E learning: blended learning
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The document outlines a comprehensive overview of e-learning, hybrid learning, and blended learning within an educational framework. It discusses the definition, advantages, disadvantages, and design principles pertinent to these learning methods, emphasizing the importance of engagement and interaction in the learning process. Various activities and tools, such as ClickUp LMS, are presented to aid in implementing these learning strategies effectively.
E learning: blended learning
- 1. Department for Education Innovation Academic Induction Programme 2015 Senior Instructional Designers Dr Marius Pienaar (VET) Ms Adriana Botha (EBIT & ASELPH) 9 July 2015 e-Learning
- 2. In this session • “Warm-up: Red flag shout” • Theoretical overview & Terminology • “Getting ready: Green flag shout” • Augmenting clickUP and teaching and learning • “Cut & Polish” • Diamond Metaphor • “Let your diamond module sparkle” • Housekeeping e-Learning
- 3. Activity 1 “4 min Warm-up: Red flag shout” • Think of any words you can associate with the 3 terminologies: 1. eLearning 2. Hybrid Learning 3. Blended Learning • Raise your red flag – say the number above • Say the word • Scribe will write it down e-Learning
- 4. e-Learning What is e-learning? • The use of technology to enable people to learn anywhere and anytime • Information is made learner-friendly: apply the principles of instructional and visual design, then produced using authoring tools/software
- 5. e-Learning What is e-learning? • Made available on the LMS, Web portal or intranet • Covers a range of activities from learning online, to hybrid/blended learning (combining traditional and e-learning)
- 6. e-Learning What is e-learning? Learning accomplished with the use of electronic media
- 7. e-Learning What is NOT e-learning? • “Putting documents behind glass” • Adding narration to PowerPoint slides and publishing them • Uploading a course on to a LMS without activities and interaction
- 8. e-Learning Advantages of e-learning • Different learning styles are addressed • Development of computer and Internet skills • Builds self-knowledge and self-confidence • Encourages students to take responsibility for their learning • Adds to the classroom environment.
- 9. e-Learning Advantages of e-learning • Less expensive to produce • Self-paced • Progresses up to 50 percent faster than traditional courses • Eliminates the problems associated with different lecturers teaching slightly different material on the same subject • Any location and any time
- 10. e-Learning Advantages of e-learning • Updated easily and quickly • Can lead to increased retention and a stronger grasp on the subject • Ability to revisit or replay sections of the training that might not have been clear the first time around • It can be easily managed for large groups of students
- 11. e-Learning Danger of e-learning Concentrating on the ‘e' and forgetting the all important ‘learning‘ • Whatever the technology, learning is the vital element • Therefore, the students have to undertake activities which actively engage them and they require feedback on the activities they undertake
- 12. e-Learning Disadvantages of e-learning • Unmotivated students or those with poor study habits may fall behind • Lack of familiar structure and routine may take getting used to • Students may feel isolated or miss social interaction
- 13. e-Learning Disadvantages of e-learning • Lecturer may not always be available on demand • Slow or unreliable Internet connections can be frustrating • Traditional hands-on courses can be difficult to simulate
- 14. face-to-face, technology- mediated, synchronous/ asynchronous What is hybrid learning? • Converges fit-for-purpose knowledge sources and communication modes to engage students actively and independently in their own learning lecturer, fellow students, printed text, Internet, other media, workplace, communities e-Learning Within an inquiry-based paradigm
- 15. e-Learning What is hybrid learning? • Different modes of delivery • Promotes a mix of: • face-to-face teaching and learning environment • distributed teaching and learning environment • different frequencies of interaction • on campus, in the workplace, at community sites of learning, at a distance and online
- 16. e-Learning What is blended learning? • Blended learning involves face-to-face on- campus teaching and learning enhanced by appropriate educational technologies to support student engagement inside and outside the contact sessions in most modules.
- 17. e-Learning Blended learning Web enhanced – content + support – Some online resources & discussion groups to supplement classroom-based teaching Web enabled – ‘wrap-around’ model – E-learning materials combined with existing resources to create a ‘blended’ model – Includes online discussions, e-tivities, group work Web dependent – integrated model – Entirely online learning community – Collaborative working, peer support, lecturer as facilitator
- 18. e-Learning Pros and Cons of blended learning • Pro – Flexibility – Accesibility – Best of both worlds – Can save time – Self-reliant learning • Con – Can lead to a lack of face-to-face communication – The clicking monkey – Design choices more difficult – Self-reliant learning much needed Important: design!
- 19. e-Learning 5minutes Activity 2 “5 min Getting ready: Green flag shout” • Think of more words for: 1. eLearning 2. Hybrid Learning 3. Blended Learning • Raise your Green flag – say number • Say the word • Scribe will write it down
- 20. e-Learning Functions of clickUP (LMS) • To distribute study information • To distribute study material (e.g. text, PowerPoint video) • To deliver assignments • To discuss • To peer review • To do a formative test & feedback = connect all parts! clickUP (LMS)
- 21. e-Learning Alignment “In aligned teaching, where all components support each other, students are ‘trapped’ into engaging in the appropriate learning activities” (Biggs, 2002) Integrate all learning tasks fully into teaching clickUP (LMS)
- 22. e-Learning Strategy Preparatory activity reading, practical exercises, quiz submit online BEFORE Focal activity lecture, seminar, online discussion incorporate resources DURING Follow on activity build on focal activity, further investigation submit online AFTER Feed into next task clickUP (LMS)
- 23. e-Learning Designing the blend • Which of the components do you think can be offline, which can be online? • Apply this to your course/situation Later we will link this to description of learning tasks clickUP (LMS) Think about it
- 24. e-Learning clickUP (LMS) - Designing the blend: Components Offline – face to face Online - interaction Lectures Workshops Coaching Practice of skills Working groups Assessment Simulations Consulting of experts Practice of skills Asynchronous: - e-mail - newsgroups / forum Synchronous: - chat - virtual classroom - video conferencing Coaching Document sharing/wiki Working groups Assessment/peer assessment Offline individual Online individual Print media Audio Video Simulations Consulting sources Video on demand Computer based training (CBT) Websites Search engines Simulations Portfolio / reflection Self-assessment Think about it
- 25. e-Learning Designing the blend: media choice Task complexity vs. media richness (Heeren, 1996) Technology richness high low highlow Task complexity Effectiveness loss Efficiency loss clickUP (LMS) Think about it
- 26. e-Learning Communication: Five Step Model (Salmon, 2003) Log on & make contact Form the online community Exchange information Engage with the learning Apply new knowledge Learner activities Welcome & encourage Find common links Support task Facilitate discussions Link to wider context Lecturer role clickUP (LMS) Think about it
- 27. e-Learning Flipping/Scrambling the classroom Flip: • A wide variety of teaching styles that largely replace the lecture • For material that might have been delivered in lecture format previously, online instruction is provided in advance of the class • This allows for time in class to be used in different interactive ways – group work, discussion and other forms of highly engaged participatory learning become the norm clickUP (LMS)
- 28. e-Learning Flipping/Scrambling the classroom Scramble: • With the blended learning approach, the material delivered in a lecture format, is scrambled/mixed with online instruction (hybrid) • Allows for time in class for traditional teaching and learning, and for interactive teaching and learning Replacing official contact time with e-tivities clickUP (LMS)
- 29. e-Learning Augmenting teaching and learning Various tools: • Mashups: streaming video (YouTube), presentations (SlideShare) and images (Flickr) in the course • Built-in wiki: students can collaborate on a web page inside our LMS. Students share ideas and resources, present topics to each other, and critique each other’s work • Built-in discussion board: create discussion forums for topic related discussions clickUP (LMS)
- 30. e-Learning Augmenting teaching and learning Various tools: • Built-in blog: a medium for reflective learning. Students display research, analytical, and communication skills through a series of commentaries meant for consumption and comment in a course • Built-in journal: a personal space for private communication between student and lecturer Can be used as a self-reflective tool (opinions, ideas, and concerns about the course) Can be used to discuss and analyse course related materials clickUP (LMS)
- 31. e-Learning Augmenting teaching and learning Various tools: • Built-in virtual classroom: a medium for reflective learning. Teaching and learning at a distance • Collaborate: built-in video-conferencing and collaboration tool Teaching and learning at a distance • Online assessment tasks and activities Quick and effective feedback clickUP (LMS)
- 32. e-Learning Re-design of your course for blended learning: ADDIE •Analysis •Design •Development •Implementation •Evaluation clickUP (LMS)
- 33. e-Learning • Analysis • Decide on: Goals, entry knowledge, content • Relate these three to each other • Generate first idea of tasks • Design • Design framework for tasks • Design general formulation of tasks • Decide on task support and communication clickUP (LMS)
- 34. e-Learning • Development • Prepare materials • Use the checklist for preparation of tasks • Think of reuse • Note recommendations on reading online • Convert materials clickUP (LMS)
- 35. e-Learning • Implementation • Place materials in clickUP and/or OER • Use support and communication tools • Engage learners • Evaluation • Measure if learning outcomes have been reached • Measure if the learning process was effective • Gather data, act upon during course, or improve for next version clickUP (LMS)
- 36. AD-Break
- 37. e-Learning Activity 3 “Cut and Polish” 1. Each Faculty group will receive a “mode of delivery” 2. Draw a mind-map: • What are the affordances/possibilities/prospects? • How can it add value in a unique way to student learning and contribute to success? • What are the impediments? 3. Paste on flipchart boards
- 38. e-Learning
- 40. e-Learning
- 41. e-Learning Activity 3 “Cut and Polish” 15minutes 1. Each Faculty group will receive a “mode of delivery” 2. Draw a mind-map: • What are the affordances/possibilities/prospects? • How can it add value in a unique way to student learning and contribute to success? • What are the impediments? 3. Paste on flipchart boards
- 42. e-Learning Definition Sloan Consortium, 2005 Courses that integrate online with traditional face‐to‐face class activities in a planned and pedagogically valuable manner The Sloan Consortium (a professional organization dedicated to postsecondary online learning) defines blended learning as a course where 30% - 70% of the instruction is delivered online. While this is a useful guideline, it may not be sufficient to cover every blended learning configuration.
- 43. f2f learning experience Blended Learning Online learning experience The big picture (Vaughan, 2010)
- 44. e-Learning
- 45. e-Learning Diamond Education • Valuable • Each unique o Settings differ o Polished differently • Add value • Each unique o Disciplines, outcomes, students & lecturers philosophy o ICT feasibility Diamond metaphor concept
- 46. e-Learning Your: Teaching philosophy Discipline/subject Teaching situation Student profile Available resources Your Diamond Setting
- 47. Blended learning framework 47 Assessment & Feedback Value Admin Content Engagement Support Situation analysis
- 49. Other ICT Value? Admin Content Engagement Summ.Ass/Feedback/ Student Support Formative Assessment clickUPPaperClass
- 50. Other ICT value admin content engagement feedback & support assessment Student support Question and answer Individual support directly after lecture Activities Group work Group presentations Question and answer Debates Jigsaw-method Content, context PowerPoint presentaion Guest lecturer presentation Admin Announcements Examples of “Face-to-face” mode clickUP Grading & Feedback Written tests Class Paper
- 51. Class Other ICTPaper value admin content engagement feedback & support assessment Grading & Feedback Written tests Written assignments Optical mark readers Activities Practical guides Work sheets Logs Content, context Textbooks Printed readers Posters Admin Printed study guides Letters Examples of “Paper” mode Student support Study tips Handouts clickUP
- 52. Class Other ICTPaper value admin content engagement feedback & support assessment Grading & Feedback Laboratory Studio Ward rounds Clinics Exhibitions Activities Practical sessions Excursions off campus Studio Ward rounds Clinics Content Context Exhibitions Admin Notice boards Offices Examples of “Other” mode Student support Tutor support Lecturer consultations clickUP
- 53. Class Other ICTPaper value admin content engagement feedback & support assessment Grading & Feedback SMS Synchronous software Computer-based Testing (QuestUP) Activities Clickers Audio programmes Synchronous software Computer programmes Social Networking (Wikis, blogs etc.) Content, context CD Roms Videos Web sites Podcasts RSS feeds Admin Email SMS Examples of “ICT” mode Student support WhatsApp groups Facebook groups clickUP
- 54. Class Other Paper value admin content engagement feedback & support assessment Examples of “clickUP” mode clickUPICT
- 56. clickUP Learning Modules 56 Model Case 1 Case 2 Case 3 Case 4 Case 5 Activities Assessment Value added by mode LMSClass Other Overall value A Diamond Metaphor to Promote a Flexible Blended Teaching and Learning Model (M. Lotriet et al)
- 57. Admin & course information
- 58. Module Page in clickUP
- 59. Content: Access to additional material
- 60. Copyright clearance Every year! Content: Access to additional material
- 70. Collaboration
- 71. Collaboration in clickUP (Wiki, Blog, Journal & Discussion Forum
- 72. Discussion Board
- 73. e-Learning •Tailor own blended learning course •Add value to course by – Using contact time more productively Encouraging students to interact more Provide support Exercising communication and collaboration skills online with professional teams Solving real life and workplace problems
- 74. e-Learning •More flexible schedules than in contact teaching •Expand and contextualise the subject matter •Social connectedness •Increases interaction with content, co-students and faculty •Achieve the required visual and technological literacy required for prospective careers. Blended learning benefits for students
- 75. Teaching components Media or Mode of delivery Class Other Paper ICT clickUP Value added Admin Content Engagement Formative/Student Support/Feedback/ Summative Assessment Situation analysis: Your teaching philosophy Profile of your students Challenges Affordances of your teaching situation
- 76. e-Learning Activity 4 Start designing and let your diamond module sparkle 25minutes
- 77. 4 & 5 November 2015 Registration: CE@UP
- 78. e-Learning