Bne Workshop 1206

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Information about Bne Workshop 1206

Published on June 18, 2008

Author: caledonianacademy

Source: slideshare.net

BNE Blended Learning Workshops Nigel Craig/Linda Creanor/Koos Winnips BNE/Caledonian Academy

Blended learning Task-based learning Break Examples (on demand) ‘ Design the blend’ exercise Results, Next steps Overview

Blended learning

Task-based learning

Break

Examples (on demand)

‘ Design the blend’ exercise

Results, Next steps

Blended Learning Web enhanced – content + support (20%) Some online resources & discussion groups to supplement classroom-based teaching Web enabled – ‘wrap-around’ model (50%) E-learning materials combined with existing resources to create a ‘blended’ model Includes online discussions, e-tivities, group work Web dependent – integrated model (100%) Entirely online learning community Collaborative working, peer support, tutor as facilitator (Mason, 1998)

Web enhanced – content + support (20%)

Some online resources & discussion groups to supplement classroom-based teaching

Web enabled – ‘wrap-around’ model (50%)

E-learning materials combined with existing resources to create a ‘blended’ model

Includes online discussions, e-tivities, group work

Web dependent – integrated model (100%)

Entirely online learning community

Collaborative working, peer support, tutor as facilitator

Associative/behaviourist learning Building ideas or skills step by step Tasks : e.g. drill & practice; imitation; instruction Constructivist learning Constructing ideas & skills through active discovery and/or dialogue Tasks e.g. exploration; experimentation; problem solving; reflection; discussion; debate; collaboration; shared knowledge building Situated practice Participating in communities of practice Tasks e.g. apprenticeships; placements; work-based learning Approaches to Learning These can be categorised as: (Mayes & de Freitas, 2004)

Associative/behaviourist learning

Building ideas or skills step by step

Tasks : e.g. drill & practice; imitation; instruction

Constructivist learning

Constructing ideas & skills through active discovery and/or dialogue

Tasks e.g. exploration; experimentation; problem solving; reflection; discussion; debate; collaboration; shared knowledge building

Situated practice

Participating in communities of practice

Tasks e.g. apprenticeships; placements; work-based 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

“ In aligned teaching, where all components support each other, students are ‘trapped’ into engaging in the appropriate learning activities”

(Biggs, 2002)

Strategy (Collis & Moonen, 2001) 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

Example

Task-based Learning (1) Can be used to: encourage your learners to become self-reliant in the topic area of your course make practice materials available to your learners, and to help your learners practice efficiently challenge learners with real world tasks that are just within their reach

Can be used to:

encourage your learners to become self-reliant in the topic area of your course

make practice materials available to your learners, and to help your learners practice efficiently

challenge learners with real world tasks that are just within their reach

Task-based learning (2) to design curricula around work based learning tasks to structure the design of courses (including online activities) to structure decision making on practical activities in courses to make learning more flexible to reduce staff time for ‘teaching’, and to increase learner time for self-reliance

to design curricula around work based learning tasks

to structure the design of courses (including online activities)

to structure decision making on practical activities in courses

to make learning more flexible

to reduce staff time for ‘teaching’, and to increase learner time for self-reliance

Types of Tasks Study task Discussion task Strategy task Application task Problem solving task

Study task

Discussion task

Strategy task

Application task

Problem solving task

Your tasks in your course Exercise: outline of one of the tasks in your module Support document: task description Exercise: start designing ‘blended’

Your tasks in your course

Exercise: outline of one of the tasks in your module

Support document: task description

Designing Tasks Re-design of your course for blended learning: ADDIE A nalysis D esign D evelopment I mplementation E valuation

Re-design of your course for blended learning: ADDIE

A nalysis

D esign

D evelopment

I mplementation

E valuation

Design and Develop 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

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

Design and Develop Development Prepare materials Use the checklist for preparation of tasks Think of reuse Note recommendations on reading online Convert materials

Development

Prepare materials

Use the checklist for preparation of tasks

Think of reuse

Note recommendations on reading online

Convert materials

Design and Develop Implementation Open VLE Place materials in VLE 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

Implementation

Open VLE

Place materials in VLE

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

Examples Your choice: Weekly online testing Peer feedback SMS testing Screencasts Peer-assessment Study-tasks semi-conductor devices Streaming video Or? …

Your choice:

Weekly online testing

Peer feedback

SMS testing

Screencasts

Peer-assessment

Study-tasks semi-conductor devices

Streaming video

Or? …

Design the Blend Go back to your task description Now consider which activities should be done online, and which will be face-to-face Think through how this will work: how will the activities link together? what will the learners do? what will you do?

Go back to your task description

Now consider which activities should be done online, and which will be face-to-face

Think through how this will work:

how will the activities link together?

what will the learners do?

what will you do?

Results, Discussion

Next Steps

Evaluation

Five Step Model (Salmon, 2003) Model based on online ‘e-tivities’ 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 Tutor role

SMS testing

Screencasts www.camtasia.com (demo version available) http://www.debugmode.com/wink/ (freeware) Change screen size: http://www.brianapps.net/sizer.html

Peer-assessment

Study tasks: semiconductor devices

Streaming video

Online weekly testing

 

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