Blended Learning Environment (BLE)

Redesigning for greater student participation and interaction using the motivational aspect of ‘putting back the fun’ into learning...

Paula Williams - Faculty eLearning Coordinator

What is eLearning and BLE Building an e-learning pathway for learners

Learning design is around four main tasks1. C = organising content 2. A = preparing activities 3. S = providing support 4. A = arranging assessment

E-learning provides a wide range of strategies to use for these purposes the ultimate stage is BLE

BLE Definition

Blended learning is about optimizing the delivery method for enhancing student engagement. ( eLearning, mLearning,flip classroom,network learning, uLearning etc) ▪ Example Khan Academy (MOOC)

Its a mix of face to face teaching and online that is supported by integrated technologies to support mixed/hybrid mode of delivery.

Computer mediated activities create more integrated approach for both teacher and learners.

WHY BLE for FHS?Rational:

Blended learning solutions will help your students get the best from online and offline delivery.

A blended solution aimed at achieving behavioural change will extend the learning beyond the classroom. FHS needs to design programs that maximise a learner’s time as well as the training budget to get the best possible result.

Blended learning delivers the following benefits:

Reinforce classroom learning Ensure the message is consistent Continue the conversation Build multi-facetted programs

Participation + Interaction = EngagementFHS approach to blended learning:

To create eLearning model and to surround it with human, interactive content.

ACU with the affordability of LEO can now offer integrated programs of multiple media types. So if applied in the best way can deliver more flexibly and provide the best learning outcomes for student experience.

Some examples of integrated f2f and online technology enhance teaching approaches.

Adobe Connect webinars Voice Tools Voicethread Vodcasts/Podcasts Blogs/Wikis Twitter Polleverywhere

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Conduct a needs analysis?

BLE design requires a detailed investigation of the resource need/s to help find a solution to those need/s.

A needs analysis helps to define the type of resource that will be developed. It involves:

▪ building a profile of the target audience▪ Identifying the nature of the learning environment▪ Identifying the education and training needs▪ determining how the content will be organised▪ determining the digital media requirements

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Building a profile of the target audience and the learning environment

Find out about the broad characteristics of the students and/or teachers who will use the resource, including: ▪ age ▪ gender ▪ level of language and literacy skills▪ computer skills ▪ computer access▪ prior knowledge of the content▪ online experience▪ access to teacher support and or peer contact▪ any other defining characteristics

Questions to ask: Why would you use this resource? Is this technology beneficial to the learning if not why implement it!

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Education and training needs Find out more about the nature of the content and the education

and training requirements for the resource. Refer to the: Curriculum Guide specific units of competence (check the unit guides, range statements

as well as the elements and performance criteria) Course guide documents, GA’s etc

Determine the learning design approach: What skills and knowledge are required? What content will be required to meet the education and training needs

of the resource? How will the content be organised? What activity types will be appropriate for this target audience? What pedagogical models would be most appropriate? What delivery options are realistic and achievable?

Blended Learning Environment

Microblogging:

• Twitter• ACU Wordpress• Moblog• Polleverywhere• Wikispaces• Blogger• Facebook• Moodle

Beyond the Classroom walls....

Microblogging: (f2F)

• Twitter• ACU Wordpress• Moblog• Polleverywhere• Wikispaces• Blogger• Facebook• Moodle

Adobe Connect Webinar (F2F)

Online Learners(synchronous)

Asynchronous Learners

Face2face Learners

Present once –capture, teach in real & virtual, for asynchronous ilectures

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Media requirements Start thinking about the type of media that

will be appropriate for the target users. Is there a need for: graphics, including images illustrations video audio animations Interactive activities tools for reflection and collaboration (Blogs, Wikis,

Social bookmarking, Virtual conferencing)

Technical and accessibility requirements:

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How to develop quality learning resources?

Once the analysis phase is complete, the broad steps involved in developing new learning resources include:

develop the concept and learning design documentation (Flowcharts, storyboards)

create the new content: (Most of the content is already created)▪ identify content developers (writers, reviewers, editors, video producers,

scriptwriters)▪ plan for the content development (instructional plans, script outlines, contextual

information for writers)▪ provide guidance and support for content developers (style guides, writer guides,

models)▪ use templates to ensure consistency of approach (eg, include details on concept,

format, layout, inclusion of graphics, etc)▪ Basically tie the content together with integrated technology networks eg LEO

create or put together the product (learning resource) test that the product conforms to all specifications evaluate the learning resource

Examples : BLE SolutionsYour blended solution could include:

Discussion forums- voicethread, voice tools Assessment online quizzes/exams prac/tutes/products building knowledge Accreditations : eg Mahara (POV Cameras) eLearning (web based) in classroom teach from Moodle!! Podcasts and vodcasts preliminary learning support Classroom training and facilitation...Flip Classroom Model Webinars synchronous/asynchronous Q and A or webinar rooms open for

feedback Simulations- case study scenarios - research questions eBooks suppot online Adobe collaborative documents using sticky notes Communities of practice- engagement guest lecturers eg Ambulance

Victoria, Chief Nursing Director , Public Health CDC etc Mentors 4th year students wilderness challenge, NRPL subjects

moderating webinars and peer support Paragogy!

BLE is ELearning to the max Pedagogical approaches or perspectives

It is possible to use various pedagogical approaches for eLearning which include:

social-constructivist – this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves.

Laurillard's Conversational Model is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards.

Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.

Continued... Emotional perspective focuses on the emotional aspects of

learning, like motivation, engagement, fun, etc.

Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.

Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.

Mode Neutral Convergence or promotion of ‘transmodal’ learning where online and classroom learners can coexist within one learning environment thus encouraging interconnectivity and the harnessing of collective intelligence (time2learn wiki)

Designing student- centred learning activities

Step1: Work backwards from the Learning Activity:

Skills refers to abilities. These may include conducting interviews, identifying flora or fauna, writing essays, and designing websites

Knowledge refers to subject content. Specific examples for your discipline might include the design and function of a dwelling, Australian coastal environments, and the causes of the French Revolution

Attitudes refers to the thought processes involved in deploying the skills. Examples include the importance of critical thinking, the significance of active listening, a proactive attitude towards learning, and respect for the opinion of others.

Example BLE in Allied Health

e-Learning is also known as BLE BLE@FHS-ACU is an extended form of eLearning

Blended Learning (BL) Definitions, technology affordances beyond classroom walls

Learning Frameworks Learning styles Learning Models/Theories

BLE Design PD Professional Development (ACU PDP arrangement) eFacilitation online and F2F training

moderating effectively online eTivities example Gilly Salmon

C4LTH Service Delivery-Improving Student satisfaction C4LTH will work with you to understand the learning

outcomes you seek to achieve. Whether you are looking to impart knowledge, provide skills in tutes, develop critical thinkers we can help you design the most effective program. BLE is about learning beyond the classroom walls. BLE aims at behavioural change that maximises the students time both in class and online.

When creating content think about deploying it across multifaceted platforms repurposing the content in various ways of engagement using emergent technologies in class and online in real and asycnhronous times. Most of all think about those BYOD that they use to access learning 24/7.

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Ensuring the quality of learning design

There are a range of resources to assist those new to learning design of resources.

Australian Flexible Learning Framework http://designing.flexiblelearning.net.au/learning_desi

gn/index.htm

Commonwealth funded, higher education focus http://www.learningdesigns.uow.edu.au/

Instructional strategies online http://olc.spsd.sk.ca/DE/PD/instr/index.html

Start Creating a BLE Course....

Part IIDisruptive

learning

6 ingredients to start

Connecting your learners through your content

Engaging Interaction

Learning Design Workshop Blueprint Storyboarding Prototype Reality Check Review and adjust Action Plan

http://youtu.be/ex2B-vYw2K0

7 c’s of Learning Design Framework

The 7Cs of Learning Design Framework(Reference: (G.Connole , 2012)

Each of the seven Cs has activities and technologies attached to it. For example,

Conceptualise – initiates the design process and consists of imagine, design & prep

Capture relevant-) existing material resources and activities Create -build your ideas with existing content / activities,

technology affordances Communicate has Adobe Connect or Moodle moderate

synchronous/asychronous Collaborate (synchronous), as well as discussion forums

(asynchronous) virtual teams Consider may make use of blogs, wikis , eportfolios Choices- MCQs automated feedback pre module tests

reflection using paragogy etc build a product as an assessment piece .

Course View Map Exercise

Storyboarding Exercise

PD Schedule Time C4lTH

Thank You..