Making good decisions about blended learning march 2017

PowerPoint Presentation

Making good decisions for blended learning designPresented by Dr JOHN HANNON

Sydney West Region Conference for Teachers28 March 2017

CONTENTS1. Design thinking: from learning delivery to engaging learners2. PLAN: Focus on what the student doesBiggs three levels of teaching 3. DESIGN: Focus on interactions Working between face to face and online presence4. BUILD: Apply online pedagogies Sequence interactions strategically 5. ADAPT: Review your build Innovate your design with Puentaduras SAMR level6. YOUR REPERTOIRE Drawing on shared knowledge - social media and the read/write Web

2Presentation title to go hereResearch-based tools for blended learning design

This is a PLAN/DESIGN/BUILD/REVIEW cycle2

Design thinkingPoll: Encounters with blended learning

3Presentation title to go hereRecording video lecturesCutting back face to face teaching Flipping the classroomStudents dont do the online stuff firstIt doesnt work for my students no meaningful interactionYou dont see the lecturers anymoreMore work to set up at the startLots of time to set upBL is a money saving ventureBL is hard to navigateFlexibility is a plusAccessibility issues Difficult to relate theory to practical for students is there evidence for improvement?Student hate pre-class exercises repeated in class

Assign each item to policy, delivery, pedagogy columns3

4Presentation title to go herePolicyBL is a money-saving ventureFlexibility is a plusIs there evidence for improvement?

DeliveryPedagogy (approach to learning) Recording video lecturesCutting back face to faceYou dont see the lecturers anymoreMore work to set upBL is hard to navigateAccessibility issues

Flipping the classroomStudents dont do the online stuff firstIt doesnt work for my students - no meaningful interactionDifficult to relate theory to practical for students Student hate pre-class exercises repeated in class

Design thinking

Unpack BL from policy & delivery. Ask wheres the learning? Whats the approach to learning here? 4

Design thinking5Presentation title to go hereBlended learning: activities that involve a systematic combination of co-present (face-to-face) interactions and technologically-mediated interactions (online) between students, teachers and learning resources

Bluic, A-M., Goodyear, P., and Ellis, R. 2007. Research focus and methodological choices in studies into students experiences of blended learning. Internet and Higher Education, 10: 231-244 deliverylearning

blended learning makes little or no sense to students. It refers to the learning context rather than to learning itself.

Goodyear, P., & Ellis, R. (2008). University Students' Approaches to Learning: Rethinking the Place of Technology. Distance Education, 29(2), 141-152, p. 142

Standard def of BL. But the term is delivery5

PLANBiggs levels of teaching What the student isWhat the teacher doesWhat the student does6Presentation title to go hereBiggs, J. and Tang, C. (2007). Teaching for Quality Learning at University, SHRE & Open University Press, Chapter 2.

What do you focus on?

Deficit model students are lacking; my teaching is lacking. Level 3 will save you work6

PLANACTIVITY:Name one use of educational technology that has made a difference to your students learning. How? Focus on what the student doesWrite one sentence (1 min)Share with one/two colleagues (1 min)7Presentation title to go here

One you have used yourself or encountered7

DESIGNFocus on interactions rather than content designing learning is organised around modes of student engagement: learner-content interaction, learner-teacher interaction, and learner-learner interaction (p. 46)L-TL-CL-L8Presentation title to go here

Anderson, T. & Elloumi, F. (2004) Theory and Practice of Online Learning. http://cde.athabascau.ca/online_book/contents.html

Shift discussion away from classrooms vs online, or digital or non-digital8

DESIGN9Presentation title to go here

Learner-Teacher InteractionLearner-Content InteractionLearner-Learner InteractionLearning activities & assignmentsLectures, tutorials & workshopsDiscussion in class & forums, blogs in LMSDebates & role playsInvestigations, field work, surveysFormative assessment & quizzesIndividual student activitySelf-study exercisesReview of podcastsApplying activities from textbooks & LMSCase studiesSelf-assessment quizzesReflective writing, journals, portfoliosCollaboration, groupwork & learning communitiesDiscussion forums, shared blog journalsProblem-based learning scenarioStudent peer review,Project work in wikisReflective writing via blogs or shared googledocs

Blended learning at La Trobe Uni

Assemble learning interactions in either classroom or online9

BUILDFocus on sequences of learning activities that lead to assessment: podcasts, activities, quizzes, that prepare students for a class session10Presentation title to go herehttp://www.latrobe.edu.au/ltlt/curriculum/blended

View the design approach of sequencing activities.10

BUILDFocus on interactions rather than content 11Presentation title to go here

LearnersTeachersResources

Inter-action

Instead of teaching via transmission, learning is a three-way interaction11

BUILD12Presentation title to go hereWorkshop 1Workshop 2

OnlineActivities:podcastquiz

Interactive session: live or discussionActivities:podcastquiz

Face to face

build a sequence of activities that lead to assessment 12

BUILDExample of a blended unit: Preparing health professionalsWeekly sequence: OCT4ECP - Enabling Change: Musculoskeletal and Neurological Conditions

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Example Build: Preparing health professionals


Webinar live or recorded;Reading prep(L-C)(L-T)

Online ---------------------------------------->

Activity via Quiz/Padlet/wiki

(L-C)(L-L)Assessment requirements

(L-C)(L-T)

OCT4ECP - Enabling Change: Musculoskeletal and Neurological Conditions

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Example Build: Preparing health professionals


Webinar live or recorded;Reading prep(L-C)(L-T)

Online ---------------------------------------->

Activity via Quiz/Padlet/wiki

(L-C)(L-L)Assessment requirements

(L-C)(L-T)

Scenario-based learning (4 hr)

Teachers feedback on Activity to class(L-T), (L-L)

Class ---------------------------------------->OCT4ECP - Enabling Change: Musculoskeletal and Neurological Conditions

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BUILD16Presentation title to go here

Sway

Pre-class reading16

BUILD17Presentation title to go herePadlet

Pre-class video17


Wiki

Shared class wiki activity; then feedback in class18

BUILD19Presentation title to go hereFocus on interactions ACTIVITY:Build a sequence of activities from your example (use of education technology) (2 mins)Post to meetingwords.com

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Focus on interactions ACTIVITY:Build a sequence of activities from your example (use of education technology) (2 mins)Post to meetingwords.com

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ADAPT21Presentation title to go here

Puenteduras SAMR: Substitution-enhancement-transformation

SAMR rates your use of technology for substitution/enhancement/transformation21

ADAPT22Presentation title to go here

Beyond Substitution: The SAMRModel http://msad75summertechnologyinstitute.wordpress.com/beyond-substitution

Interview with author of textbook; project partners with students on other side of world22

YOUR REPERTOIRE23Presentation title to go hereCloud and social mediaWhat technologies do your students use?How can you source knowledge from the cloud?

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GapminderYOUR REPERTOIRE

Dynamic stats and graphs24

YOUR REPERTOIRE25Presentation title to go here

Infographs

Infographs or poster presentations as assignment outputs25

YOUR REPERTOIRE26Presentation title to go here

Flipped classroom: Educause https://net.educause.edu/ir/library/pdf/eli7081.pdf UQ: http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.htmlDynamic knowledge: Gapminder, the beauty of statistics. https://www.gapminder.org/ Wordle; infographicsPolling: http://www.gosoapbox.com/Collaboration: Wikispaces; wordpress; googledocs; meetingwords Padlet, virtual wall: http://www.uq.edu.au/teach/social-media-tools/padlet.html Synchronous communication: Adobe Connect; Zoom; Skype

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YOUR REPERTOIRE

27Presentation title to go hereOPEN EDUCATION RESOURCES

Wikimedia Commons, the free media repository: http://commons.wikimedia.org/wiki/Main_PageOER Commons: https://www.oercommons.org/Creative commons: http://search.creativecommons.org/Open Professionals Educational Network, http://open4us.org/find-oer/Google images. Advanced: http://www.google.com/advanced_image_search Select free to use, share or modify, even commercially

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YOUR REPERTOIRE

28Presentation title to go herePEDAGOGY 2.0learner-generated content & co-construction learning communities of student/staff/practitionersExperience-based learning learner-generated content & co-constructionStudent peer review open education practicesdigital literacies

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RESOURCES

29Presentation title to go hereBlended learning at La Trobe. http://www.latrobe.edu.au/ltlt/curriculum/blended Anderson, T. (2004). Toward a Theory of Online Learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning, Athabasca University, pp. 46-51. http://cde.athabascau.ca/online_bookBiggs, J. and Tang, C. (2007). Teaching for Quality Learning at University, SHRE & Open University Press. Goodyear, P., & Ellis, R. (2008). University Students' Approaches to Learning: Rethinking the Place of Technology. Distance Education, 29(2), 141-152.McLoughlin, C., & Lee, M. (2010). Pedagogy 2.0: Critical Challenges and Responses to Web 2.0 and Social Software in Tertiary Teaching. In M. Lee & C. McLoughlin (Eds.), Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching (pp. 43-69). Hershey, Pennsylvania: IGI Global.Puentedura, R. (n.d.) The SAMR Model: Background and Exemplars. http://krisking.net/wp-content/uploads/2013/06/SAMR_SixExemplars.pdf

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30Western Sydney: creating a centre of innovative learningJohn [email protected]://www.slideshare.net/johnno99/To findout more

THANK YOU31Western Sydney: creating a centre of innovative learning