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.

Transcript

1. Repurposing the “Human-Factor”
   for blended learning.
   GMIT Online Teaching and Learning Development Day
   9th May 2019
   Simon Thomson
   @digisim
   

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2. Overview
   Part One Part Two Part Three
   People Blending
   Blended
   

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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
   

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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
   

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5. Part One: Blended
   

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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
   

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11. An Aside: (Educational) Technology
    

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

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

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

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16. Part Two: People
    

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

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18. “Learning is not
    purely behavioural;
    rather, it is a cognitive
    process that takes
    place in a social
    context.”
    

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22. Learning seen an individual endeavour.
    

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23. But learning together deepens our understanding.
    

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24. Universities are places of social connectivity.
    

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26. Part Three: Blending
    

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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
    

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30. Value of Physical Presence
    

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31. Benefit of Digital Connectivity
    

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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
    

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35. Part Three (b): Process
    

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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
    

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37. View Slide

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
    

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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)
    

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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
    

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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.
    

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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.
    

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44. “Human-Factor”
    

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