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Blended learning gcu london_jan2015_open

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This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.

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Embedding Blended Learning #GCUBlend Professor Linda Creanor, Head of Blended Learning Email: l.creanor@gcu.ac.uk Twitter: @lcreanor This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
Aims - to support GCU London staff to develop effective strategic approaches to embedding blended learning in the curriculum - To consider current practice, share experiences and identify ways of engaging GCU London students through the use of technology both in the classroom and online. - To provide an opportunity to identify further development needs.
Overview of the session Part 1 – Overview and context • Welcome and introductions • Your experiences of blended learning (discussion) • Embedding blended learning (presentation) • Designing blended learning activities (group activity) • Tea/coffee break Part 2 – Practical approaches • Social, mobile and open • Linking theory and practice • Changing roles • Reflection and development #GCUBlend
Setting the scene • Share your own experiences of Blended Learning e.g. - – Why did you use technology for teaching? – How did you use technology for teaching? – Did it enhance the students’ learning experience and how do you know? – Could it have been used more effectively? – What did you learn from the experience? http://tinyurl.com/cnpuu8d
Could we live without it? http://tinyurl.com/c7tntva http://tinyurl.com/d55kv9q http://tinyurl.com/cnpuu8d
Why technology for learning & teaching? http://tinyurl.com/cmv6hnu Student expectations Knowledge economy - finding, evaluating and using information effectively Global society Employer expectations Digital literacy skills Forming professional and learning networks Learning from others
GCU Strategy for Learning Design Principles Engaged learning Divergent thinking Personalised learning Inclusive, accessible learning Broader & deeper learning Flexible learning Global learning Real world Problem solving Entrepreneu r-ship Responsible Leadership & Professionalis m Digital Learning/ Technology Staff Digital Learning/ Technology Support Systems EnvironmentUniversity systems Student feedback/ evidence base Effective Partnership working Enablers
Inspirational approaches to learning, teaching and assessment which embrace innovation and the imaginative use of learning technologies Staff Digital Learning/ Technology Support Systems EnvironmentUniversity systems Student feedback/ evidence base Effective Partnership working GCU Strategy for Learning Enablers
Student expectations (NSS) Module Leader is an inspiration, all notes on Blackboard GCULearn in general is such a helpful resource Learning support through GCULearn is fantastic! Online modules with very poor feedback Communication via notice board rather than through Blackboard… Blackboard could have been used more
Blended Learning at GCU Face to Face Online Blended An approach which combines excellence in established modes of learning and teaching with the innovative use of learning technology.
Areas of Blended Learning
Online
In the classroom or lecture theatre • Voting handsets (clickers) • Mobile devices (phones, iPads, laptops) • YouTube videos • Podcasts • Twitter Feeds • Polling • Interactive whiteboards • ‘Flipped’ classroom http://tinyurl.com/cmklr34
2/24/2015 Technology enhanced – content + support (20%)  Some online resources & discussion groups or blogs to supplement classroom-based teaching Technology enabled – ‘wrap-around’ model (50%)  Technology combined with classroom activities to create a ‘blended’ model  Includes online discussions, online activities, group work Technology dependent – integrated model (100%)  Entirely online community  Collaborative working, peer support, tutor as facilitator
Student engage- ment Research activities Special interest groups Peer support & review National & inter- national links Digital literacy
byod4learning.wordpress.com
Learning Theories Social Constructivist Building understanding through dialogue and collaboration Behaviourist Practising skills Absorbing new knowledge Situated Learning with others in situ: the workplace, or communities of practice Constructivist Building understanding through activity and problem solvingHow can technology help? (Mayes & De Freitas, 2007)
Implications for roles
Supporting students Listening, reading & sense-making (coping with course content) Writing and presenting (preparing oral & written assignments) Communicating and community (communicating with a group) Searching and researching (searching, evaluating & using online resources)
Listening, reading & sense-making  Encourage students to go beyond what is provided by the lecturer and the VLE  e.g. use file sharing sites such as Slideshare, iTunesU, YouTube and social bookmarking.  Podcasts and videos, blogs, wikis and virtual worlds  Mind-mapping tools  Focus on active, self-directed learning http://www.flickr.com/photos/edinei/3176666887
Communicating and community  Online discussion groups from a student perspective – rationale, motivation, benefits  Blogging, social networking, Twitter, RSS feeds, mobile technologies, web conferencing for learning  Building learning networks with fellow students, lecturers, friends, family  Communication styles, identities, feelings http://www.flickr.com/photos/adesigna/2952322725/
Searching and researching  Finding and evaluating digital resources for learning  Search engines, open content, multimedia resources  Library resources and e-books  Awareness of, and techniques for avoiding, plagiarism (Turnitin, PLATO)  SMILE , SMIRK and PILOT (Library) http://www.flickr.com/photos/adesigna/2940634261/
Writing and presenting  Academic writing, collaborative writing & oral presentations  Appropriate use of presentation software and office tools  Wikis, blogs, e-portfolios , audio tools  Using different technologies for organising, note-taking, file-sharing http://farm3.static.flickr.com/2059/2237177661_99d3e8de8e.jpg
Student survival guide (2010) “I started a new course last year and was wondering how I was going to cope with it all... I suppose I hadn’t really given much thought to the technology, I hadn’t realised how much it could help.”
www.flickr.com/photos/edinei/3176666887  Learning & teaching approach  Learner profile + learning context  Module learning outcomes  Assessments  Learning activities  Which technologies?  Support for you, support for learners  Evaluate effectiveness
Over to you - • How could you use technology more effectively in your own programmes and modules? • What further support and development will you need?
Summary • We have looked at - – What we mean by blended learning in GCU – How technology can help people learn – Tools and techniques – Designing blended learning activities – Shared experiences of learning and teaching with technology • Contacts for further information – – School Learning Technologists
References A Guide to the Flipped Classroom, Chronicle of Higher Education, Jan 2015, http://chronicle.com/article/A- Guide-to-the-Flipped/151039/ Armellini A. & Nie M. (2013) Open educational practices for curriculum enhancement, Open Learning: The Journal of Open, Distance and e-Learning, 28:1, http://dx.doi.org/10.1080/02680513.2013.796286 Blaschke, Lisa Marie (2014) Using social media to engage and develop the online learner in self-determined learning. Research in Learning Technology, [S.l.], v. 22 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21635 Effective Practice in a Digital Age (JISC, 2009) http://tinyurl.com/34kekp8 Effective Assessment in a Digital Age (JISC, 2010) http://tinyurl.com/cwzphy4 Garrison, R. & Vaughan, N. (2008), Blended Learning in Higher Education, Jossey Bass, San Francisco Mayes, T, & de Freitas, S. (2007). Learning and e-learning. The role of theory. In Beetham, H. & Sharpe, R. (2007) (Eds.) Rethinking Pedagogy for a Digital Age. Designing and delivering e-learning, 13-25. London: Routledge MacDonald, J. & Creanor, L. (2010) Learning with Online and Mobile technologies: a student survival guide, Gower http://tinyurl.com/37g69ep

More Related Content

Blended learning gcu london_jan2015_open

  • 1. Embedding Blended Learning #GCUBlend Professor Linda Creanor, Head of Blended Learning Email: l.creanor@gcu.ac.uk Twitter: @lcreanor This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
  • 2. Aims - to support GCU London staff to develop effective strategic approaches to embedding blended learning in the curriculum - To consider current practice, share experiences and identify ways of engaging GCU London students through the use of technology both in the classroom and online. - To provide an opportunity to identify further development needs.
  • 3. Overview of the session Part 1 – Overview and context • Welcome and introductions • Your experiences of blended learning (discussion) • Embedding blended learning (presentation) • Designing blended learning activities (group activity) • Tea/coffee break Part 2 – Practical approaches • Social, mobile and open • Linking theory and practice • Changing roles • Reflection and development #GCUBlend
  • 4. Setting the scene • Share your own experiences of Blended Learning e.g. - – Why did you use technology for teaching? – How did you use technology for teaching? – Did it enhance the students’ learning experience and how do you know? – Could it have been used more effectively? – What did you learn from the experience? http://tinyurl.com/cnpuu8d
  • 5. Could we live without it? http://tinyurl.com/c7tntva http://tinyurl.com/d55kv9q http://tinyurl.com/cnpuu8d
  • 6. Why technology for learning & teaching? http://tinyurl.com/cmv6hnu Student expectations Knowledge economy - finding, evaluating and using information effectively Global society Employer expectations Digital literacy skills Forming professional and learning networks Learning from others
  • 7. GCU Strategy for Learning Design Principles Engaged learning Divergent thinking Personalised learning Inclusive, accessible learning Broader & deeper learning Flexible learning Global learning Real world Problem solving Entrepreneu r-ship Responsible Leadership & Professionalis m Digital Learning/ Technology Staff Digital Learning/ Technology Support Systems EnvironmentUniversity systems Student feedback/ evidence base Effective Partnership working Enablers
  • 8. Inspirational approaches to learning, teaching and assessment which embrace innovation and the imaginative use of learning technologies Staff Digital Learning/ Technology Support Systems EnvironmentUniversity systems Student feedback/ evidence base Effective Partnership working GCU Strategy for Learning Enablers
  • 9. Student expectations (NSS) Module Leader is an inspiration, all notes on Blackboard GCULearn in general is such a helpful resource Learning support through GCULearn is fantastic! Online modules with very poor feedback Communication via notice board rather than through Blackboard… Blackboard could have been used more
  • 10. Blended Learning at GCU Face to Face Online Blended An approach which combines excellence in established modes of learning and teaching with the innovative use of learning technology.
  • 11. Areas of Blended Learning
  • 13. In the classroom or lecture theatre • Voting handsets (clickers) • Mobile devices (phones, iPads, laptops) • YouTube videos • Podcasts • Twitter Feeds • Polling • Interactive whiteboards • ‘Flipped’ classroom http://tinyurl.com/cmklr34
  • 14. 2/24/2015 Technology enhanced – content + support (20%)  Some online resources & discussion groups or blogs to supplement classroom-based teaching Technology enabled – ‘wrap-around’ model (50%)  Technology combined with classroom activities to create a ‘blended’ model  Includes online discussions, online activities, group work Technology dependent – integrated model (100%)  Entirely online community  Collaborative working, peer support, tutor as facilitator
  • 17. Learning Theories Social Constructivist Building understanding through dialogue and collaboration Behaviourist Practising skills Absorbing new knowledge Situated Learning with others in situ: the workplace, or communities of practice Constructivist Building understanding through activity and problem solvingHow can technology help? (Mayes & De Freitas, 2007)
  • 19. Supporting students Listening, reading & sense-making (coping with course content) Writing and presenting (preparing oral & written assignments) Communicating and community (communicating with a group) Searching and researching (searching, evaluating & using online resources)
  • 20. Listening, reading & sense-making  Encourage students to go beyond what is provided by the lecturer and the VLE  e.g. use file sharing sites such as Slideshare, iTunesU, YouTube and social bookmarking.  Podcasts and videos, blogs, wikis and virtual worlds  Mind-mapping tools  Focus on active, self-directed learning http://www.flickr.com/photos/edinei/3176666887
  • 21. Communicating and community  Online discussion groups from a student perspective – rationale, motivation, benefits  Blogging, social networking, Twitter, RSS feeds, mobile technologies, web conferencing for learning  Building learning networks with fellow students, lecturers, friends, family  Communication styles, identities, feelings http://www.flickr.com/photos/adesigna/2952322725/
  • 22. Searching and researching  Finding and evaluating digital resources for learning  Search engines, open content, multimedia resources  Library resources and e-books  Awareness of, and techniques for avoiding, plagiarism (Turnitin, PLATO)  SMILE , SMIRK and PILOT (Library) http://www.flickr.com/photos/adesigna/2940634261/
  • 23. Writing and presenting  Academic writing, collaborative writing & oral presentations  Appropriate use of presentation software and office tools  Wikis, blogs, e-portfolios , audio tools  Using different technologies for organising, note-taking, file-sharing http://farm3.static.flickr.com/2059/2237177661_99d3e8de8e.jpg
  • 24. Student survival guide (2010) “I started a new course last year and was wondering how I was going to cope with it all... I suppose I hadn’t really given much thought to the technology, I hadn’t realised how much it could help.”
  • 25. www.flickr.com/photos/edinei/3176666887  Learning & teaching approach  Learner profile + learning context  Module learning outcomes  Assessments  Learning activities  Which technologies?  Support for you, support for learners  Evaluate effectiveness
  • 26. Over to you - • How could you use technology more effectively in your own programmes and modules? • What further support and development will you need?
  • 27. Summary • We have looked at - – What we mean by blended learning in GCU – How technology can help people learn – Tools and techniques – Designing blended learning activities – Shared experiences of learning and teaching with technology • Contacts for further information – – School Learning Technologists
  • 28. References A Guide to the Flipped Classroom, Chronicle of Higher Education, Jan 2015, http://chronicle.com/article/A- Guide-to-the-Flipped/151039/ Armellini A. & Nie M. (2013) Open educational practices for curriculum enhancement, Open Learning: The Journal of Open, Distance and e-Learning, 28:1, http://dx.doi.org/10.1080/02680513.2013.796286 Blaschke, Lisa Marie (2014) Using social media to engage and develop the online learner in self-determined learning. Research in Learning Technology, [S.l.], v. 22 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21635 Effective Practice in a Digital Age (JISC, 2009) http://tinyurl.com/34kekp8 Effective Assessment in a Digital Age (JISC, 2010) http://tinyurl.com/cwzphy4 Garrison, R. & Vaughan, N. (2008), Blended Learning in Higher Education, Jossey Bass, San Francisco Mayes, T, & de Freitas, S. (2007). Learning and e-learning. The role of theory. In Beetham, H. & Sharpe, R. (2007) (Eds.) Rethinking Pedagogy for a Digital Age. Designing and delivering e-learning, 13-25. London: Routledge MacDonald, J. & Creanor, L. (2010) Learning with Online and Mobile technologies: a student survival guide, Gower http://tinyurl.com/37g69ep