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Directorate of Human Resources
Examples of blended course designs
Oxford Centre for Staff and Learning [email protected]
Oxford Centre for Staff and Learning Development
Scenarios
1. VLE supporting self directed study in financial accounting
2. Automated assessments in life sciences
3. Personal response systems supporting discussion of problems in engineering
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 Higher Education Academy. At http://www.heacademy.ac.uk/4884.htm
Oxford Centre for Staff and Learning Development
Background
• 600 undergraduate students
• Needed efficient management of self-directed study
• Student diversity
• Student expectations of flexibility
Scenario 1: Newcastle Business School
Oxford Centre for Staff and Learning Development
Background
• 600 undergraduate students
• Needed efficient management of self-directed study
• Student diversity
• Student expectations of flexibility
An approach to the problem
• Online resources
• Weekly directed study tasks
• Answers on timed release
• Formative self- assessment quizzes
Scenario 1: Newcastle Business School
Oxford Centre for Staff and Learning Development
Scenario 1: Newcastle Business School
conceptualisation
construction
dialogue
Oxford Centre for Staff and Learning Development
Survey responses from 200 students Most agreed Blackboard helped them study Most used it weekly High usage of content and quizzes, less of
discussions
Students valued Access to learner materials Greater independence Time saving More convenient
What the students said
Oxford Centre for Staff and Learning Development
Background
• 1st year introductory lecture based course
• Lecture notes on web since 2002
• High failure rate
• Poor turnaround time for assignments
• Inconsistency in quality of feedback and marking
Scenario 2: Life Sciences at Dundee
Oxford Centre for Staff and Learning Development
Background
• 1st year introductory lecture based course
• Lecture notes on web since 2002
• High failure rate
• Poor turnaround time for assignments
• Inconsistency in quality of feedback and marking
An approach to the problem
• Computer-aided assessment (CAA)
Scenario 2: Life Sciences at Dundee
Oxford Centre for Staff and Learning Development
• No negative feedback regarding the use of CAA
• 99% of those who responded said the online tutorials improved their understanding of the topics covered
• 93% felt that the marks awarded were appropriate
• “The ability to re-do tests and assignments again once you have already done it is good. It enables you to continue learning the more you try it.”
• The overall module pass rate rose from 73% to 93%.
Evaluation
Oxford Centre for Staff and Learning Development
Background
• Weak conceptual understanding
• Insufficient interaction and discussion in class
• Low student motivation
An approach to the problem
• Personal response system in class
• Question and answer with discussion/defence of answers.
Scenario 3: Engineering at Strathclyde
Oxford Centre for Staff and Learning Development
Evaluation
74% of students agreed that in comparison with traditional lecture classes, the teaching methods used here were more effective in helping them to acquire an understanding of fundamental engineering concepts.
95% agreed that I am more actively involved in PRS than traditional classes
In focus groups students attributed their understanding to being active in class having time to think, reflect and discuss discussion with other students in peer groups.
Scenario 3: Engineering at Strathclyde
Oxford Centre for Staff and Learning Development
What makes these applications of technology successful?
Oxford Centre for Staff and Learning Development
From courses to activities
Oxford Centre for Staff and Learning Development
In pairs, consider an (e-)learning activity that you have been involved in as a teacher
• Describe it to your neighbour and allow them to ask questions for clarification.
• Swap over
Try to identify for each activity:
- What was being learnt
- How it was being learnt
Oxford Centre for Staff and Learning Development
How was it being learnt?
Oxford Centre for Staff and Learning Development
Three (and a half) approaches to understanding learning
1.People learn by association: building ideas or skills step-by-step
e.g. mnemonics, training drills, imitation, instruction
• associative learning leads to accurate reproduction or recall
Oxford Centre for Staff and Learning Development
Three (and a half) approaches to understanding learning
2. People learn by constructing ideas and skills through active discovery
e.g. exploration, experimentation, guided discovery, problem-solving, reflection
• constructive learning leads to integrated skills and deep understanding
Oxford Centre for Staff and Learning Development
Three (and a half) approaches to understanding learning
2. People learn by constructing ideas and skills through active discovery
e.g. exploration, experimentation, guided discovery, problem-solving, reflection
2 ½ People learn by constructing ideas and skills through dialogue
e.g. discussion, debate, collaboration, shared knowledge-building
• (social) constructive learning leads to integrated skills and deep understanding
Oxford Centre for Staff and Learning Development
Three (and a half) approaches to understanding learning
3. People learn by participating in communities of practice
e.g. apprenticeship, work-based learning, legitimate peripheral participation
• situated practice leads to the development of habits, values and identities
Oxford Centre for Staff and Learning Development
How do your students learn?
Is any one of those approaches more suitable for your students on this course?
Which approaches to learning do you think you currently support well?
And which less well?
How does the teaching on the course support such learning?
Oxford Centre for Staff and Learning Development
“The job of the educator or instructional designer then is not simply to create materials in which concepts are clearly explained, but to create learning situations in which students find themselves actively engaging with the concepts they are learning.”.
Alexander G. (1998) Communication and collaboration online: new course models at the Open University, NLL Conference 98.
Oxford Centre for Staff and Learning Development
Principles of effective learning design
People learn more effectively when:
• They are active (mentally, socially or physically)
• They are motivated and engaged
• There is constructive alignment of their activities with the desired learning outcomes
• Activities are appropriate to their present capabilities
• They receive feedback
• They have opportunities for supportive dialogue (with tutors, mentors, experts or peers)
• They have opportunities for integration across activities
Oxford Centre for Staff and Learning Development
References
1.Dickinson, J. (2005). Enabling e-learning in higher education: Newcastle Business School.
2.Morris, L., & Walker, D. (2006). CAA sparks chemical reaction: integrating CAA into a learning and teaching strategy: Scottish QAA.
3.Boyle, J. T., & Nicol, D. J. (2003). Using classroom communication systems to support interaction and discussion in large class settings. ALT-J, 11(3), 43-57.
