Mr. Brant KNUTZEN (Learning Designer, Faculty of Education, HKU)
http://citers2013.cite.hku.hk/en/opening-panel.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Mr. Brant KNUTZEN (Learning Designer, Faculty of Education, HKU)
http://citers2013.cite.hku.hk/en/opening-panel.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Blended Learning – A Total Training Solution, Craig JordanThe HR Observer
Corporate training has come a long way over the last 30 years significantly due to rapid technological advances. These advances have allowed us to move from the typical “chalk & talk” classroom delivery, requiring all participants to be in the same room, to the point where we can now deliver training simultaneously to a dispersed audience anywhere in the world. In its infancy, blended learning simply meant supporting classroom training with linear semi-interactive online modules but the industry now offers a variety of sophisticated tools and platforms. Providing the optimum blended learning solution for your organisation needs careful planning and preparation. This workshop will look at the options available and present a model solution for the modern work environment.
This presentation was used at HR Summit and Expo 2013 www.hrsummitexpo.com
Trends come and go, but quality education will last a lifetime. In edWeb community, Blended Learning’s, latest webinar, attendees learned what best practice blended learning trends are, and how they can help support personalization of learning for each unique student. Webinar presenters, Tom Vander Ark, author of “Getting Smart: How Digital Learning is Changing the World” and CEO of Getting Smart, an education advocacy firm, and Tim Hudson, experienced educator and Senior Curriculum Designer for DreamBox Learning discussed effective blended learning approaches that benefit students and teachers. They shared ideas for how to use these strategies to support student engagement and achievement, particularly in elementary math.
Webinar attendees gained knowledge about many blended learning topics, including:
Emerging blended learning trends
Teaching and learning in an increasingly mobile world
How blended learning can boost elementary math achievement
The impact of blended learning on schools and the teaching profession
Watch the webinar recording to learn how you can integrate blended learning practices in your classroom!
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Blended Learning, What's It Take? June 2014Rob Darrow
Blended learning elements and tools for teachers and administrators who want to implement blended learning. Includes iNACOL's six elements of blended learning. Presented at the Hybrid Learning Consortium, June 2014.
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
Blended Learning – A Total Training Solution, Craig JordanThe HR Observer
Corporate training has come a long way over the last 30 years significantly due to rapid technological advances. These advances have allowed us to move from the typical “chalk & talk” classroom delivery, requiring all participants to be in the same room, to the point where we can now deliver training simultaneously to a dispersed audience anywhere in the world. In its infancy, blended learning simply meant supporting classroom training with linear semi-interactive online modules but the industry now offers a variety of sophisticated tools and platforms. Providing the optimum blended learning solution for your organisation needs careful planning and preparation. This workshop will look at the options available and present a model solution for the modern work environment.
This presentation was used at HR Summit and Expo 2013 www.hrsummitexpo.com
Trends come and go, but quality education will last a lifetime. In edWeb community, Blended Learning’s, latest webinar, attendees learned what best practice blended learning trends are, and how they can help support personalization of learning for each unique student. Webinar presenters, Tom Vander Ark, author of “Getting Smart: How Digital Learning is Changing the World” and CEO of Getting Smart, an education advocacy firm, and Tim Hudson, experienced educator and Senior Curriculum Designer for DreamBox Learning discussed effective blended learning approaches that benefit students and teachers. They shared ideas for how to use these strategies to support student engagement and achievement, particularly in elementary math.
Webinar attendees gained knowledge about many blended learning topics, including:
Emerging blended learning trends
Teaching and learning in an increasingly mobile world
How blended learning can boost elementary math achievement
The impact of blended learning on schools and the teaching profession
Watch the webinar recording to learn how you can integrate blended learning practices in your classroom!
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
Blended Learning, What's It Take? June 2014Rob Darrow
Blended learning elements and tools for teachers and administrators who want to implement blended learning. Includes iNACOL's six elements of blended learning. Presented at the Hybrid Learning Consortium, June 2014.
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
The flipped classroom model is an instructional strategy that uses blended learning to reverse where lecture and learning take place. This strategy enables students to access content more flexibly, increasing engagement and active learning, and gives teachers the opportunity to better assist, engage, and differentiate learning for students during class time.
Learn what the flipped classroom model really means and how to implement it in your classroom.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Peter Holdridge, Stephen Pinfield & Peter Stordy - Online Learning Case Studies: Delivering the new LISM (Library and Information Services Management) distance learning programme. TELFest 2016 presentation
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
A 5E Lesson Plan to Promote the Use of Reflective-Reflexive Practices by In...Brehaniea Wight
EDLM6200 - Reflective-Reflexive Practices in Technology Enabled Environments
Link for full lesson plan: https://drive.google.com/file/d/17adoZAcv0x5clfB0IbgXc328d08awnJ3/view?usp=sharing
In today’s slideshare, we look at the use of digital technology to enhance reflective-reflexive practice in a 5E lesson plan. It is in response to a teacher’s sudden and drastic shift from the traditional classroom to a strictly online learning environment. While learning takes place in the synchronous environment through live conferences, it is supported using an asynchronous learning management platform.
The 5e model of instruction will empower the students to take responsibility for their own learning. The teacher will guide the students through the five phases - engage, explore, explain, elaborate, and evaluate. Students will engage in reflective-reflexive practice in each phase using online digital tools.. The reflective-reflexive process will incorporate works from reflective gurus such as
Kolb - learning through experience
Gibbs - emotional feelings, action plan
Brookfield - four critical lenses - self, peers, experts and literature
Schön’s reflective models - reflection before, during and after
Rationalise, Response, Results - Keynote Presentation by Dr. Daniel Tan REC:all project
This presentation was given by Dr. Daniel Tan, Director of the Centre for Excellence in Learning and Teaching (CELT) Nanyang Technological University, Singapore on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
1. Blended Learning:
Finding the Right Mix
Dr Craig Bellamy
CSU Study Centre Melbourne
Margaret Redestowicz
CSU Study Centre Sydney
2. Overview
1. What is Blended Learning?
2. How may it improve or transform
teaching and learning?
3. Finding the right mix
4. Over to you!
3. What is Blended
Learning?
Oliver, M. & Trigwell, K. (2005) Can 'Blended Learning' Be Redeemed?. E-
Learning and Digital Media, Volume 2 Number 1 2005.
5. What is Blended
Learning?
• Flexibility in the curriculum – synchronous and asynchronous
activities
• Technologies such as collaborative writing software to
quizzes, video conferring, screencast, virtual classrooms,
lecture capture and annotation to discussion boards
• Flipped classroom means lecture is asynchronous and
students watch in their own time, coming prepared to engage
in activities in class.
• Technology and the blended learning approach may enhance
the learning process at many different levels and stages ie.
assessment, resources and activities and inside and outside
the classroom
6. What is Blended
Learning?
• Blended courses integrate online with face-face instruction in
a planned, pedagogically valuable manner, and do not just
combine but trade-off face-to-face time with online
activity, or vice versa.
(Vignare 2007).
• Osguthorpe & Graham (2003) identified six goals when
designing blended environments:
1. pedagogical richness
2. access to knowledge
3. social interaction
4. personal agency
5. cost effectiveness
6. ease of revision
7. Design Considerations
• Understanding the Learners
Learners are different and individual. They prefer different learning
and delivery methods (i.e. Universal Design Principles)
• Understanding the Content
You need to fully understand the topics that make up your course,
and reasons why you cover them in a particular order.
• Understanding Learning Processes
You can utilise a wide range of teaching methods to accommodate
the differences in learners and the variety of course content.
• Understanding the Technology
Different tools allow different affordances but may have limitations in
certain environments. Too many tools may cause too much cognitive
load.
8. Finding the right mix
• Flexibility – time and place, multiple learning styles
• Repetition and review
• Persistence of materials and discussions
• Efficiencies for the teacher
• Aligned to learning goals and assessment tasks
• Peer learning and collaboration
• Personalisation and self-guided learning
• Authentic activities and workplace readiness
• Building digital literacy – staff and students
9. Finding the right mix
XYZ Framework
• On the X-axis, we answer WHERE are the learners?
• On the Y-axis, we answer WHEN are they learning?
• On the Z-axis, we answer HOW MANY learners are
there?
10.
11.
12.
13. Griffith University – Getting Started with Blended Learning, 2010
Matching the task to a tool
15. Video
• Popular media for blended and flipped learning
• Affordances: Repeatable, interactive, narrative is
engaging, combines visual and audio channels,
authentic.
o Recorded lectures
o Voice over PowerPoint
o Short custom videos about a concept
o Talking head style overviews
o Existing materials from YouTube and Khan
Academy
o Student created videos – for assessment
16. Guo, Kim & Rubin (2014)
looked at videos in
MOOCS (6.9 million
interactions) and found:
• Most videos were watched
for maximum 6 minutes
• Talking head videos with
slides were more engaging.
• Low-tech video more
engaging than studio
recordings.
• Khan-style tablet drawing
tutorials are more engaging
than PowerPoint slides
• Least engaging – recorded
lectures
• Speaking fast and with
enthusiasm is important
17. Communication Tools
• Announcements - asynchronous
• Discussion forums - asynchronous
• Live chat – synchronous
• Web conferencing - synchronous
• Virtual Classrooms (Adobe Connect at CSU) –
synchronous
18. Collaboration Tools
• Curation and annotation – Zotero, Scoop.it
• Wikis and Blogs – built into LMS or external
• Shared spaces – padlet, trello
• Google docs and apps
20. CSU Study Centres
• CSU Online Course Innovation Project - In 2013/2014
CSU moved their Distance Education (DE) offering from
paper-based to online.
• Study Centre F2F class times were cut from 4 hours to 3
hours
• Materials created by CSU with a DE focus
• Blended Learning with a “Pick and Mix” approach
• PD sessions – flipped classroom, LMS, online tools
• Short video recordings – mainly voice over PowerPoint.
21. CSU Study Centre
Approach
Constructive Alignment
A principle used for devising teaching
and learning activities, and
assessment tasks, that directly
address the intended learning
outcomes
Teaching Plans
o Student activities prior to F2F
(asynchronous)
o F2F session plan
(synchronous)
o Students review of material
(asynchronous)
23. Challenges Opportunities
Staff Sessional staff or high
staff turnover
Knowledge management
– encoding successful
designs for re-use
Students
Learning Outcomes
Technology
Editor's Notes
CB + MR
CB
CB
CB
CB
The use of technology in education offers numerous opportunities to improve the teaching and learning process, depending on the particular teaching problem that is being addressed.
The blended learning approach is a way of extending the classroom to ‘where and when’ students are actually accessing education, introducing flexibility into the curriculum. It is a blend of face-to-face teaching with technology-based teaching that can be the ‘best of both worlds’, but if done poorly, can be the worst of both worlds!
There is an enormous list of educational technologies available for teaching and learning from collaborative writing software to quizzes, video conferring, screencast, virtual classrooms, lecture capture and annotation to discussion boards, in both synchronous and asynchronous time.
The consideration of what technology is appropriate is guided by the learning outcomes of the particular lesson and subject combined with ‘where the students will access the content or activities’, ‘when they will access it’, and ‘how many students there are?’.
Constructing content and activities to be used outside of the classroom, such as lecture materials, summaries of readings, or journal entries, is a way to prepare students for activities and discussion within the classroom. This is often termed a ‘flipped classroom’ because the lecture is delivered online in asynchronous time, meaning that students can view the video or other materials at their convenience and come prepared to the classroom for the learning activities.
Technology and the blended learning approach may enhance the learning process at many different junctures including in terms of assessment (formative and summative), content and materials and activities either in or outside the classroom.
MR
Recorded lectures – repurposed from classroom – good for repetition, seems to only be effective for those who attended the original lecture
Voice over PowerPoint – great for repetition, not very engaging but allows for student to rewatch the important points and watch in own order. Good for things like assignment explanations.
Short custom videos about a concept – for example a recording of a maths problem being solved step by step. Setting up or using new software.
Talking head style overviews – teacher in close-up giving a summary of a topic or explanation of an assignment. More engaging. Can be undispersed with slides.
Existing materials from YouTube and Khan Academy – cheap, easy to access – must be reviewed for pedagogical value and framed with a structure to be useful.
Student created videos – for assessment
CB + MR
CB
Due to lack of involvement in the development of the online materials we took a “pick and mix” approach. Study Centre lecturers were free to choose which elements from the DE materials they would like to use in their teaching and whether they would use these elements online or in the classroom.
We conducted PD sessions on flipped classrooms and other learning approaches such as Advance Organisers.
We demonstrated free online tools such as polling tools, shared whiteboards, collaborative spaces (padlet, trello) and curation tools.
We required lecturers to record 3 videos – a general introduction to the subject and introductions to each of the assignments. (Training was provided in video and voice-over-PowerPoint production)
(Demonstrate: a successful site and a teaching plan)
MR
Teaching plans – a new concept for university lecturers but very familiar to teachers.
CB + MR
Best of both worlds or worst of both worlds
Knowledge management – encoding successful designs for re-use
BYOD, LMS, huge amount of free online content
Increased motivation due to variety of resources
Sessional staff or high staff turnover
Wifi and technology limitations
Technology knowledge and skills
Student motivation to work outside of class time
Workload can be increased
CB + MR
Best of both worlds or worst of both worlds
Knowledge management – encoding successful designs for re-use
BYOD, LMS, huge amount of free online content
Increased motivation due to variety of resources
Sessional staff or high staff turnover
Wifi and technology limitations
Technology knowledge and skills
Student motivation to work outside of class time
Workload can be increased