Repurposing the “Human-Factor” for blended learning

Repurposing the “Human-Factor” for blended learning

https://www.eventbrite.ie/e/gmit-online-teaching-and-learning-symposium-gmit-staff-development-day-may-9th-thursday-930am-330pm-tickets-58430260482

Keynote title: Repurposing the “Human-Factor” for blended learning.

“Digital and Online” are core aspects of our modern world, however we must not lose sight of the human-factor when we use digital tools and systems as part of our teaching and learning experiences.

In his keynote presentation, Simon will deconstruct three core questions set out by Paul LeBlanc in his article The Human-Technology Intersection: A Framework. https://er.educause.edu/articles/2015/3/the-humantechnology-intersection-a-framework

1. What (face-to-face) human interactions are most critical for student success?

2. How can technology enable better versions of those interactions?

3. Where can technology replace people so that human resources can be redirected to accomplish more of those interactions?

These questions will be explored in relation to rethinking the curriculum design of blended courses with an emphasis on repurposing the face-to-face experience to support effective blended experiences.

Pre-reading / Pre-Activity

The keynote session will be “flipped” in the sense that there is a small amount of pre-reading required of Paul LeBlanc’s Educause article. There is also an interactive Padlet space for attendees to add some initial thoughts and comments relating to these questions, which you are invited to contribute to before the event.

https://padlet.com/digisim/human_interactions

Please bring a web-enabled device with you to the keynote session.

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Simon Thomson

May 09, 2019
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Transcript

  1. Repurposing the “Human-Factor” for blended learning. GMIT Online Teaching and

    Learning Development Day 9th May 2019 Simon Thomson @digisim
  2. Overview Part One Part Two Part Three People Blending Blended

  3. London Singapore XJTLU Liverpool Online Traditional Mode Flexible Mode Online

    Face To Face On Campus At Distance 22,000+ students on campus 7,700+ international students on campus 10,000+ online students from over 160 countries Campus Locations • Liverpool city centre • Leahurst (Wirral) • London • Suzhou, China • Singapore
  4. London Singapore XJTLU Liverpool Online Traditional Mode Flexible Mode Online

    Face To Face On Campus At Distance 22,000+ students on campus 7,700+ international students on campus 10,000+ online students from over 160 countries Campus Locations • Liverpool city centre • Leahurst (Wirral) • London • Suzhou, China • Singapore
  5. Part One: Blended

  6. None
  7. “blended learning, thoughtfully combining the best elements of online and

    face-to-face education, is likely to emerge as the predominant teaching model of the future”. (Yen and Lee, 2011) “” Blended Learning
  8. None
  9. None
  10. None
  11. An Aside: (Educational) Technology

  12. How far have we really come? Audrey Watters - http://teachingmachin.es/

  13. Education 4.0 – transforming the future of education (through advanced

    technology).
  14. And is anyone listening? Audrey Watters - http://hackeducation.com/2018/12/18/top-ed-tech-trends-stories

  15. None
  16. Part Two: People

  17. Behaviour Personal Factors Environmental Factors Bandura and Walters 1963 Social

    Learning Theory
  18. “Learning is not purely behavioural; rather, it is a cognitive

    process that takes place in a social context.”
  19. None
  20. None
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  22. Learning seen an individual endeavour.

  23. But learning together deepens our understanding.

  24. Universities are places of social connectivity.

  25. None
  26. Part Three: Blending

  27. None
  28. None
  29. “blended learning, thoughtfully combining the best elements of online and

    face-to-face education, is likely to emerge as the predominant teaching model of the future”. (Yen and Lee, 2011) “” Blending Learning
  30. Value of Physical Presence

  31. Benefit of Digital Connectivity

  32. 1. What human interactions are most critical for student success?

    2. How can technology enable better versions of those interactions? 3. Where can technology replace people so that human resources can be redirected to accomplish more of those interactions? https://er.educause.edu/articles/2015/3/the-humantechnology-intersection-a-framework
  33. None
  34. None
  35. Part Three (b): Process

  36. “blended learning, thoughtfully combining the best elements of online and

    face-to-face education, is likely to emerge as the predominant teaching model of the future”. (Yen and Lee, 2011) “” Blending Learning
  37. None
  38. 1. What (face-to-face) interactions are most critical for our on

    campus student learning? 2. How can technology enable / enhance / enrich those interactions? 3. Where can technology replace less valued face-to-face interactions to increase engagement? https://padlet.com/digisim/human_interactions
  39. None
  40. TPACK ◦ Places significant value on the interplay of the

    separate domains. ◦ Each domain holds equal value in the context of teaching. ◦ Not about use, but understanding. A model for Digitally Integrated Academic Development (DIAD)
  41. 1 2 3 4 5 6 7 CK PK TK

    PCK TCK TPK Example A Time Spent Time Needed Instituional Required 1 2 3 4 5 6 7 CK PK TK PCK TCK TPK Example B Time Spent Time Needed Instituional Required
  42. The purpose of DIAD Mapping As a point of reference

    for develping institutional approaches to academic staff development. Self-Efficacy To encourage and engage academic staff in self-identified development activities. Equity Raising the value of digital development in the context of subject and pedagogic development activity. Integration To recognise and build relationships between various development activities being undertaken. Curriculum As an integrated approach to curriculum design for effective blended learning. Value Maximise the return on the investment of educational technology through effective integration.
  43. The purpose of DIAD Mapping As a point of reference

    for develping institutional approaches to academic staff development. Self-Efficacy To encourage and engage academic staff in self-identified development activities. Equity Raising the value of digital development in the context of subject and pedagogic development activity. Integration To recognise and build relationships between various development activities being undertaken. Curriculum As an integrated approach to curriculum design for effective blended learning. Value Maximise the return on the investment of educational technology through effective integration.
  44. “Human-Factor”

  45. None
  46. None