / Provide technical possibilities in teaching / Discuss evaluation strategy Review, revise and enhance Evaluation Create e-learning deliverables Handover, assist teachers to use the materials Proposal Academic involvements e3Learning involvements

6. Management strategies: Team-teacher communication needs needs report content strategy data website strategy Development Team Teacher Evaluation Team

7. One-stop shop meetings Review, revise and enhance (mid-development sessions)

8. Evaluation framework - what Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf Student actions Ss do Data on Ss feelings Data on what Ss know Evaluation Student performance in assessments Student perceptions Data on what

9. Evaluation framework - how Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf Evaluation Student performance in assessments Student actions Student perceptions SFQ; Satisfaction questionnaire; Ind. / group interview Exams & tests; Essay / reports Log data; observation

10. Model - PDDIE Experiences Growing size – Critical mass Government funded projects

11. Institution-wide approach eLearning Development and Support Section (eLDSS), Educational Development Centre 2005 ~ current ( http://eldss.edc.polyu.edu.hk/ ) Providing pedagogical, technical and evaluation support; staff development activities (central / departmental); support in applying funding proposals from VP (AD) (~ ￡ 530,000 per year for 3 years)

12. Learning framework intended learning outcome learning experiences: blended learning tasks & assessment learning impact

13. Blended learning face-to-face mode online mode

14. Blending mode of learning tasks Lectures Tutorials Before During Post

15. Pre-lecture online tasks Online polling Assessing preconceptions Online quiz Assessing previous knowledge Open-ended questions Assessing what they know and don’t know Question corner Inviting questions

16. Pre-class Question

17. Pre-class: Vote on current issues

18. Pre-class reading quiz

19. In -class Feedback

20. In -class discussion

21. Post-lecture online tasks Searching online references [e-journals, WWW] Extending learning concepts Making annotations using RefWorks/ Endnote [lib] Reinforcing learning concepts

22. Post-lecture online tasks Interacting with professionals / expertise in the field locally / overseas through real-time audio/video conferencing, asynchronous e-forums Increasing interactions

23. MORE online learning tasks

24. MORE online learning tasks

25. MORE online learning tasks

26. MORE online learning tasks

27. MORE online learning task: weblogging

29. Benefits – increased interactions between students

30. Blended-mode of learning Face-to-face participation Mode of participation Active Passive Online learning Active Passive Active Passive

31. Benefits of blended-mode of learning Face-to-face participation Mode of participation Active Passive Online learning Active Passive Active Passive