Blended learning for education event april 2010

DR BEX LEWISBLENDED LEARNING FELLOWLEARNING & TEACHINGDEVELOPMENT UNITHTTP://WWW.WINCHESTER.AC.UK/LEARNING

Dr Bex LewisBex.lewis@winchester.ac.uk

What is Blended Learning?

“The term is commonly associated with the introduction of online media into a course or programme, whilst at the same time recognising that there is merit in retaining face-to-face contact and other traditional approaches to supporting students. It is also used where asynchronous media such as email, forums, blogs or wikis are deployed in conjunction with synchronous technologies, commonly text chat or audio.”

Janet Macdonald Blended Learning and Online Tutoring: Planning Learning Support and Activity

Design, 2008, p2

Learning/Pedagogy

http://www.slideshare.net/redmagma/elearning-sucks?src=embed

http://johnwilborn.wordpress.com/2008/08/23/the-digital-natives-are-here/

http://www.marcprensky.com/

With the web you can...

http://www.jisc.ac.uk/

Sir David Melville, March 2009http://www.clex.org.uk/

Bex: You are a Web Fox

Fast-moving – Web Foxes like you are great at finding information quickly, just as real-world foxes are always ready to pounce on an opportunity.

Sociable – Foxes are highly social animals, maintaining complex relationships with the other members of their social group. When you browse the web you are also a social creature, often using social networks, or other sites whose content is created by its users, as sources of information.

Adaptable – Web Foxes are highly adaptable multitaskers, able to do several things at the same time – just like real-world foxes who can rapidly change their behaviour to suit their environments.

https://www.bbc.co.uk/labuk/experiments/webbehaviour

Bex’s PLE

The 21st Century Learner

http://mscofino.edublogs.org/2008/11/30/a-meeting-of-minds/

http://digital-fingerprint.co.uk/2009/09/fully-convergent/

Discussion: 26/03/10

Similarities People will still be

people, same fears, etc. Just another tech.

development like printing

Naivety & suspicion in early use

Guidance required to enable good use

Distinctions – space to meet

Implicit credibility

Differences Scale/massification Accessibility Longevity Worse cyber-bullying/or

just more public? Direct abuse

Think it’s “our world” We know too much

about students outside? Laziness, not past digital

tools Community vs individual

focus

But how can we use it?

Technology is just a tool?

http://www.camb-ed-us.com/school/standards-assessment.asp

Learning Network: Choices

Wireless Presenter with Laser Pointer

Personal Response Systems (Clickers)

Plagiarism Checking

“Turnitin Originality Checking allows educators to check students' work for improper citation or potential plagiarism by comparing it against continuously updated databases. Every Originality Report provides instructors with the opportunity to teach their students proper citation methods as well as to safeguard their students' academic integrity.”

•Ask ITS for a Tii password•Go to: http://www.submit.ac.uk/ •Register a class & ask students to upload their assignments • (or use the ‘Quick Submit’ facility)• See Eric Bodger’s report ‘Critique of Electronic Submission’ on the Learning Network

http://www.winchester.ac.uk/?page=11134

http://skillsnetwinch.wordpress.com/http://twitter.com/SkillsNetWinch

http://www.youtube.com/user/SkillsNetWinch

SkillsNet, Winchester

http://blog.twingly.com/2009/08/19/guest-post-social-media-adresses-the-hierarchy-of-needs/

http://www.slideshare.net/drbexl/twitter-for-jisc-1-march-2009

http://twitter.com/blwinch

YouTube: Winchester Journalism

http://www.youtube.com/user/Winchesterjournalism

Facebook Group

Practical Ideas?

Blogs: Real-time engagement, formative feedback Twitter: “Backchatter”, concise summaries of

arguments/texts. Delicious: Bookmarking within a course, sharing

links Online treasure hunt: leading to the library! Second Life: museum for Creating and Consuming

History E-Portfolio: Space for reflective journaling Wiki: Non-linear development of an argument Facebook Group: Industrial placement students,

maintaining community YouTube: Session tasters

What is the purpose of this?

Three factors in all those empty wikis: “There is insufficient purpose to the e-

intervention; it is solving a problem that does not exist;

It is not built into the regular face-to-face teaching of the course or its assessment structures;

Insufficient time is available to set up and then diligently maintain the activities.”

Fry, H., Ketteridge, S., Marshall, S., Enhancing Academic Practice: A Handbook for Teaching and Learning in Higher Education, 2009 (3rd Edn), p.91

What else can staff do?

Presentation: Dr Lorraine Warren

http://www.slideshare.net/lisaharris/using-social-media-for-research

Synchronous Conferencing

http://www.elluminate.com/; http://www.wimba.com/; http://www.webex.co.uk/

Offline Bibliography Fry, H., Ketteridge, S., Marshall, S., Enhancing

Academic Practice: A Handbook for Teaching and Learning in Higher Education, 2009 (3rd Edn) (Routledge)

Gillespie, H. Et al., Learning and Teaching with Virtual Learning Environments, 2007 (Learning Matters)

John, P.D. & Wheeler, S., The Digital Classroom, 2008 (Routledge)

Lynch, M.M. Learning Online, 2004 (Routledge) Macdonald, J., Blended Learning and Online

Tutoring: Planning Learning Support and Activity Design, 2008 (Gower)

Mayes, T. & de Freitas, S. ‘JISC E-Learning Models Desk Study: Review of e-learning theories, frameworks and models’, 2004

Race, P., Making Learning Happen: A Guide for Post-Compulsory Education, 2005 (Sage)

Blended Learning Pages on the Learning Network:http://learn.winchester.ac.uk/course/view.php?id=1203

Bex’s Blog: http://digital-fingerprint.co.uk