Introduction to blended learning
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This document provides an introduction to blended learning and includes activities for attendees to conceptualize how to implement blended learning approaches. It defines blended learning as combining online digital media with traditional classroom methods. Attendees are asked to brainstorm what blended learning means to them and consider how they would structure a module using blended and online activities, tools, and resources to engage learners and help them achieve desired learning outcomes. Examples and links are provided to illustrate blended learning concepts and potential learning paths.
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Introduction to blended learning
- 1. Introduction to Blended Learning 12th September 2017 Dr Angélica Rísquez, SFSEDA
- 5. What does ‘blended learning’ mean to you? https://padlet.com/angelica_risquez/brainstormblendedlearning Password: ctl
- 8. There is nothing like a bit of storyboarding…
- 11. 12/09/2017 | slide 11 Activity • Think of a module that you are teaching and: – Decide what activities and e-tivities* will help these learners to achieve your desired outcome – Decide what learning tools and resources are appropriate (you may include any e- and m-technologies) – Describe how you will structure learners’ interactions and support * ‘E-tivities’ (Salmon, 2002) generally involve the teacher providing a small piece of information, stimulus or challenge (the 'spark‘). For example, learners take part in an online discussion or activity which requires them to respond in some way
- 15. Learning path
- 19. 12/09/2017 | slide 19
Editor's Notes
- Decide a series of discrete topics and write each in a box. (Use one colour of post-it notes, e.g. orange). Use a different colour post-it note to represent assessment (e.g. yellow). If assessment only occurs at the end of the module, you should just have a single yellow post-it with a description of this, at the end of the storyboard. If assessment instances occur during the module, please use post-its throughout to represent that. Rewrite and move around the post-it notes until you are satisfied. Add possible learning activities (or e-tivities) appropriate to each section using a third colour post-it note (e.g. green). Use one green post-it note for each e-tivity you identify. Stick these post-it notes in the appropriate section of the storyboard. On each post-it note, at this stage, simply write the purpose of each e-tivity.
- Session Six