Blended Learning
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Blended Learning
- 1. Blended learning Susan Armitage Phil Tubman
- 6. A brief history trip… 1992 1989 1993/4 2001 VLEs Teaching and Learning Technology Programme and TLTSN Tim Berners-Lee starts the WWW My son is born Lancaster is a leader in the use of online collaborative learning tools (CMC); Computers in Teaching Initiative established Take off in use for on-campus courses Use of graphical interfaces for CMC via WWW, mainly supporting distance learning; Content sharing 2004 Web 2.0 Collaborative creation of content Sharing information, communication & social networking Blended learning 2008 Technology Enhanced Learning The future …
- 8. What benefits and barriers can you identify in this activity? Student Tutor Benefits Barriers
- 9. technology/media supported Fully online Face to face Technology/media dependent e.g. Email, Metalib e.g. Powerpoint e.g. Videoconferencing, simulations e.g. MSN/SKYPE, wikis, blogs, virtual worlds
- 10. Technology/media supported Fully online Face to face Technology/media dependent wikis MyPlace /MyPGR /MyModules VLE Mail explosion lists Email Off-air recording PRS/EVS systems DVD/CD players PC & Data projector Powerpoint LUMES CBA Videoconferencing eprints Scanned documents Virtual worlds /Virtual reality Pictures Videostreaming Film & video CBA MSN /SKYPE Metalib Interactive whiteboards Podcasting Audio Simulations /Adobe connect /Twitter Adapted from: Picciano, A.G., 2005, Sloan-C Summer Workshop, Victoria, British Columbia
- 13. Audio visual services (94393) Copyright LUTV Photographic unit Creating content Scanning Powerpoint Lancaster Uni’s E-learning strategy Techdis Accessibility Case studies of practice @ Lancaster Elearning practice in HE Staff Learning Centre Learning Technology Group Plagiarism detection JISC regional support centre HE Academy subject centres Blended Learning CETL
- 19. The persistence of myths The Open University's Institute for Educational Technology
- 20. So what else is changing? The Open University's Institute for Educational Technology Q4.5: ‘If you download written materials, do you read them onscreen or print them out?
- 21. A, b or c? A web supplemented B web dependent C fully online course
- 23. LU e-learning strategy threshold Minimun/ Introductory (common features currently) Intermediate/ Contextual (substitution & customisation) Advanced/ Transformational (incl forms of learning not readily possible by traditional means) Category & Level
Notas do Editor
- JISC actually say in this publication that e-learning = enhanced learning – they do go onto explore factors more and share case studies, but the implication is that it will enhance learning. Important to say that e-learning is not just the use of a Virtual Learning Environment (check with Graham about WebCT) and in fact when you look at the range of ICT in use in HE it is much more than the VLE – say more about this shortly. First introduce you to a case study that for me epitomises how e-learning can be embedded into a face to face course to enhance the learning for students.
- Pushing this a bit! Those who have moved beyond the posting up lecture notes – this is usually where they have started! There have been few examples that I have been involved with who have had course designs embedding e-learning leaping fully formed into existence!
- One of the questions I am often asked – usually by those who can’t face getting involved in e-learning is “How successful is it?”. This is of course an impossible question for someone in my position to answer in a global sense. Each member of staff has different reasons for using e-learning within their course. Individual differences of teachers and their approach to teaching mean that e-learning is used very differently even within the same department.
- These were categories used in a survey of Australian Universities on-line courses and has since been used by me and TLIG for surveys of Lancaster and UKHE respectively. Mason has similar categories of content+support, wrap around and integrated models 56% UG modules using VLE, approx 500 staff and 8,000 students A - Additional - web supplemented, online participation is optional for the student 92 % B – 6 % 0 Bi - Blended - web dependent, participation required through interaction with content 2 Bii - web dependent, participation required through communication with staff/students 4 Biii - web dependent, participation required through interaction with content and communication C - Committed - fully online course 2% I have noticed that the culture within a face to face course will often spill over into the on-line discussion spaces – what I mean is, someone who encourages discussion in their face to face sessions, is open to questions and being challenged – similar behaviours can be seen on-line – the culture ‘translates’.