This document outlines a blended learning model for a master's course in engineering and environmental geology at the Asian Institute of Technology in Vietnam. It begins by describing traditional and e-learning models and their advantages and disadvantages. It then introduces a blended learning model that combines face-to-face instruction, online video lectures, online discussions, and international expert conferences. The document provides details of an environmental engineering geology course schedule using this blended approach, mixing online and in-person activities over several weeks. The goal is to increase learning effectiveness, reduce costs and time, and boost student satisfaction and numbers by integrating online and classroom experiences.

1. BLENDED LEARNING FOR A MASTER
COURSE ON ENGINEERING AND
ENVIRONMENTAL GEOLOGY
Doan Huy Hien, PhD
Asian Institute of Technology in Vietnam

2. Outlines
• Traditional training model
• Elearning model
• Blended traning model
• Environmental Engineering Geology
Course
• Course schedule

3. Traditionally Learning Model
http://psyc208.wordpress.com/common-problems/

4. Advantages of Traditionally Learning Model
• Closely interact between lecturer and
trainers
• Respond immediately to an individual
student’s question
• Conduct secure assessments
• Simultaneously view common materials.
• Give individualized assignments

5. Problem of Traditionally Learning Model
• Balancing between friends and school
• Awareness
• Self management
• Planning
• Lack of interest in materials
• Trying to cram
• Not knowing the expectation of the
course
• Not enough time
• Not remembering things
http://psyc208.wordpress.com/common-problems/

6. Problem of Traditionally Learning Model
Make the learners inactive

7. Newly Learning Approach

8. Elearning model
Is generally defined as any form
of learning that utilizes a
network for delivery,
interaction, or facilitation .

9. Elearning Mission
Elearning is the future
schooling for providing:
education for all and
increasing potential of
information telecommunication
technology (ITC) to meet
different educational objectives

10. Elearning Objectives
• Expands opportunity of education
• Expands quality of learning.
• Increases delivery of learning.
• Improves efficiency of teaching.

11. Future of Elearning
• Nobody has the exact answer
• Graduates will be exposed to new
information in one year than their
grandparents in a lifetime.
• Memorizing facts will have lower value, than
utilizing information for decision-making.

12. Future of Elearning, cont’d
• Multi-career.
• Change of career.
• Lifelong learning.
• Just-in-Time (JIT) learning.
• Career development: learning by the
corporate
• Telecommuting learning: distance

13. Traditional vs. Elearning
Traditional Learning Elearning
Teacher Centered Student Centered
Single Media Multimedia
Isolated Work Collaborative Work
Information Delivery Information Exchange
Factual-based Skills-based learning
Learning
Bricks & Board Technology-enabled
learning
Push approach Pull approach

14. Potential Elearning: Pros
•New opportunities to •Customized and flexible
maximize learning potentials learning
•No commuting time or travel •No constraints of
cost geographical location
•Learning while working •Learning at her/his own
pace
•Just-In-Time (JIT) learning •Learning to fit busy
schedule
•Re-tooling for the •No campus space is
unemployed required
•Probably less costly •Greater learning resources
available

15. Potential Elearning: Cons
•Instructors need to be •Needs of students for
effective equipment and service
providers
•Hard for instructors to move •Academic integrity of online
traditional content online students
•Time consuming for •Lack face-to-face interaction
individualized feedback
•Technical training of •Lack of regulations of
learners learning practices and quality
assurance
•Effectiveness of •Lack of e-learning culture
assessments

16. Potential Elearning: Cons
•Equity of access to learners •E-learning must be
of different backgrounds integrated into the
mainstream accreditation
and quality assurance –
guidance, design delivery
and assessment
•Requires new skills and •Lack of policies of
responsibility from learners intellectual property rights to
protect e-learning content
authors
•Content developers have to •Lack of social interactive
be trained in instructional aspects of campus and
design, learning theory classrooms

17. Blended Learning Model
 “… the single greatest unrecognised trend in
higher education today”
(Young, 2002, President of Penn State
University).
 “Blended learning the thoughtful integration of
face-to-face and Elearning experiences. The
basic principle is that face-to-face oral
communication and written communication
are optimally integrated such that the
strengths of each are blended into a unique
learning experience…” (Garrison & Vaughan,
2007 p.5)
Calls for a change in ‘culture’ of teaching.

18. Blended Learning Methodology
http://elearning.kau.edu.sa/Pages-bl.aspx

19. Blended learning benefit
• Increase the effectiveness of the learning
process.
• Reducing the cost and time required to
learn.
• Increasing learner satisfaction about the
learning process.
• Increase the number of student.
• Increase the motivation to the learning
process through the use of multimedia

20. Why AIT conduct blended
learning?
• AIT has a long history on graduate training
programs
• AIT has an excellent number of faculties
with international standard
• AIT has an excellent IT facility

21. Blended learning benefit
• Provide the three choices for our learners
(F2F,Online,Blended).
• It works to improve educational outcomes.
• Blended learning allows us to make the
most of technology to achieve specific
educational goals.
• Blended Learning can utilize learning and
work .

22. Environmental Engineering
Geology (EEG)
• EEG combines the contents of both
environmental geology and engineering geology,
the course is to equip students with an
understanding of how geology interacts with
major Environmental problems and issues facing
people and society, and also provide a balanced
and comprehensive understanding of the
methods and approaches that are useful in
dealing with the great variety of geologic
conditions encountered in engineering works.

23. EEG Course Output
• Understand on the formation of soil/rock
• Understand on the distribution of natural
resource and geohazards
• Understand on the interacts between
geology and environment

24. EEG Course Output
• Consult on decision making concerning
the use of water, minerals, energy
resources, and our response to and
preparedness for natural hazards.
• Plan and design for site investigation with
optimum solution
• Groundwater modeling and design for
land subsidence analysis

25. Blended EEG Leaning
25
20
15
Hours
10
5
0
Video Lecture F2F Lecture Online Online Exam
Conference Discussion

26. EEG Course Schedule
Time Time Events Resources
Nov 13 8.00-8.30 Open Ceremony
8.30-16.30 F2F lecture Dr. Pham Huy Giao
Nov 14- First video Lecture (5 hours) Online study
Nov 30
Dec 01 19.0-20.0 Online discussion with instructor Dr. Pham Huy Giao
Training assistant
Dec 02 - Second video lecture (5 hours) Online study
Dec 14
Online video conference with
International expert,
Dec 15 18.00-21.00 international expert (First time)
Training Assistant
Third Video lecture (5 hours)
Dec 16-
Online study
Dec 28

27. EEG Course Schedule
Time Time Events Resources
Dec 29 19.0-20.0 Online discussion with instructure Dr. Pham Huy Giao
Training assistant
Dec 30- Fourth Video Lecture (6hours) Online study
Jan 11
Jan 12 19.0-20.0 Online discussion with instructor Dr. Pham Huy Giao
Training assistant
Jan 13 – Self review on 21 hours video lecture, Online study
Jan 22 summarize on problems raising up
Online video conference with
International expert,
Jan 23 18.00-21.00 international expert (First time)
Training Assistant
8.30-16.30 F2F lecture
Jan 25 Dr. Pham Huy Giao
18.00-21.00 Online examination
Feb 04

28. Thank you for your attentions