Blended Learning and e-Environments

An introduction to Blended Learning for the Postgratduate Certificate in Learning and Teaching at the University for the Creative Arts. Explores the theories of learning in the context of learning technology and provides examples of best practice at UCA.

Transcript

1. Blended Learning and e-Environments Tony Reeves UCA Learning Technologist PGC Session 1.3
2. •  Investigate ways in which technology can support learning •  Consider how you might incorporate inclusive, online activities into your teaching practice
   Objectives of this session
3. •  A place accessed by computer where learning can occur? •  A ‘virtual’ space where interaction can take place? •  A room full of computers..? •  Personal learning environment What is an ‘e-Environment’?
4. •  An approach to learning and teaching which “combines and aligns learning undertaken in face-to-face sessions with learning opportunities created online” University of Wolverhampton •  Using technology to – increase learning opportunities What is ‘blended learning’?
5. Some theories of learning understanding (deep) memorising (surface) making sense (deep) strategic (surface) Deep / surface learning (Marton & Saljo, 1979) A deep learner: articulate, autonomous but collaborative with high meta-cognitive control and the generic skills of learning…they have developed a certain kind of learner identity (Simms, 2006) “In learning with and through [technology], young people are also learning how to learn” (Buckingham 2008: 17)
6. •  learner is a passive respondent to stimuli •  learning is defined as a change in behaviour Some theories of learning Behaviourism e.g. using computer testing to teach processes, then providing positive feedback for correct answers e.g. using technology to give students individual and personalised data about their performance (stimulus) can provide the ‘response’ of a more dedicated student
7. Some theories of learning 1. Concrete experience 2. Forming abstract concepts 3. Observing and reflecting 4. Testing in new situations http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/images/kolb_cycle.gif Experiential
8. Some theories of learning Experiential 1.  Choose a cake recipe and think of ways to improve on it 2.  Make changes by adding new ingredients to the mixture 3.  Bake the cake and taste it 4.  Make notes on which of their changes was successful and amend the recipe
9. Some theories of learning Experiential 1.  Choose a unit in which you want to make a change 2.  Make changes by introducing a technology-based activity, e.g. a blog 3.  Run the unit and monitor the ways in which students are using the blog 4.  Evaluate the success of the changes and update the unit plan for the next cohort
10. Some theories of learning ‘mind’ has to make sense of information Not only how the mind stores and retrieves knowledge but also how it incorporates and integrates new knowledge The goal of instruction: to communicate or transfer knowledge to learners in the most efficient, effective manner possible (Bednar et al., in Anglin, 1995) e.g. when teaching a tutor how to use a piece of technology I would reduce the process to a series of simple steps. It is also important to consider their ‘schema’ – or way of acquiring knowledge Cognitivism
11. Learning is a ‘joint enterprise’ between learner & teacher with the learner ‘constructing’ new meanings how meaning and understanding grows out of social encounters1 (social constructivism) Some theories of learning 1, 2: http://www.learningandteaching.info/learning/constructivism.htm Constructivism Teacher as ‘facilitator’ whose role is to foster, not control, learning. Social Constructivism views each learner as a unique individual with unique needs & backgrounds (Wertsch, 1997) Learning is based on social negotiation – e.g. asking students to work in groups and contribute to a group blog. Students acquire knowledge through online interaction with each other and their tutor.
12. 1.  When you have to use a new piece of technology, how do you prefer to learn? 2.  How do you use technology in your teaching practice? 3.  What do you know about the ways in which your students are using social and online technologies to learn, both at university and prior to arriving? Over to you… ‘Making learning possible implies that the teacher must know something about student learning’ (Laurillard, 2002: 13)
13. How to introduce technology? 5-stage model of e-Learning (Salmon, 2000)
14. Conversational framework (Laurillard, 2002) Adaptive Interactive Reflective Discursive Live discussion board Peer group activities with feedback from staff Tutorials via webcam Changing content during academic year Simple site, easy to maintain Develops students’ transferable & core skills Fun & games space, interactive tasks Links to external sites Students can contribute content Discussion forum Providing Powerpoints for previous sessions Providing course materials and resources How to introduce technology?
15. Adaptive Interactive Reflective Discursive
16. •  Students work in small groups (5 – 6) •  Use a group blog to record their research and development while planning a short film Film Production, UCA Farnham Adaptive Interactive Reflective Discursive
17. •  Tutor can easily assess each member’s contributions Film Production, UCA Farnham Adaptive Interactive Reflective Discursive
18. •  Graphic Media: students create a pitch for a Graphic Design agency •  Photography & Fine Art: students collaborate to plan an exhibition •  Postgraduate: students plan a group presentation Activities supported by group blogs Adaptive Interactive Reflective Discursive
19. Unit blog Adaptive Interactive Reflective Discursive •  Fashion: work experience blog •  Postgraduate: as a means for students to contribute and discuss content around a weekly theme
20. Individual blogs Adaptive Interactive Reflective •  Graphic Communication: Students record their research and creative development on a private blog that is only visible to them and their tutor
21. •  Students continue the discussion from the lesson and share resources •  Can help increase retention for less confident students Postgraduate, UCA Epsom Adaptive Reflective Interactive Discursive
22. Prezi Adaptive Interactive •  Fashion: Students work in groups over several weeks to brainstorm ideas around trends •  These are then printed out and brought together in class
26. •  Tutor records each lecture in advance •  Video uploaded onto myUCA •  Students watch video before the lecture •  Lecture focuses on discussion Fashion, UCA Epsom Adaptive Reflective
27. •  Tests help tutors diagnose areas of difficulty •  Tests help to reinforce students’ knowledge Formative tests, Interior Architecture Reflective Interactive
28. •  Students work in groups to build a body of research around a topic Fashion, UCA Rochester Adaptive Reflective Interactive Discursive
29. Over to you… Choose a lesson that you teach or in which you have participated as a student. Plan an activity for students’ home work/self study that uses technology to enable students to continue to learn between lessons. The activity can last several weeks. Explain: 1.  what you would ask the students to do 2.  how you will manage your time and monitor students’ progress 3.  how you will evaluate students’ learning and provide them with feedback on their progress 4.  how the theories of learning have informed the design of your activity