Blended Learning and e- Environments Tony Reeves UCA Learning Technologist PGC Session 1.3
May 27, 2015
Blended Learning and e-Environments
Tony Reeves
UCA Learning Technologist
PGC Session 1.3
• Investigate ways in which technology can support learning
• Explore PGC course area
• Consider how you might incorporate inclusive, online activities into your teaching practice
Objectives of this session
• 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’?
• 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
– support inclusive learning – increase accessibility – increase learning opportunities
What is ‘blended learning’?
• How might an online space support inclusive practice?Enabling disabled students to participate in group work more equally
Encouraging less confident students to participate e.g. (Nonnecke & Preece, 2001) “Why Lurkers Lurk”
Legitimate peripheral participation – (Lave & Wenger, 1991)
Communities of practice (Wenger, 1998)
“[The blog] brings the feeling of community closer, which is very important on a course that is considered to be dominated
by bedroom dwelling nerds”1 UCA CGArts graduate
Fostering inclusive practice
1. http://ucacommunities.blogspot.com
• learn by experimentation
• teacher in dialogue with learner
• learners build upon previous knowledge
• learn by experimentation
• teacher in dialogue with learner
• learners build upon previous knowledge
Some theories of learning
• ‘mind’ has to make sense of information
• learner assimilates what teacher presents
Cognitive Constructivism
“how the individual learner constructs their
understanding”1
Cognitive Constructivism
“how the individual learner constructs their
understanding”1
Social Constructionism
“how meanings and understandings grow
out of social encounters”2
Social Constructionism
“how meanings and understandings grow
out of social encounters”2
1, 2: http://www.learningandteaching.info/learning/constructivism.htm
Cognitivist
Constructivist
• learner is a passive respondent to stimuli
• learning is defined as a change in behaviour
• learner is a passive respondent to stimuli
• learning is defined as a change in behaviour
Some theories of learning
• understanding (deep)
• making sense (deep)
• memorising (surface)
• strategic (surface)
• Concrete experience
• Observation and reflection
• Forming abstract concepts
• Testing in new situations
http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/images/kolb_cycle.gif
Deep/surface
Experiential
Behaviourist
• Danger of assumption– How adept are new students at using technology?
• Digital natives, digital immigrants (Marc Prensky, 2001)
Learning styles
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?
Over to you…
How to introduce technology?Diana Lauillard’s conversational framework
AdaptiveAdaptive
InteractiveInteractive
Reflective
DiscursiveDiscursiveLive discussion boardPeer group activities with feedback from staffTutorials via webcam
Changing content during academic yearSimple site, easy to maintainDevelops students’ transferable & core skills
Fun & games space, interactive tasksLinks to external sitesStudents can contribute content
Discussion forumProviding Powerpoints for previous sessionsProviding course materials and resources
The PGC course area
DiscursiveDiscursiveLive discussion board (course blog)Peer group activities with feedback from staff(group wiki activity)
The PGC course & unit areas
AdaptiveAdaptiveChanging content (documents, Powerpoints)Simple site, easy to maintainDevelops transferable & core skills (team work, reflective writing)
The PGC course & unit areas
InteractiveInteractiveFun & games space, interactive tasks (Wallwisher, wikis, group blog)Links to external sitesStudents can contribute content
The PGC course & unit areas
ReflectiveDiscussion forumProviding Powerpoints for previous sessionsProviding course materials and resources
Over to you…
• Find Wallwisher (PGC course area)
• Add theorists, theories, ideas, etc that you have encountered so far (the dishes on the sushi bar…) and might want to explore further
• Also add issues to explore (e.g. factors affecting student learning)
Go through wiki activity
• Go to unit 1
• Click on your group number, then click Campus Pack Wiki
• Use the wiki to share research with your fellow group members
• Prepare a 5min presentation
• Four groups of students
• Two weeks to collaborate online & prepare a presentation
• Quickly engaged all students and helped develop new friendships
Good practice at UCA
MA Farnham: group blogging activity
• Tutor records each lecture
• Podcast uploaded onto myUCA
• Increases the learning opportunities for students
Good practice at UCA
CGArts at Rochester: podcasting lectures
• Tutor sets a discussion question
• Students discuss the question asynchrously and upload answers
• Increases the learning opportunities for students
Good practice at UCA
Access at Farnham: discussion boards
• Turnitin allows tutors to check for plagiarism
• Encourages students to reference correctly
• Enables students to submit work online
Good practice at UCA
CS at Rochester: Turnitin