Blended Learning: Key to Skills, Content, and Language Learning SuccessEADTU
Eric Brewster from Johannes Kepler University Linz gave a presentation about Blended Learning: Key to Skills, Content, and Language Learning Success as part of the online events by expert pool Curriculum development & Course design within EMPOWER.
The INTENT project aims to integrate telecollaborative networks into foreign language higher education across Europe. Funded by the European Commission, the project involves 8 partner universities seeking to consolidate innovative telecollaborative practices and expand their use. By bringing language learners together online, telecollaboration provides opportunities to develop language and intercultural competences. However, its integration faces challenges like a lack of training and resources. The INTENT project aims to address these challenges through surveys, online resources, case studies, and dissemination activities to promote the wider adoption of telecollaboration.
Emerging technologies and Changing Teaching and Learning PracticesDaniela Gachago
This document discusses emerging technologies and changing teaching and learning practices in higher education. It notes challenges in higher education including teaching outdated skills and lack of teacher involvement in innovation. Emerging technologies promise benefits but are seldom used transformatively. The document outlines a South African project studying innovative pedagogical practices using emerging technologies and lessons learned. Case studies showed technologies can enable authentic learning when used to engage students in meaningful, collaborative tasks. Themes included the importance of passionate educators over institutional support and focusing on meaningful learning in authentic contexts.
This document discusses developments in online language learning. It defines different terms used, including e-learning, blended learning, and distance learning. The aim is to distinguish between blended learning and fully online learning. Research areas in online language learning have shifted from structural issues to pedagogical themes like course development, evaluation, teaching roles, and learner support. Current formats include online university courses, virtual worlds, MOOCs, language learning communities, and mobile apps. Future research trends may focus on theory, pedagogy, technology use, learner contributions, and assessment.
Emerging Technologies in Higher Education: A guide for HE practitionersDaniela Gachago
This document discusses emerging technologies and changing teaching and learning practices in higher education. It begins by providing context from various sources on the promise of emerging technologies and how institutions are struggling to keep up with innovations. It then summarizes the key findings of an NRF project on emerging ICTs in South African higher education. The project found that while technologies like social media and research databases are commonly used, adoption is driven more by passionate individuals than systemic institutional support. The document concludes by discussing case studies that illustrate how emerging technologies can facilitate authentic and collaborative learning when implemented effectively.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
The document summarizes a blended learning workshop that aims to:
1) Share experiences from an e-champions course on blended and e-learning;
2) Sensitize teacher participants about blended and e-learning approaches; and
3) Provide a glimpse of how web tools can be combined with in-person activities. The workshop then discusses what blended learning is, its key characteristics, and how web tools have been used to implement blended learning approaches.
Building community through Slack: a student-owned digital space for connectiv...RichardM_Walker
This presentation discusses an institutional approach to the development of a digital learning community for students participating on our fully online study programmes at the University of York. Our approach was based on the use of a team-based environment Slack as a ‘third space’ for interaction - i.e. an institutionally owned platform which students were invited to control and manage as their own space to support their own networking and community activities.
Blended Learning: Key to Skills, Content, and Language Learning SuccessEADTU
Eric Brewster from Johannes Kepler University Linz gave a presentation about Blended Learning: Key to Skills, Content, and Language Learning Success as part of the online events by expert pool Curriculum development & Course design within EMPOWER.
The INTENT project aims to integrate telecollaborative networks into foreign language higher education across Europe. Funded by the European Commission, the project involves 8 partner universities seeking to consolidate innovative telecollaborative practices and expand their use. By bringing language learners together online, telecollaboration provides opportunities to develop language and intercultural competences. However, its integration faces challenges like a lack of training and resources. The INTENT project aims to address these challenges through surveys, online resources, case studies, and dissemination activities to promote the wider adoption of telecollaboration.
Emerging technologies and Changing Teaching and Learning PracticesDaniela Gachago
This document discusses emerging technologies and changing teaching and learning practices in higher education. It notes challenges in higher education including teaching outdated skills and lack of teacher involvement in innovation. Emerging technologies promise benefits but are seldom used transformatively. The document outlines a South African project studying innovative pedagogical practices using emerging technologies and lessons learned. Case studies showed technologies can enable authentic learning when used to engage students in meaningful, collaborative tasks. Themes included the importance of passionate educators over institutional support and focusing on meaningful learning in authentic contexts.
This document discusses developments in online language learning. It defines different terms used, including e-learning, blended learning, and distance learning. The aim is to distinguish between blended learning and fully online learning. Research areas in online language learning have shifted from structural issues to pedagogical themes like course development, evaluation, teaching roles, and learner support. Current formats include online university courses, virtual worlds, MOOCs, language learning communities, and mobile apps. Future research trends may focus on theory, pedagogy, technology use, learner contributions, and assessment.
Emerging Technologies in Higher Education: A guide for HE practitionersDaniela Gachago
This document discusses emerging technologies and changing teaching and learning practices in higher education. It begins by providing context from various sources on the promise of emerging technologies and how institutions are struggling to keep up with innovations. It then summarizes the key findings of an NRF project on emerging ICTs in South African higher education. The project found that while technologies like social media and research databases are commonly used, adoption is driven more by passionate individuals than systemic institutional support. The document concludes by discussing case studies that illustrate how emerging technologies can facilitate authentic and collaborative learning when implemented effectively.
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
The document summarizes a blended learning workshop that aims to:
1) Share experiences from an e-champions course on blended and e-learning;
2) Sensitize teacher participants about blended and e-learning approaches; and
3) Provide a glimpse of how web tools can be combined with in-person activities. The workshop then discusses what blended learning is, its key characteristics, and how web tools have been used to implement blended learning approaches.
Building community through Slack: a student-owned digital space for connectiv...RichardM_Walker
This presentation discusses an institutional approach to the development of a digital learning community for students participating on our fully online study programmes at the University of York. Our approach was based on the use of a team-based environment Slack as a ‘third space’ for interaction - i.e. an institutionally owned platform which students were invited to control and manage as their own space to support their own networking and community activities.
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
This document discusses the role of emerging technologies in Extended Curriculum Programmes (ECP). It presents a keynote by Prof Dick Ng'ambi on innovative pedagogical practices in ECP and the potential for more transformative approaches using technologies. Ng'ambi discusses the need for a tightly coupled relationship between pedagogical models, learning strategies, and appropriate technological tools to enable meaningful learning. Examples are given of how participants in the keynote applied this framework in their own lesson designs. The document concludes by questioning whether it is time for more transformative approaches in ECP through the use of emerging technologies.
The presentation discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning. To exemplify how social media can support seamless learning we follow up with presenting three case studies on the organizational level, on the program level, and on the individual level. Each case study analyzes the context for the use of social media, followed by a discussion of how social media serves as a catalyst for seamless learning.
Peer-led group learning as a variation of collaborative learning has become widely adopted in science, technology, engineering and mathematics disciplines as a way of supporting research tasks and the development of problem-solving skills. This learning approach is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari & Light, 2009).
This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation.
Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.
Trends and Issues in the use of ICT in Language Teachingssorden
Dr. Stephen D. Sorden presented on trends in educational technology for language teaching. He discussed several key trends, including a focus on personalized learning through adaptive technologies and data, the growth of blended learning models, and increasing availability of open educational resources. Other trends involved using mobile technologies, augmented and virtual reality, and shifting student roles from consumers to creators. The talk highlighted how technology is being used to improve language instruction and make learning more efficient, personalized, and available anywhere.
Benefits to the integration technology in educationm_chere
Technology has the potential to improve student work and learning outcomes in several ways:
1) Research shows that technology leads to higher quality student work, better writing, and higher GPAs compared to traditional methods.
2) Students with special needs like dyslexia have shown significant improvements in reading ability and test scores when using computer programs.
3) At-risk students are more engaged and cooperative with technology compared to traditional classrooms.
4) Most students prefer learning with technology, which improves their attitudes towards learning and confidence.
Optimising mobile experiences - Online Educa Berlin 7th December 2018Zac Woolfitt
Technology in the class in the form of laptops, tablets and smartphones connect the student to the outside world as part of the learning process. Technology can both support the student learning but can also be a source of distraction. Research has focused on the distractive nature of technology in class such as laptops (Fried, 2008; Ravizza, Uitvlugt, & Fenn, 2017; Sana, Weston, & Cepeda, 2013). However, this study will focus specifically on smartphones in the class for the following reasons. Almost every college student in the Netherlands brings a smartphone with them to class, the smartphones are physically close to the student throughout the day which can lead to behaviour that makes it particularly difficult to disconnect from social networks. Students are more likely to view them as leisure devices (Lepp, Li, Barkley, & Salehi-Esfahani, 2015) which blurs the lines when this ‘leisure’ device is brought into the study environment of the classroom. The close (physical) relationship that students have with their smartphones (Echenique, Molías, & Bullen, 2015) can lead to additional stress when they are separated from them (Tams, Legoux, & Léger, 2018) referred to as Nomophobia, the fear of not having one’s smartphone (Aguilera-Manrique et al., 2018) and stress through Fear of Missing out (Beuningen & Kloosteram, 2018; Rosen, 2016). In some cases smartphone use can tend towards addiction (Montag & Reuter, 2017) which has been shown to be negatively related to academic performance (Baert, Vujic, Amez, & Claeskens, 2018; Felisoni & Godoi, 2018; Junco & Cotten, 2012; Lepp, Barkley, & Karpinski, 2015; Samaha & Hawi, 2016) since while smartphones can be a tool to support the learning processes, they can also be a source of distraction in the class (Beland & Murphy, 2015; Carrier, Rosen, Cheever, & Lim, 2015; Flanigan & Babchuk, 2015; Mendoza, Pody, Lee, Kim, & McDonough, 2018; Tindell & Bohlander, 2012). The human brain is vulnerable to distraction (Gazzaley & Rosen, 2016) and although students may consider they are ‘multi-tasking’ (Kirschner & Bruyckere, 2017), they are in fact task-switching which leads to inefficiency in task performance due to a strain on limited cognitive resources (Kirschner & van Merriënboer, 2013) and those who task-switch the most often overestimate their ability to do so (Ophir, Nass, & Wagner, 2009) with negative consequences for their study results (Carrier et al., 2015; Rosen, Carrier, & Cheever, 2013).
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
The document introduces flexible learning and flexible teaching. Flexible learning involves learning anytime and anywhere through technology, student-generated content, connectivity, mobility, and personalized and adaptable spaces. Flexible teaching focuses on supporting students' autonomy and responsibility for learning through variable, contextual strategies that maximize technology and digital content while facilitating learning networks. Challenges to modular distance learning in the Philippines include access to printed materials, capacity for independent learning with parental support, and limited teacher-student interaction.
Enhacing student engagement in flexible learningMartin Nobis
The document discusses strategies for increasing student engagement in online courses. It identifies barriers to engagement such as financial stress and lack of interaction. It recommends using active learning methods like discussion and group projects instead of passive methods like lectures. Specific strategies mentioned include creating an online social presence through video feedback and profiles, extending learning beyond the classroom through social media activities, and providing open educational resources and academic support online. The document emphasizes the importance of collaboration, managing conflicts, and periodically assessing performance in online group work.
Distance learning provides education to students who are not physically present in a traditional classroom setting. It can take various forms, including e-learning through electronic media and online courses, as well as international correspondence programs delivered via mail. Collaborative learning involves students actively sharing knowledge with peers to work towards common goals, though some students prefer independent study over group work. The presentation discusses definitions and examples of different types of distance learning methods such as e-learning, international correspondence, and collaborative learning.
This document discusses using social media to increase student engagement. It defines student engagement as students making a psychological investment in learning and understanding material. The document then provides examples of using social media for in-class and out-of-class purposes, such as backchanneling to allow private student discussions during class, polling students in real-time, and bringing in guest speakers via video chat. It also discusses using tools like Twitter and Pinterest to share class-related materials and discussions outside of class.
This document provides an orientation for a hybrid PH601 Philosophy of Religion course. It explains that hybrid courses combine online and in-person learning, allowing students flexibility while maintaining educational rigor. The course is designed based on theories of equivalence and intersubjectivity to create a shared learning experience through two-way communication both online and in class. Students can expect scaffolded collaborative activities and relevant discussions, and are responsible for self-directed online work and participation to stay on track. A variety of online tools will be used to enhance communication and learning.
The document discusses four types of interactions that can occur in distance education: learner-content, learner-learner, learner-instructor, and learner-interface. Learner-content interaction involves how students engage with course material. Continuous interaction with clear and consistent content design can enhance learning. Learner-learner interaction is impacted by the lack of physical interaction online; collaborative learning and peer feedback are important. Learner-instructor interaction helps clarify material and is a strong predictor of perceived learning. Learner-interface interaction depends on students' computer experience, views of the technology used, and technology access.
3. The Effectiveness and Costs of Distance EducationAlaa Sadik
The document discusses the effectiveness and costs of distance education. It presents opposing viewpoints on whether the medium of delivery impacts learning outcomes or just delivery efficiency. Most studies agree that the medium only affects efficiency, not outcomes. It also examines costs, finding they depend on factors like technology type, support level, and number of students. Costs include production, delivery, and support, with fixed costs for equipment and variable costs scaling with use. Formulas are provided for calculating average, marginal and total costs of distance education technologies and systems.
Delivery modes of Distance Education And which Technology is bestneil pacadar
The document discusses different delivery modes of distance education using the internet. It defines distance education and describes how the widespread use of computers and the internet have made distance learning easier and faster. It explains synchronous distance learning occurs when instructors and students interact online at the same time, while asynchronous occurs at different times using technologies like email and prerecorded videos. The internet allows for text, pictures, audio and video to be used in distance education and provides tools for file sharing and communication between teachers and students. However, limitations include unreliable information, tedious searching, security issues, and bandwidth constraints. The document concludes that no single technology is best and effective implementation depends on matching capabilities to educational needs.
The document summarizes a keynote speech on ICT integration in distance education. It discusses the promises of ICT including pedagogical innovation, quality improvement, ubiquitous access, and high market value. However, realities have shown limitations in fully achieving these promises. Recent breakthroughs focus on cataloging lessons learned, starting small strategically, diversifying partnerships, blended approaches, m-learning, and quality assurance/accreditation to better support ubiquitous access to distance education.
The document describes a case study where an instructor taught students online using open educational resources after their university closed due to protests. Surveys found that students were generally satisfied with the online learning experience, though some noted drawbacks like lack of collaboration and slower pace. While openness could increase, the study showed that the instructor's role is vital for student performance and blogs can encourage active learning and community when used for education.
Developing and Teaching Online/Distance Learning CoursesIda Jones
The document discusses best practices for developing and teaching online courses. It covers topics like encouraging student participation, using technology tools, designing assignments, and considerations for group projects. A variety of online teaching methods and technologies are presented, including videoconferencing, social media, blogging, and podcasting. Effective ways to provide faculty input and grade student participation are also described.
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
The document discusses learner experiences with virtual and online learning. It covers several topics:
- Learner needs for online activities including digital literacy, technology access and skills. Many students lack skills to use technology for study.
- Student ownership of technology is high but institutional access differs. Those without access feel disadvantaged.
- Students' study habits are initially influenced by prior education but tutors also have influence. Disabled students are skilled technology users.
- Students extensively use social media recreationally and rely on peers for support, especially technical issues. Technologies support group work processes.
Alan Roberts: Student engagement in shaping Higher Education. Slides from the University of Liverpool Learning and Teaching Conference 2009.
In February 2009 the Centre for Higher Education Research and Information produced a report to HEFCE on student engagement in England. The study aimed to:
* Determine the current extent and nature of student engagement in higher education in England;
* Explore current models of formal and informal student engagement;
* Explore institutions’ rationales for student engagement policies and practices, their measures of effectiveness, and perceptions of barriers to effectiveness;
* Explore what institutions and sector bodies might learn from student engagement models operating in other countries
Liverpool Guild of Students, on behalf of the University of Liverpool, was one of the case study organisations. This session will be used to create discussion about student engagement in learning and teaching issues at the University.
This document discusses the role of emerging technologies in Extended Curriculum Programmes (ECP). It presents a keynote by Prof Dick Ng'ambi on innovative pedagogical practices in ECP and the potential for more transformative approaches using technologies. Ng'ambi discusses the need for a tightly coupled relationship between pedagogical models, learning strategies, and appropriate technological tools to enable meaningful learning. Examples are given of how participants in the keynote applied this framework in their own lesson designs. The document concludes by questioning whether it is time for more transformative approaches in ECP through the use of emerging technologies.
The presentation discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning. To exemplify how social media can support seamless learning we follow up with presenting three case studies on the organizational level, on the program level, and on the individual level. Each case study analyzes the context for the use of social media, followed by a discussion of how social media serves as a catalyst for seamless learning.
Peer-led group learning as a variation of collaborative learning has become widely adopted in science, technology, engineering and mathematics disciplines as a way of supporting research tasks and the development of problem-solving skills. This learning approach is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari & Light, 2009).
This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation.
Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.
Trends and Issues in the use of ICT in Language Teachingssorden
Dr. Stephen D. Sorden presented on trends in educational technology for language teaching. He discussed several key trends, including a focus on personalized learning through adaptive technologies and data, the growth of blended learning models, and increasing availability of open educational resources. Other trends involved using mobile technologies, augmented and virtual reality, and shifting student roles from consumers to creators. The talk highlighted how technology is being used to improve language instruction and make learning more efficient, personalized, and available anywhere.
Benefits to the integration technology in educationm_chere
Technology has the potential to improve student work and learning outcomes in several ways:
1) Research shows that technology leads to higher quality student work, better writing, and higher GPAs compared to traditional methods.
2) Students with special needs like dyslexia have shown significant improvements in reading ability and test scores when using computer programs.
3) At-risk students are more engaged and cooperative with technology compared to traditional classrooms.
4) Most students prefer learning with technology, which improves their attitudes towards learning and confidence.
Optimising mobile experiences - Online Educa Berlin 7th December 2018Zac Woolfitt
Technology in the class in the form of laptops, tablets and smartphones connect the student to the outside world as part of the learning process. Technology can both support the student learning but can also be a source of distraction. Research has focused on the distractive nature of technology in class such as laptops (Fried, 2008; Ravizza, Uitvlugt, & Fenn, 2017; Sana, Weston, & Cepeda, 2013). However, this study will focus specifically on smartphones in the class for the following reasons. Almost every college student in the Netherlands brings a smartphone with them to class, the smartphones are physically close to the student throughout the day which can lead to behaviour that makes it particularly difficult to disconnect from social networks. Students are more likely to view them as leisure devices (Lepp, Li, Barkley, & Salehi-Esfahani, 2015) which blurs the lines when this ‘leisure’ device is brought into the study environment of the classroom. The close (physical) relationship that students have with their smartphones (Echenique, Molías, & Bullen, 2015) can lead to additional stress when they are separated from them (Tams, Legoux, & Léger, 2018) referred to as Nomophobia, the fear of not having one’s smartphone (Aguilera-Manrique et al., 2018) and stress through Fear of Missing out (Beuningen & Kloosteram, 2018; Rosen, 2016). In some cases smartphone use can tend towards addiction (Montag & Reuter, 2017) which has been shown to be negatively related to academic performance (Baert, Vujic, Amez, & Claeskens, 2018; Felisoni & Godoi, 2018; Junco & Cotten, 2012; Lepp, Barkley, & Karpinski, 2015; Samaha & Hawi, 2016) since while smartphones can be a tool to support the learning processes, they can also be a source of distraction in the class (Beland & Murphy, 2015; Carrier, Rosen, Cheever, & Lim, 2015; Flanigan & Babchuk, 2015; Mendoza, Pody, Lee, Kim, & McDonough, 2018; Tindell & Bohlander, 2012). The human brain is vulnerable to distraction (Gazzaley & Rosen, 2016) and although students may consider they are ‘multi-tasking’ (Kirschner & Bruyckere, 2017), they are in fact task-switching which leads to inefficiency in task performance due to a strain on limited cognitive resources (Kirschner & van Merriënboer, 2013) and those who task-switch the most often overestimate their ability to do so (Ophir, Nass, & Wagner, 2009) with negative consequences for their study results (Carrier et al., 2015; Rosen, Carrier, & Cheever, 2013).
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
The document introduces flexible learning and flexible teaching. Flexible learning involves learning anytime and anywhere through technology, student-generated content, connectivity, mobility, and personalized and adaptable spaces. Flexible teaching focuses on supporting students' autonomy and responsibility for learning through variable, contextual strategies that maximize technology and digital content while facilitating learning networks. Challenges to modular distance learning in the Philippines include access to printed materials, capacity for independent learning with parental support, and limited teacher-student interaction.
Enhacing student engagement in flexible learningMartin Nobis
The document discusses strategies for increasing student engagement in online courses. It identifies barriers to engagement such as financial stress and lack of interaction. It recommends using active learning methods like discussion and group projects instead of passive methods like lectures. Specific strategies mentioned include creating an online social presence through video feedback and profiles, extending learning beyond the classroom through social media activities, and providing open educational resources and academic support online. The document emphasizes the importance of collaboration, managing conflicts, and periodically assessing performance in online group work.
Distance learning provides education to students who are not physically present in a traditional classroom setting. It can take various forms, including e-learning through electronic media and online courses, as well as international correspondence programs delivered via mail. Collaborative learning involves students actively sharing knowledge with peers to work towards common goals, though some students prefer independent study over group work. The presentation discusses definitions and examples of different types of distance learning methods such as e-learning, international correspondence, and collaborative learning.
This document discusses using social media to increase student engagement. It defines student engagement as students making a psychological investment in learning and understanding material. The document then provides examples of using social media for in-class and out-of-class purposes, such as backchanneling to allow private student discussions during class, polling students in real-time, and bringing in guest speakers via video chat. It also discusses using tools like Twitter and Pinterest to share class-related materials and discussions outside of class.
This document provides an orientation for a hybrid PH601 Philosophy of Religion course. It explains that hybrid courses combine online and in-person learning, allowing students flexibility while maintaining educational rigor. The course is designed based on theories of equivalence and intersubjectivity to create a shared learning experience through two-way communication both online and in class. Students can expect scaffolded collaborative activities and relevant discussions, and are responsible for self-directed online work and participation to stay on track. A variety of online tools will be used to enhance communication and learning.
The document discusses four types of interactions that can occur in distance education: learner-content, learner-learner, learner-instructor, and learner-interface. Learner-content interaction involves how students engage with course material. Continuous interaction with clear and consistent content design can enhance learning. Learner-learner interaction is impacted by the lack of physical interaction online; collaborative learning and peer feedback are important. Learner-instructor interaction helps clarify material and is a strong predictor of perceived learning. Learner-interface interaction depends on students' computer experience, views of the technology used, and technology access.
3. The Effectiveness and Costs of Distance EducationAlaa Sadik
The document discusses the effectiveness and costs of distance education. It presents opposing viewpoints on whether the medium of delivery impacts learning outcomes or just delivery efficiency. Most studies agree that the medium only affects efficiency, not outcomes. It also examines costs, finding they depend on factors like technology type, support level, and number of students. Costs include production, delivery, and support, with fixed costs for equipment and variable costs scaling with use. Formulas are provided for calculating average, marginal and total costs of distance education technologies and systems.
Delivery modes of Distance Education And which Technology is bestneil pacadar
The document discusses different delivery modes of distance education using the internet. It defines distance education and describes how the widespread use of computers and the internet have made distance learning easier and faster. It explains synchronous distance learning occurs when instructors and students interact online at the same time, while asynchronous occurs at different times using technologies like email and prerecorded videos. The internet allows for text, pictures, audio and video to be used in distance education and provides tools for file sharing and communication between teachers and students. However, limitations include unreliable information, tedious searching, security issues, and bandwidth constraints. The document concludes that no single technology is best and effective implementation depends on matching capabilities to educational needs.
The document summarizes a keynote speech on ICT integration in distance education. It discusses the promises of ICT including pedagogical innovation, quality improvement, ubiquitous access, and high market value. However, realities have shown limitations in fully achieving these promises. Recent breakthroughs focus on cataloging lessons learned, starting small strategically, diversifying partnerships, blended approaches, m-learning, and quality assurance/accreditation to better support ubiquitous access to distance education.
The document describes a case study where an instructor taught students online using open educational resources after their university closed due to protests. Surveys found that students were generally satisfied with the online learning experience, though some noted drawbacks like lack of collaboration and slower pace. While openness could increase, the study showed that the instructor's role is vital for student performance and blogs can encourage active learning and community when used for education.
Developing and Teaching Online/Distance Learning CoursesIda Jones
The document discusses best practices for developing and teaching online courses. It covers topics like encouraging student participation, using technology tools, designing assignments, and considerations for group projects. A variety of online teaching methods and technologies are presented, including videoconferencing, social media, blogging, and podcasting. Effective ways to provide faculty input and grade student participation are also described.
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
Dr. Eleanor Quince, University of Southampton and Charlotte Medland, a student on the project, presented an overview of the Mission Employable; a student-led employability activity.
'Reflect and review' the webinar series led by Sarah Knight.
The document discusses learner experiences with virtual and online learning. It covers several topics:
- Learner needs for online activities including digital literacy, technology access and skills. Many students lack skills to use technology for study.
- Student ownership of technology is high but institutional access differs. Those without access feel disadvantaged.
- Students' study habits are initially influenced by prior education but tutors also have influence. Disabled students are skilled technology users.
- Students extensively use social media recreationally and rely on peers for support, especially technical issues. Technologies support group work processes.
This document summarizes findings from projects investigating how learners experience learning with technology. It discusses how learners use technology in sophisticated ways both within and outside of formal education. It also outlines recommendations for institutions, staff, and further research questions, such as exploring the experiences of specific learner groups and how learners personalize their tools.
The document discusses trends and challenges in higher education in a digital age. Some key points:
- Digital technologies will dominate communication and information, which will be globally accessible through personal networks. Competition for middle-class jobs will intensify.
- The assumptions that knowledge work will be highly rewarded and concentrated among global elites, and that UK graduates will be competitively placed, are troubled by trends like offshoring and increasing supply of graduates globally.
- Students face challenges in fitting flexible learning around other responsibilities, staying motivated without consistent support systems, and developing digital and information literacy skills.
- Institutions must transform curricula through open educational resources and practices, collaborative online learning communities, and ensuring students
This document summarizes the JISC e-Learning and Pedagogy Programme, which aims to promote effective learner-focused e-learning. Phase 1 involved two large studies that investigated learners' experiences and expectations of e-learning. Learners reported high expectations for technology and preferring personal technologies and internet sources over institutional ones. Phase 2 involves seven focused studies examining specific learner groups and how learner experiences change over time, with the goal of providing guidelines for practitioners and institutions.
A presentation from Ellen Lessner of Abingdon & Witney College on the recent JISC publications discussing learners' experiences of e-Learning, supporting a session to be delivered at the RSC SE e-Learning Fair at Southampton Solent University on October 26th 2007
The document discusses a study called the LLiDA project which aims to understand effective learning in the digital age. It examines conceptual frameworks around digital literacies, how they are supported in higher education institutions through audits and best practices, and evidence around successful learning outcomes. It describes activities at an event to discuss definitions of digital literacies and audit tools to collect data on institutional provision. Snapshots of best practices at one institution are presented, showing uses of online forums and social media to engage students before and after enrollment.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
ELESIG is a Higher Education Academy project to start an Experiences of E-Learning Special Interest Group with an online community space and events to discuss learners' experiences with virtual learning environments and mobile technologies in higher education. The goal is to assess the impact on learners, highlight underrepresented voices, and make recommendations to improve the learner experience and institutional support for digital literacy.
[EADTU OPEN VM WEBINAR] Presentation Christian Stracke / Sanna Juutinen / Pan...EADTU
Virtual Mobility: A Joint Educational Product presented by Christian Stracke, Sanna Juutinen, Panu Forsman, Kate Holubinka and Cathrin Vogel on Thursday 18 June 2020
Autonomous Learners' Communication in Practice: Single and Dual Language Virt...engedukamall
Hagley, E. (2014, September). Autonomous Learners' Communication in Practice: Single and Dual Language Virtual Exchange. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There are many reasons people choose to learn a foreign language. Chief among
them is to communicate with people from other countries. The U.S in particular,
but also many other countries, are putting considerable effort into linking their
students with students in other countries so they can communicate using the
power of the Internet. By doing so they are breaking down cultural and social
barriers that impede communication and mutual understanding, which are the
building blocks of successful economic development and peace. The English
language, in particular, gives learners the opportunity to participate in online
exchanges, as it is the language which is generally spoken around the world.
However, autonomous learners often can't safely find others who want to practice
with them. Of course there are options available such as Facebook and Skype but
these can be problematic, with privacy and safety issues abounding. Language
teachers want to offer their students a safe and reliable place to use their English
in real world situations, not just with classmates, but with people from other
countries too. How can they do this? With the advent of the WWW it is much
easier to accomplish.
This presentation will outline two means of opening up the standard classroom to
the world and giving autonomous learners the ability to use the language they
are studying in a number of real world settings. The first method is via Single
Language Virtual Exchange (SLVE). This is where all students participating in the
exchange are English as a Foreign Language (EFL) students and thus learn English
only. They use it to interact with students in other countries who are also
studying EFL. Examples outlined in this presentation include students in Japan
collaborating with students in Vietnam and Colombia. The model used, the many
benefits, along with some problems and a number of outcomes of the exchanges,
will be presented and discussed.
The second means of Telecollaboration to be described is the Dual Language
Virtual Exchange (DLVE). EFL students in Japan work on projects with Japanese as a Foreign Language (JFL) students in the U.S and Australia. This type of exchange
could, of course, be used in the respective countries with Korean or Chinese as a
Foreign Language students too. As with SLVE, DLVE has both benefits and
limitations, which will also be discussed.
C-~SAP e-learning forum: Developing student-centred international communicationCSAPOER
The document discusses two e-learning projects that aim to develop international student collaboration: the International E-communication Exchange and the Gender Agenda. The projects allow students from different universities and countries to engage in asynchronous online discussions to enhance their critical thinking, communication, and employability skills. Evaluation found that students were excited about interacting with peers from other cultures and institutions. The projects helped students strengthen autonomous learning and reflection abilities.
C-SAP e-learning forum: Developing student-centred international communicationCSAPSubjectCentre
The document discusses two e-learning projects that aim to develop international student collaboration: the International E-communication Exchange and the Gender Agenda. The projects allow students from different universities and countries to engage in asynchronous online discussions to enhance their critical thinking, communication, and employability skills. An evaluation found that students were excited about interacting with peers from other cultures and institutions, and that the projects helped improve students' independent learning, teamwork, communication, and time management abilities. The document advocates for the benefits of online international collaboration and provides recommendations for ensuring the successful implementation of such programs.
Modern Distant Education through Multi media adoptionDr. Bill Butler
This document discusses improving effectiveness in distance education through multi-media tools. It identifies a lack of research establishing how to deliver online courses according to different learning styles. The author reviews past literature to identify five standard measures of effectiveness: 1) graded assignments, 2) participation in online discussions, and 3) demonstrated knowledge through instructor interaction. However, the emergence of multimedia tools requires considering additional areas: 4) course presentation according to learning styles and 5) determining course structure using multimedia. The author argues that while past research focused on text-based delivery and limited interaction, modern tools change the paradigm, and their effectiveness on student learning styles needs to be studied.
This document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are software that administer, track, and deliver educational courses online. They provide a digital space for documentation, tracking, and online delivery of materials. Examples include Google Classroom, Blackboard, and Moodle. While e-learning has advantages like expanded access and lower costs, it also has disadvantages like lack of interaction and feelings of isolation. Blended learning, which combines online and face-to-face learning, is presented as an alternative that can address some of e-learning's limitations.
ICT promotes English language use by enabling creative tools like presentations, podcasts and video that allow students to interact with language. Communication tools like email and discussion boards facilitate asynchronous and synchronous interaction. Reading, writing, listening and speaking skills can be developed through e-books, blogs, videos and audio files. Virtual learning environments provide online spaces for students and teachers to organize work. Studies show digital storytelling and ICT use improve students' speaking skills and motivation to learn English.
The document discusses how learning management systems (LMS) can help link electronic learning materials directly to curricula. LMS are online platforms that allow teachers and students to manage coursework electronically. When used properly, LMS can facilitate blended learning by combining online and face-to-face instruction. However, barriers like lack of educational content aligned with curricula and technical issues can limit LMS effectiveness. Overall, LMS have potential to enhance learning if implemented properly with curriculum integration and educator support.
A Review Of Advantages And Disadvantages Of Using ICT Tools In Teaching ESL R...Amanda Summers
This document discusses the advantages and disadvantages of using information and communication technology (ICT) tools in teaching English as a second language (ESL) reading and writing. Some key advantages discussed include: 1) ICT tools like blogs allow for peer feedback and interaction that can improve writing skills; 2) technologies like video authoring can motivate students and engage them in writing; 3) online education platforms enable active and collaborative learning. However, the document also notes there are some potential disadvantages to using ICT that need to be considered. In general, the document analyzes research that both supports the benefits of ICT for language learning, but also notes there are challenges to its effective integration.
ICT Group Presentation - Blended Learninghusnul_atiyah
The document discusses blended learning and its application in language learning. It defines blended learning as an approach that combines face-to-face learning with online learning opportunities. A specific approach called blended e-learning cooperative approach (BeLCA) is described, which combines face-to-face learning, technology use, and group work. BeLCA aims to enhance language learning quality through three types of interactions. The document also outlines factors that promote successful blended learning, including developing models that meet local needs, providing teacher professional development and support, and ensuring student readiness and clear expectations.
The document discusses blended learning and its application in language learning. It defines blended learning as combining face-to-face classroom methods with computer-mediated activities. A specific approach called blended e-learning cooperative approach (BeLCA) is described that combines face-to-face learning, technology use, and group work. BeLCA involves three types of interactions and has benefits for language learning but also disadvantages like costs and teacher workload. The document also outlines factors that promote successful blended learning, including considering institutional support, teacher professional development, and student readiness. It describes a seven-phase model for designing blended learning programs based on analysis, design, development, implementation, evaluation, and feedback.
The document discusses practical applications of online and face-to-face activities for language learning. It begins by introducing blended, hybrid, distance, online, and correspondence learning models. It then examines how to effectively develop online courses using theories such as Vygotsky's zone of proximal development and Gagne's nine instructional events. Examples are provided of activities that have been adapted from face-to-face to online settings. The document concludes by listing resources for online language instruction.
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
A Case Study On The Advantages And Disadvantages Of Using Blackboard Collabor...Melinda Watson
This document presents a case study on the use of Blackboard Collaborate by the Health Sciences Faculty at the University of the Free State in South Africa. The study used qualitative interviews with 7 lecturers and staff to understand the effectiveness of Blackboard Collaborate in supporting online learning. Key findings were that Blackboard Collaborate improved student access to classes and engagement, as seen in improved grades in modules that relied on the tool. It was found to effectively assist students who cannot attend in-person by providing recorded videos and online seminars. Recommendations included noting both the advantages and disadvantages of Blackboard Collaborate, as well as feedback on experiences and improvements for sustainable open education practices.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
The Transnational Online Pivot: A Case Study Exploring Online Delivery in ChinaMarieke Guy
This document summarizes a case study exploring the transition to online delivery of teaching content in China due to the COVID-19 pandemic. Academics from the Royal Agricultural University normally travel to China to teach students in-person, but had to shift to delivering pre-recorded lectures and holding interactive Zoom sessions. While online teaching can overcome geographical barriers, it also presents challenges like language differences and student engagement. Feedback from students indicated interactive sessions worked best when broken into shorter segments. Academics found recording lectures technically straightforward but time-consuming and felt isolated from students. Mixed methods were argued to provide multiple views for understanding the student experience in this transnational online environment.
This document provides an analysis and plan for training faculty members at Duquesne University on using online communication tools to engage students. It follows the ADDIE model of instructional design, which includes analysis, design, development, formative evaluation, implementation, and summative evaluation. The needs analysis identified a need to train faculty on tools like discussion boards, blogs, wikis and messaging to enhance online interaction. The target audience consists of 13 faculty from various departments who will complete the online training modules in Blackboard. The analysis of learners found they have basic computer skills but varying experience with technology for teaching.
A presentation about how to reduce the sense of distance in distance learning by using approaches such as e-collaboration and enhancement of one's social presence.
The document discusses a didactical framework for designing blended learning arrangements. It defines blended learning as a combination of face-to-face and online learning. The framework divides blended learning into three components - content, communication, and construction. It also examines how different instructional methods map to various delivery media based on their affordances regarding social presence, information richness, and synchronicity. The goal is to provide guidelines for selecting and sequencing elements of blended learning arrangements.
This document discusses digital literacy from several perspectives:
1) As a set of skills needed for personal, academic, and professional use.
2) As a graduate attribute that universities aim to develop in students.
3) As a measure of learning gain that can be developed over time through experiences.
The document reports on a study that tracked students' digital practices, interviewed alumni on their development of digital skills, and proposes future research on understanding how students' conceptions of digital literacy change during and after their studies.
Digital literacy: from a definition to a graduate attribute to a measure of l...Rhona Sharpe
This document discusses digital literacy from several perspectives:
- It defines digital literacy as the skills, practices, and identities needed to operate in digital contexts that change over time.
- It examines digital literacy as a graduate attribute focusing on the abilities graduates need to apply knowledge in new contexts.
- It explores how students develop and perceive their digital literacy gains through practices like online collaboration, managing their studies digitally, and using technology creatively in their coursework.
This document summarizes Professor Rhona Sharpe's research interests in developing effective digital learners within institutional contexts. Her research examines how learner experiences with technology vary significantly based on factors like their subject discipline and how courses are designed. She employs methods like focus groups, surveys, and case studies to understand differences in learner experiences and gather data on developing digital literacy. Her goal is to help educators design learning experiences that cultivate the skills and attributes of successful digital learners, while also contextualizing digital literacy within academic disciplines.
‘Sweet’ strategies for higher education developers working in the third space Rhona Sharpe
The document summarizes a presentation given by Professor Rhona Sharpe of Oxford Brookes University about strategies for higher education developers working in the "third space" between academic and professional services. It discusses the SWEET approach used by the Oxford Centre for Staff and Learning Development (OCSLD), which focuses on being strategic, work-based, efficient, evidence-based, and technology-enhanced. It also examines OCSLD's efforts to embed graduate attributes into the curriculum through initiatives like course design intensives and learning gain projects.
Attributes of effective learners for a digital ageRhona Sharpe
The document discusses attributes of effective learners for a digital age. It explores research conducted at Oxford Brookes University between 2005-2015 on student experiences using technology. The research uncovered that effective learners are connected, confident, adaptable, and intentional in their approach. They are adept at online communication, open to sharing ideas, able to experiment with new technologies, and aware of managing their own learning. The university aims to prepare graduates who can contribute to a global, networked society by developing these attributes through access to digital resources and teaching that incorporates technology appropriately.
Rising to the challenge of the digital ageRhona Sharpe
This document summarizes a presentation on developing digital leadership in higher education. It discusses the need for organizational responses and shared leadership to meet challenges of the digital age. It suggests preparing learners for a global, networked society; ensuring new business models meet learner expectations; and making it easier to disrupt institutional practices. Examples are provided of developing digital capabilities at Oxford Brookes University through various initiatives like open online courses and building communities of digital leaders.
This document discusses becoming a digital scholar and engaging in digital scholarship. It introduces digital scholarship as changing scholarly practices through digital and networked technologies. Examples of digital scholarship practices mentioned include open access publishing, open educational resources, digital scholarly profiles, online research tools, and personal learning networks. The document also discusses open access publishing models like gold, green, and hybrid open access and their benefits and challenges. It addresses choosing an openness option for one's work and sharing scholarly outputs online while selecting appropriate licenses and platforms.
Digital Student: Further Education and Skills projectRhona Sharpe
This document provides a final report on the Jisc Digital Student project which investigated further education students' expectations and experiences with technology. The project included a comprehensive literature review of 63 sources, focus groups with 220 learners at six colleges, and contributions to several consultation events. The project developed resources to help colleges understand learners' technology needs and experiences. Key recommendations include how colleges can evaluate learner technology use, how Jisc can support colleges, and potential areas for future research in the skills sector.
Developing Digital Literacy: 5 Ps for online learningRhona Sharpe
Learner experience research has helped us to understand a great deal about the habits and strategies that effective online learners adopt and the challenges that they face. How can we use this knowledge to design online learning activities? Our online courses should support learners' ability to: prioritise, personalise, participate, present and play.
A shameless plug for my new book in the '53 series' due out later in 2016.
Embedding Graduate Attributes into the CurriculumRhona Sharpe
This document discusses embedding graduate attributes into university curriculums. It provides context for why graduate attributes are important for developing well-rounded graduates. The document outlines initiatives at Oxford Brookes University to map graduate attributes into programs, provide resources for staff, and evaluate staff and student engagement. It finds that working on graduate attributes helped staff think about program content and future employability. Evaluation found high student development in attributes like research literacy and critical thinking. Enablers included discipline contextualization, integration with QA processes, and focus on program teams.
Online learning for all? Meeting the needs of all learnersRhona Sharpe
The document discusses meeting the needs of all learners in the digital age. It summarizes research that identified different types of learners - the unconnected and vulnerable, mainstream pragmatists, and intensive and specialist enthusiasts. Each type experiences digital learning environments differently. The research suggests learners are best supported when their specific needs, skills, and preferences are taken into account. It also outlines key challenges in providing an inclusive digital learning experience and questions that remain about understanding changing learner experiences and behaviors.
Course Design Intensives are programme based professional development for HE staff.
This presentation covers their history, approach and evaluation.
For Dublin Institute of Technology, 7 May 2015
Using engagement surveys to evaluate institutional students enhancement initi...Rhona Sharpe
The document discusses using cognitive interviewing techniques to evaluate questions for a student engagement survey at Oxford Brookes University. It provides examples of questions tested before and after cognitive interviews that led to revising the wording to be clearer and avoid misinterpretation by respondents. The interviews identified issues with questions about engagement with social justice, self-assessment, contact with academic advisors. The revised survey includes scales on higher-order learning, course challenge, academic integration, collaboration, sense of belonging, co-curricular engagement, skills development, and other domains relevant to the university's goals.
Developing Digital Literacy: 5 Ps for online learnersRhona Sharpe
1. The document discusses developing effective practices for online learning. It suggests activities that focus on prioritizing, personalizing, participating, presenting, and tracking progress.
2. Learners' experiences of online learning are explored through research studies, finding that personalization of tools and participation in groups supports learning.
3. Effective practices encourage developing skills tailored to each learner and provide opportunities for active involvement, presentation of work, and recognition of progress.
1. Writing should be a regular part of the research process in order to produce scholarly works through practice.
2. It is important to prioritize research and writing activities, and write in a structured way by breaking projects into manageable chunks and setting deadlines.
3. Sharing writing with others through writing groups or triads and seeking feedback is helpful for improving writing skills and advancing research ideas.
1. Oxford Centre for Staff and Learning Development The challengesof blended learning Dr. Rhona Sharpe Oxford Centre for Staff and Learning Development Robert Gordon University, 3 May 2011
2. Contributions & credits Synthesis of learner experience projects 2006-9 Helen Beetham Greg Benfield Ellen Lessner Eta de Cicco Review of blended e-learning 2006, with Greg Benfield Richard Francis George Roberts Institutional support for learners of a digital age 2010, with Greg Benfield ShalniGulati Judy Hardy Books with Helen Beetham and Sara de Freitas
3. Learner Experiences of e-learning Support of 9 funded projects from 2004 – 2009 to develop research methods… … which involved 186 learners in some form of sustained engagement over an extended period, such as interviews, audio or video diaries, or production of case studies. Synthesis and dissemination of their findings. wiki.brookes.ac.uk/display/jiscle2
4. Supporting Learners in a Digital Age (SLiDA) project Selection of 9 institutional case studies Representing strategic, policy and practical developments to support learners Data collected over six months (March – Oct 2010) through multiple interactions and document sharing Ongoing conversations with consultant resulting in co-creation of case study wiki.brookes.ac.uk/display/slida
5. Success factors for blended e-learning What has been most challenging about implementing these success factors?
6. Success factors for blended e-learning Use the term blended learning Work with and within your context Use blended learning as a driver for transformative course redesign Help students develop their conceptions of the learning process. Disseminate and communicate results of evaluations. Sharpe, R., Benfield, G., Roberts, G. & Francis, R. (2006) The undergraduate experience of blended e-learning: a review of UK literature and practice undertaken for the HEA
8. A blended learning continuum(University of Glamorgan) Jones, N. & Lau, A. (2010) Blending learning: widening participation in higher education, Innovations in Education & Training International, 47 (4), 405 - 416
9. Blended Learning is an approach to learning and teaching which combines and aligns learning undertaken in face-to-face sessions with learning opportunities created online. (University of Wolverhampton, 2011) blended learning: combining virtual learning, both synchronous and asynchronous, with face-to-face learning approaches (London Metropolitan University, 2010) Blended learning definitions
11. E-learning Strategies 2002 – 2005 e-learning defined byprovision: a baseline presence for each course on the managed learning environment. 2005 – 2008 e–learning defined bylearning: theapplication of technology to ‘the provision of flexible, active, collaborative and professionally authentic learning’. 2010 - 2015e-learning defined by literacy: ‘digital and information literacy’ as one of five key graduate attributes.
16. Course Design Intensives Team based Auditing Using feedback Learning Design Iterative Dempster, J, Benfield, G and Francis, R (in press) A staff development model for fostering sharing and innovation in curriculum design. Innovations in Education and Teaching International,
19. Student e-champions Blended e-learning enacted through: Harnessing freely available technologies including those students already use Employed student e-champions, working in partnership with academics. Students produced extra content for modules, formative assessment opportunities, others recorded and shared sessions. Brett, P. & Cousin, B. (2011) Students as partners in blended learning. Journal of Learning Development in Higher Education, 3
20. 4. Help students develop their conceptions of the learning process
21. Creative appropriation “One of the group members was not able to make it today so what we did we were connected by using MSN Messenger so we were discussing notes. We were feeding back to the other person(STROLL) ‘Had a phone tutorial with my supervisor referring to a support document he emailed to me – I digitally recorded the tutorial and saved it as a digital file on my laptop. This has then been playing while I make the adjustments to the document’ (BLUPS) Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: towards creative appropriation, inRethinking learning for the digital age
23. Supporting situated practices A lot of students didn’t realise they had an audio recorder in their phone… [now] they actually make their own notes, upload them and create podcasts as a class. (CH, Staff interview)
24. Learner-blended learning What can you imagine learners doing, which demonstrates that they are taking full advantage of the blended learning on offer? Text to 07786 204949, starting your text with the word lex
26. Landscape study for e-learning research observatory Beetham, Sharpe & Benfield (2008). Landscape study for the e-learning research observatory. wiki.brookes.ac.uk/display/hearoc/Home
31. Success factors for blended learning – what are the challenges five years on? Discuss terminology and be prepared to continue to revisit and revise them. Work out what blended learning (and digital literacy?) looks like within your context. Contextualise blended learning through supporting course redesign. Taking responsibility for learners’ development Engage in networks and communities
Editor's Notes
Outputs:WorkshopsKey message postersBriefing papersMethods recipe cardsSynthesis reports.As a result made a number of recommendations for institutions…
The project team selected and worked with nine institutions to co-create case studies which represented their strategic, policy and practical developments to support learners in a digital age. Data were collected over a six month period through multiple interactions with case study sites including an initial phone call to build a background picture, ongoing conversations with a consultant, document sharing, online workshops, and culminating in a site visit. So, I’ll share my experience of developments at Oxford Brookes, but also other institutions I know well through the JISC learner experience and SLiDA projects.
You can see that I’ve been working in blended learning for some time and much of what I’ve done has been increasingly focused on the learner experience.You asked me to talk about challenges, so what I thought I’d do is look back at some of the things we’ve proposed in this time and see what has been most challenging. What have been the challenges of implementing blended learning that works from the learners experience?In the blended learning review in 2006, we made recommendations for 5 ‘success factors’ for blended learning. What has been challenging about implementing these and how might I change them now?
The review of over 300 studies of blended learning aimed to reveal methodologically sound evidence of the impact of blended learning on the student experience. We used a best evidence synthesis to identify the key papers with the aim of creating a manageable knowledge base for the synthesis. The institutional visits and interviews aimed to give access to unpublished literature and to reveal practices that we could not know about as ‘outsiders’. Interviews were conducted with seven institutions with reputations as long standing implementers of blended e-learning.
Write down a quick definition now, share it with your neighbour. Here are some of my definitions, doesn’t really matter if yours are different. The point is, it’s vagueWe said in 2006 ‘Although difficult to define, the term ‘blended learning’ is finding acceptance among higher education staff. We suggest that the advantages of the term include its poor definition - which allows staff to negotiate their own meaningHowever, some characteristics of blended learning that are common are:and the implied improvement , what Peter called ‘enhancing and extending the classroom’, that is the designing for active learningSo, what have been the challenges of using the term’ blended learning?’
You might be able to put the definition you wrote somewhere along this line. Everyone stand up. As I move my pointer across this line, sit down when it gets to where you think blended learning (or the blended learning RGU aspires to) is….So, definitions were varied in 2006, and still seem quite varied.
I think we are getting some agreement though… Here are a couple of other definitions from institutions we interviewed as part of the SLiDA project. See they both mention maintaining face to face teaching…
Also, from our learner experiences work, we’ve found that students are quite clear that they want to protect their face to face contact time with staff. (this is one of the ‘key messages’ posters we produced at the end of phase 2)So maybe, part of the benefit of using the term BL is it is understood to protect f2f teaching.
Terminology isn’t just variable at any one time, it varies over time as well e.g. in these examples from Oxford Brookes. I think such variation is good, it shows that we are discussing what they mean …So, challenges here? … perhaps the need to constantly rediscover and redefine what we are talking aboutIncidentally.. The implementation has also changed over time….2002 – 2005 e-learning defined by baseline course presence on MLE(Implementation through: Schools produced local e-learning strategies, implemented by learning technologists)2005 – 2008 e–learning, defined by students’ experiences, (Implementation through: embedded into curriculum design and development, implemented by course teams.)2010 - 2015 Strategy for Enhancing the student experience. E-learning defined by ‘Digital and information literacy’ as one of five key graduate attributes. (Implemented through programme design, development, documentation and approval processes)
In 2006 We found that institutions who we had identified as successful implementers of blended e-learning had highly contextualised and specific rationales for their adoption of technology. Similarly, successful local implementations were often in response to a real relevant issues occurring at the course level.
In SLiDA we saw a number of contextualised example of digital literacies e.g. Salfordprogramme level developments …. which embed the development of digital literacy into the curricula, including: information literacy,personal,organisation and societal skillsin using technology, The examples:redefine digital literacies for specific professions/disciplinesarise from staff who are teaching on their research areas (e.g. social media)start from what students know and use alreadyRather than being a challenge, I think this has been a real success. I’m hearing a lot about staff skills in using technology. Although we may not be able to use our smart phones as well as our pre-school children, academics do have sophisticated skills in using technology associated with their own discipline. This is what students are missing and are unsure of. So, perhaps the challenge is to work out what blended learning (and digital literacy) looks like within your contextMore about this in the next one..
In 2006 we saw the importance of transformative course level designs as a way of characterising blended e-learning. Throughout the review, staff repeatedly identified engaging in course redesign as critical to their success. The valuable features of the course redesign were identified as: undertaking an analysis of the current course, collecting and making use of student feedback, undertaking the design as a team, designs which make explicit their underlying principles, and developing the course iteratively over a number of years.
We used these principles to design events for programme teams (Course Design Intensives). Lots of these about:Carpe dieum at LeicesterCourse Design Intensives at Oxford brookes. In general, course design has been a good way of embedding blended learning for us, and we’ve used it for other initiatives like assessment compact and now graduate attributes..Sometimes they’ve tied with uniqa processes e.g. ending in a mock validation panel in some we did for the Business School.
We are talking about whether to make them requirements for all programmes, or those programmes undergoing (re)validation. And talking about incentives for participation and resource requirements. Raising awareness of GasAwareness raising roadshows around the graduate attributes Open, searchable collection in RADARFocus on programme level designCourse design intensives for programme teamsCase studies of graduate attributes in action from around BrookesDocumentationIf we are re-thinking programme design, then we should also re-think how we document the learning experience most effectively. QA (approval) processes require documentation, but I’m trying to emphasise that the documentation should be reflecting the programme design process, not be an end in itself, and should be used to communicate to all interested parties (including approval panels). BUT, challenges of CDIS – learning design tools (lots around, can’t really find any we like)- Student involvement
One of the challenges we’ve found is using tools, lots around, not really found one we’ve liked, although we do like visual representationsThis is compendium LD, from the Open University (others are available)
Another challenge is student involvement in course design. AT OBU, we’ve tried many times… with varying degrees of success.One of our SLiDA case studies had an interesting approach though….
In 2006 it seemedto be important to look at how students conceive of their engagement with the learning processes and activitieswithin a blended e-learning context. In order to support students, we suggested that it was vital to be consistent and transparent in communicating our expectations about, for instance, attendance patterns or how to engage in purposeful dialogue in asynchronous discussions.This is still an issue, e.g. I heardUsman Ali (NUS Vice-President HE) giving keynote just last week, talking about how students are still asking for consistency in how they are expected to use technology. We’ve done quite a lot of thinking about this in recent years…
A lot of what we found out from LEX studies is about what learners do – about their technology based practices – Helen Beetham and I have been thinking about the findings of these projects in terms of developmental models for a few years. It’s very noticeable that different learners say different things – that some seem to be further along than others. It’s very hard to generalise the findings across different learners.It’s also v. clear that we (unis) have a job to do here in developing learning skills/literacies to help learners progress through these stages. Looking again at examples from our SLiDA case studies. Not going to go on about creative appropriation here… but basically it’s about learners using technology in positive ways to support their learning. Usually beyond the boundaries of the course/uni provision. Often doing creative things we haven’t thought of. It’s about learners creating their own environments and social contexts e.g.‘Had a phone tutorial with my supervisor referring to a support document he emailed to me – I digitally recorded the tutorial and saved it as a digital file on my laptop. This has then been playing while I make the adjustments to the document’ (BLUPS)“One of the group members was not able to make it today so what we did we were connected by using MSN Messenger so we were discussing notes. We were feeding back to the other person (STROLL).
The first level of the framework is the requirement for learners to be able to access technology, resources and services. Just because learners own a lot of technology, doesn’t mean that they don’t rely on institutions. They particularly rely on institutional provision of networking and materials in electronic & accessible format. At this stage learners benefit from electronic resources, provided in a variety of formats, which can be accessed from on or off campus using institutionally provided and personally owned technologies. Virtually all theSLiDA institutions were concerned to adequately prepare their students to use an identifiable set of core technologies (Sites A, B, E, F, G, I). The clearest expression of this is focusing on induction, ensuring that all beginning students are aware of the digital learning tools they will need and that they know how to use themA&Wis the purest example of this, where the college has invested considerable time and resources in a universal e-learning induction program. Recognising the need for students to have flexible access to the induction materials, learners were offered online multimedia version in addition to in-class activities. This helps students to prepare for learning with technology even if they enter the university or college outside of the usual enrolment periods.
At this level learners become practised at using technology, developing personal, flexible strategies in response to their individual and situational needs. To help learners to make good choices about which tools and strategies to use in which situations, they benefit from support from staff, recommendations for peers and building confidence to experiment with technologyAnother example from SLiDAis providing support for using learner-owned devices e.g.A lot of students didn’t realise they had an audio recorder in their phone… [now] they actually make their own notes, upload them and create podcasts as a class. (CH, Staff interview, Site B)Actually really don’t need to do much to e.g. get them to use their own devices in different ways. And it’s not about technical support. It’s about changing their conceptions of the role of technology in learning. The challenge is about taking responsibility for learners’ development e.g. Preparing students for their experience of learning with technology or Enabling learners to use their own devices and services (maybe it’s even about seeing blended learning as learners doing their own blending??)
Thinking about this from the learners’ point of view is quite hard I think, particularly if we are used to thinking about us doing all the course and activity design. So let’s have a go…What can you imagine learners doing in your context, which demonstrates to you that they are taking full advantage of the blended learning on offer… text this to me….
And finally, in 2006 we recognised a need to co-ordinate, promote and disseminate results from evaluations. This was identified as a crucial aspect of monitoring institutional strategies and course redesigns.
We’ve thought quite a lot about this… The consultation consisted of: A questionnaire completed by 10 experts/producers of research attending the ALTconference in September 2007. Interviews with 11 high level stakeholders, defined as representatives of keystakeholder organisations. An online survey completed by 116 users of research in response to requests onrelevant mailing lists. Interviews with 11 intermediaries, seven researchers, three practitioners and threeinstitutional policy makers. A desk review of six existing research observatories.3.1.5 Summary of findings from the online surveya. People in this sample have multiple roles in relation to using e-learning research.b. E-learning researchers currently produce their outputs in a wide variety of formats,including applied (project report, guidance materials) as well as traditional researchoutputs. They share them in face to face contexts and local networks, although they wouldlike to make more use of technology to better effect, particularly to provide a portal. Theyperceive that outcomes would be more likely used if they were collated and synthesized.c. Individuals report using e-learning research for multiple purposes, primarily for keepingup to date, and a range of other, individualized reasons. Individuals use a combination ofways of accessing e-learning research which includes both traditional publications,technology mediated solutions and interactions with colleagues.d. To improve access research, people would like to see a portal and a collation/synthesizedfunction. There two themes came through clearly when asked both about thedissemination of their own research outputs and accessing others’ research.e. Some respondents were able to give lots of detail about what they wanted from a portaland the characteristics it should have. This theme was pulled out in the interviews.f. Effective communication needs to take place face to face in small, practical events such asconferences, workshops, presentations, seminars/small group discussions ordemonstrations or informal networking.
People wantedOne stop shopRigourous contentAnd networks and groupsEg. “It is clear from the responses that interacting through networks and groups offers additionalvalue over publications:“The e-pedagogy experts group has been invaluable - being part of the discussions has been more useful than the published outcomes because people speak openly but funded projects have to be presented equitably regardless of whether they are useful. For the rest I use the web to search for information.”(Respondent 19)
You can set up networks locally too..
From ‘ Use the term blended learning’ to Challenge is toDiscuss the terms you are using (whether blended learning, literacies or attributes) and be prepared to continue to revisit and revise them. Was Clear, contextualised rationales for e-learning, at the level of the course and with institutional support.. I think at the time we were so concerned with making argument about WHY use eL, now much more about HOW… Now ‘work out what blended learning (and digital literacy) looks like within your context’3. Was Use blended learning as a driver for transformative course redesign… Now Contextualise blended learning through supporting course redesign4. Was Help students develop their conceptions of the learning process. 5. Was Disseminate and communicate results of evaluations, now, ‘through networks and communities’