Published on February 5, 2014
Dr Barbara Newland Assistant Head, Centre for Learning and Teaching Adam Bailey Learning Technologies Adviser, IS
What is Blended Learning (BL)? Student expectations BL policies and support at Brighton Examples of BL 6 steps to BL
Face to Face eLearning Blended
Smartphones - over half of adults (51%) owning these devices, almost double the proportion two years ago (27%) Tablet ownership has more than doubled in the past year, rising from 11% of homes to 24% UK households now own on average 3 different types of internetenabled device eg laptop, smartphone or games console with 20% owning 6 or more devices
The University recommends the appropriate use of BL as part of the student learning experience within modules and courses. It is expected that BL will be an integral part of student learning. http://www.brighton.ac.uk/clt/resources/ble nded-learning/bl-at-brighton/
Advise Learning and Teaching Committee on institutional policy developments in relation to e-learning including e-submission, eassessment and the use of course development and review mechanisms for elearning Advise on e-learning requirements e.g. estate developments and make recommendations to LTC on systems for possible funding
CLT ◦ http://www.brighton.ac.uk/clt/resources/blendedlearning/bl-at-brighton/ Learning Technology Advisors ◦ https://studentfolio.brighton.ac.uk/elearning/
1. Identify the learning objectives 2. Look at the curriculum to decide what is best faceto-face (F2F) and what is best as eLearning 3. Consider the integration and relationship between the F2F and eLearning 4. Develop the most appropriate eLearning activities to achieve the learning objectives 5. Decide how will you assess these activities 6. Choose the most appropriate technology
Integration ◦ How are f2f and online integrated? ◦ Will students be able to see clearly how they connect? Relationship ◦ Is f2f dependent on the online or vice versa? ◦ Will students be able to succeed if they complete one and not the other Accountability ◦ How will you ensure students engage with and complete the online part of the module? ◦ When will work be due? ◦ (EDUCAUSE, Diaz and Strickland, 2009)
“Blended teaching is not just a matter of transferring a portion of your current course to the Web. Instead it involves developing challenging and engaging learning activities” (Garrison, Vaughan, 2008) Integrate within the curriculum – replace and not just supplement Consider the balance throughout the module and across the whole student experience – from induction through whole degree programme
TechDis is a leading UK advisory service on technologies for inclusion funded by the Joint Information Systems Committee (JISC) http://www.techdis.ac.uk/
Resources ◦ ◦ ◦ ◦ ◦ Passive eg static web page Interactive eg simulation Read the notes before the lecture? Read a journal article? Find information on ... Communication and collaboration Assessment ◦ Email, announcements ◦ Discussions – eg asynchronous forum or synchronous online chat, skype ◦ Collaborative and co-production through eg blogs and wikis ◦ Formative, summative ◦ Self, peer, tutor ◦ Quizzes, contributions to discussion forum, blogs etc, essays
Learning outcome Topic Learning activity F2F eLearning activity Connection between F2F and eLearning Timing Assessme nt Exists/ Develop Understand -ing pedagogies BL Each student led on their theory Collaborativ e learning – using a wiki students contributed initially on nominated theories eLearning first and then F2F discussions 2 weeks online before F2F Pedagogic understand -ing assessed in their final assignment Create a wiki in studentcen tral
Learning outcome Topic Learning activity F2F eLearning activity Connection between F2F and eLearning Timing Assessme nt Exists/ Develop Critical awareness of aspects of global health BL Introducto ry session. Day long Series of group blog assignments designed to promote discussion on global health topics Primarily online, students introduced to each other in f2f session Througho ut the module Summative assessment by written final assignment Studentcen tral blog
Learning outcome Topic Learning activity F2F eLearning activity Connection between F2F and eLearning Timing Assessme nt Exists/ Develop Group case study plan BL Business studies lectures Collaborativ ely build a plan as a group using studentfolio Plan is peer reviewed and used for formative feedback in tutorials 4 weeks Formative peer assessment Create a groups in studentfoli o
5 minutes to develop one idea for BL or one activity you already use and complete first row of the document Discuss ideas
Potential of BL – now and in the future Consider BL throughout the module and course from the student perspective
Dr Barbara Newland Centre for Learning and Teaching University of Brighton, Falmer, BN1 9PH firstname.lastname@example.org brighton.ac.uk/clt/ slideshare.net/barbaranewland barbaranewland.wordpress.com/
Dahlstrom E, Walker J. D, Dziuban C, 2013, ECAR Study of Undergraduate Students and Information Technology http://www.educause.edu/library/resources/ecar-studyundergraduate-students-and-information-technology-2013 Garrison D.R., Vaughan N.D., 2008, Blended Learning in Higher Education: Framework, Principles and Guidelines, John Wiley and Sons JISC, 2012, Developing Digital Literacies Programme: Summary of project baseline reports http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies/developin gdigitalliteraciesprog.aspx Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition.Austin, Texas: The New Media Consortium. http://www.nmc.org/pdf/2013-horizon-report-HE.pdf Littlejohn A., Pegler C., 2007, Preparing for Blended E-Learning, Routledge Ofcom Communications Report, 2013, http://stakeholders.ofcom.org.uk/market-dataresearch/market-data/communications-market-reports/cmr13/uk/ Salmon, G., 2013, E-tivities: the Key to Online Learning, 2nd edition, Kogan Page
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