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7th Annual Conference University College Cork 2008 Blended Learning: Dr Liam Boyle, LIT
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Page 1: Blended Learning

7th Annual ConferenceUniversity College Cork

2008

Blended Learning:

Dr Liam Boyle, LIT

Page 2: Blended Learning

7th Annual ConferenceUniversity College Cork

2008

Blended Learning: What?

Dr Liam Boyle, LIT

7th Annual ConferenceUniversity College Cork

2008

Page 3: Blended Learning

7th Annual ConferenceUniversity College Cork

2008

Blended Learning: What? Why?

Dr Liam Boyle, LIT

7th Annual ConferenceUniversity College Cork

2008

Page 4: Blended Learning

7th Annual ConferenceUniversity College Cork

2008

Blended Learning: What? Why? How?

Dr Liam Boyle, LIT

7th Annual ConferenceUniversity College Cork

2008

Page 5: Blended Learning

What is Blended Learning?

• Combining online learning

Page 6: Blended Learning

What is Blended Learning?

• Combining online learning

• with more traditional forms of learning

Page 7: Blended Learning

What is Blended Learning?

• Combining online learning– use of virtual learning environment– online resources– online communications

• with more traditional forms of learning

Page 8: Blended Learning

What is Blended Learning?

• Combining online learning– use of virtual learning environment– online resources– online communications

• with more traditional forms of learning– lecture– tutorial– practical sessions

Page 9: Blended Learning

Traditional versus Online

• Traditional:

Page 10: Blended Learning

Traditional versus Online

• Traditional:– Attendance

– Tutor/teacher available on site

– Lectures, tutorials, laboratory sessions

– Specified times

– Specified place

– Specified pace

Page 11: Blended Learning

Traditional versus Online

• Traditional:– Attendance

– Tutor/teacher available on site

– Lectures, tutorials, laboratory sessions

– Specified times

– Specified place

– Specified pace

• Online:

Page 12: Blended Learning

Traditional versus Online

• Traditional:– Attendance

– Tutor/teacher available on site

– Lectures, tutorials, laboratory sessions

– Specified times

– Specified place

– Specified pace

• Online:– Work almost anywhere

– Need self-discipline and self-motivation

– eResources – text, multimedia

– Flexible time

– Flexible place

– Flexible pace

Page 13: Blended Learning

Blended Learning

• Not “either/or” but “both/and”

• Use mixed modes, according to circumstances and goals

Page 14: Blended Learning

Blended Learning

• Not “either/or” but “both/and”

• Use mixed modes, according to circumstances and goals

• Use attendance more effectively

Page 15: Blended Learning

Blended Learning

• Not “either/or” but “both/and”

• Use mixed modes, according to circumstances and goals

• Use attendance more effectively, e.g.– Online briefing in advance

Page 16: Blended Learning

Blended Learning

• Not “either/or” but “both/and”

• Use mixed modes, according to circumstances and goals

• Use attendance more effectively, e.g.– Online briefing in advance – Online debriefing afterwards

Page 17: Blended Learning

Blended Learning

• Not “either/or” but “both/and”

• Use mixed modes, according to circumstances and goals

• Use attendance more effectively, e.g.– Online briefing in advance – Online debriefing afterwards– Attendance for practical sessions

Page 18: Blended Learning

Blended Learning

• Not “either/or” but “both/and”• Use mixed modes, according to

circumstances and goals• Use attendance more effectively, e.g.

– Online briefing in advance – Online debriefing afterwards– Attendance for practical sessions

• Reduced requirement for attendance

Page 19: Blended Learning

What is driving change?

Page 20: Blended Learning

What is driving change?

• Demography

Page 21: Blended Learning

2006• Male: 75; Female: 80• More older people • Fewer younger people

1986:

• Male: 71; Female: 76

• More young people

• Fewer older people

Female

FemaleMale

Male

80

60

40

20

0

0

20

40

60

80

Page 22: Blended Learning

Life span: human and technology (Knowles)

• We can no longer learn as young people enough to last a lifetime

• We need to relearn throughout our lives

Page 23: Blended Learning

What is driving change?

• Demography

Page 24: Blended Learning

What is driving change?

• Demography

• Economics

Page 25: Blended Learning

Tomorrow’s Skills ( )

• Education profile of existing workers, rather than any inflow, will be a major determinant of the future shape of the Irish labour force.

• Without significant upskilling of existing workers, no major shift in the education distribution of the working age population can be expected by 2020.

Expert Group on Future Skills Needs

Page 26: Blended Learning

Work-based learning

• “Third level institutions which want to grow can do so by reorienting their offering towards those in the workforce in need of upskilling” (Tomorrows Skills: Towards a National Skills Strategy)

• “A big challenge for the Institutes now is to ensure that we help those at work who want to continue their education” (Marian Coy, IOTI

President)

Page 27: Blended Learning

Economic case

• New Technology: – Need for skilled (competent) workers– Periodic reskilling and upskilling

• Educated workforce:– Attractive to inward investment– Hedge against flight of capital

Page 28: Blended Learning

What is driving change?

• Demography

• Economics

Page 29: Blended Learning

What is driving change?

• Demography

• Economics

• Learning theory

Page 30: Blended Learning

Learning theory

• Active Learning– Learn by doing

Page 31: Blended Learning

Learning theory

• Active Learning– Learn by doing

• Group Learning– Discussion, collaboration

Page 32: Blended Learning

Learning theory

• Active Learning– Learn by doing

• Group Learning– Discussion, collaboration

• Meta-cognition– Self-learning– Reflection on learning

Page 33: Blended Learning

Learning theory

• Active Learning– Learn by doing

• Group Learning– Discussion, collaboration

• Meta-cognition– Self-learning– Reflection on learning

•Technology can be used to support these approaches

•All learners can benefit

Page 34: Blended Learning

What sort of blend?

Page 35: Blended Learning

Online Online

Cam

pus C

ampu

s Cam

pus

Distance Learners

Page 36: Blended Learning

Online Online

Cam

pus C

ampu

s Cam

pus

Distance Learners

Outreach?Workplace?

Page 37: Blended Learning

Online

Campus-based

Campus-based Learners

Page 38: Blended Learning

What sort of technology?

Page 39: Blended Learning

What sort of technology?Resources

Specific to a programme or moduleLibrary e-ResourcesWWW

Page 40: Blended Learning

What sort of technology?Resources

Specific to a programme or moduleLibrary e-ResourcesWWW

CommunicationText – ChatText – ForumAudioVideo

Page 41: Blended Learning

VLE – Moodle

• Virtual Learning Environment (VLE)

• Allows creation of programme/module related mini-sites:– Password protected– Stores programme resources (e.g Course notes)– Links to external resources– Communications – Chat & Forums– Assessment, Tracking

Page 42: Blended Learning

Moodle resources

Page 43: Blended Learning

Moodle resources

Resources:- Label- Text page- Web page- Link to file- Link to web

Page 44: Blended Learning

Moodle resources

Resources:- Label- Text page- Web page- Link to file- Link to web

Text

Audio

Video

Simulation

Page 45: Blended Learning

Moodle resources

Resources:- Label- Text page- Web page- Link to file- Link to web

- Course specific (Make your own)- Library eResources- WWW (google)

Page 46: Blended Learning
Page 47: Blended Learning

Moodle activities

Page 48: Blended Learning

Moodle activities

Assignment

Chat

Forum

Quiz

Wiki

Page 49: Blended Learning

Interactive use of Moodle• Interact with the material

– Set tasks/activities to explore, reflect on and apply ideas from lectures or readings

• Interact with fellow students– Get learners to discuss, share and collaborate with

fellow students - collaborative construction of knowledge

• Interact with teacher– Forum for learners to pose questions which may be

responded to by tutor

Page 50: Blended Learning

Value of Communication

• Community Building/Social dialogue– Especially important at start– Get to know one another – Bond / Build trust and respect

• Pedagogic communication– Express ideas– Build ideas– Test ideas

Page 51: Blended Learning

Collaborative construction

• Collaborative building of a text resource, e.g.– Each student allocated to a group

– Different topic/question allocated to each group

“Within your group, you are asked to collectively produce a document (4,000 word approx) on the allotted topic”Use forum to discuss processUse wiki to construct report

Page 52: Blended Learning

Jack Jane Tutor John Joan James Jenny Joey Jill

Interwise:•Online tutorials•Audio conferencing•Slide presentation•Whiteboard•Web•Application sharing

Page 53: Blended Learning

Jack Jane Tutor John Joan James Jenny Joey Jill

Page 54: Blended Learning

Mobile technology

• Mobile phone alerts – reminders of meetings, deadlines

Page 55: Blended Learning

Mobile technology

• Mobile phone alerts – reminders of meetings, deadlines,

• Personal audio - podcasts

Page 56: Blended Learning

Mobile technology

• Mobile phone alerts – reminders of meetings, deadlines,

• Personal audio - podcasts

• Videos? Text?• Web search, email• Primary web access?• Limited by screen size?

Page 57: Blended Learning

Issues with online learning

• Learners expect all information to be online: What of information which is not?

• Credibility of web sources

• Plagiarism and authenticity of student assignments

• Digital divide – some left behind?

• What is missing? – taste, smell, touch

• (EM Forster (1909) The Machine Stops)

Page 58: Blended Learning

Thank you