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Approaches to designing blended learningAMEE Pre-Conference Workshop Sunday 28 August 2016Natalie Lafferty - University of Dundee
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Some perspectives from my journey at Dundee
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Flipped classroom …Why are medical students ‘checking out’ of active learning in a new curriculum?
White, Casey, et al. “Why are medical students ‘checking out’ of active learning in a new curriculum?” Medical Education 48.3 (2014): 314-324
What’s driving your use of blended learning … is it technology or your educational philosophy?
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Blended learning or information transmission?Death by click, click, click learning
Passive - spoon feeding – students as consumers
flickr photo by Jessica M. Cross https://flickr.com/photos/jesscross/5096437962 shared under a Creative Commons (BY) license
Fact or Fiction? Self-efficacy
Digital native Digital immigrant
Left -flickr photo by hackNY https://flickr.com/photos/hackny/5685414561 shared under a Creative Commons (BY-SA) licenseRight -flickr photo by bengrey https://flickr.com/photos/ben_grey/4404664901 shared under a Creative Commons (BY-SA) license
Thakore & McMahon - Virtually there: e-learning in medical educationClinical Teacher 2006 3 225-228
In a teacher-centred model of e-learning, as noted earlier, the educator creates a one-dimensional product, but in the student-centred model the learner is at the centre of the process and experiences a rich, interactive, multimedia environment as well as being provided with formative assessment.
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What do you want students to learn, knowledge, skills, professional attributes …
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Design learning that fosters active learning including discussions, activities and learning tasks that provide evidence of learning, reflection and feedback
The doctor as professional
Reflect, learn and teach others ...
Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs.
Blended learning in a Student Selected Component
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(Siemens 2005; Sandars 2009)
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10
70
20
Structured Learning: Formal learning, workshops, webinars, online learning, e-learning, classrooms
Learning from others: Communities of practice, professional networks, user generated content, coaching, mentoring, feedback
Learning from experience: Action learning, problem solving, shadowing, self-directed learning, mobile support
70 : 20 : 10 Framework
Charles Jennings http://www.slideshare.net/charlesjennings/the-702010-framework
CopyrightIntroduction to copyright issues, Creative Commons, patient consent etc
Managingresources
Presentations/Learning design
Learningtheories
Formative assessment
Feedback
Accessibility, usability – fonts, colour schemesCognitive load, multimedia design principlesUnderstanding learning theories and how they might apply in different learning contexts
How to write a good assessment questions, eg MCQs
Incorporating feedback into your learning resource/activity and different forms of feedback
Searching for resources, managing & curating resources
Ground work covered in online resources
@nlafferty
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Equipping students to learn and develop as self-regulated and lifelong learners
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Each student keeps a reflective blog and join a private Google+ community … provides multiple opportunities for feedback
@nlafferty
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Essential in formative assessment … Providing a recipe for action and informing students’ projects
Student created videos –expert peer review and feedback key
@nlafferty
Students as producers of learning creating digital learning resources – “a chance to impact upon other’s learning.”
@nlafferty
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Learning collectives and communities of practice
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“A collective is very different from an ordinary community. Where communities can be passive (though not all of them are by any means), collectives cannot. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.”
Douglas Thomas and John Seely Brown (2011)
Adapted from: Mitch Resnick (MIT Media Lab)
creativity
planning
engagement
- team- users
Creative learning and design cycle
never linear
communication
feedback
feedback
use
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Questions - Discussion