achieving success through blended learning
Post on 15-Jul-2015
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Blended Learning at Hibernia College
Dara Cassidy, Director of Online Learning
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Overview
• What is blended learning?
• Why blend?
• Blended learning case study: Hibernia College
• Designing blended learning
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3Source: EdTechReview Dictionary: http://edtechreview.in/dictionary/159-what-is-blended-learning
Technology replaces physical presence
What is blended learning?
Why blend?
• Offers scope for greater personalisation• Promotes more self-directed learning• Promotes digital literacy• Affords greater flexibility for students and teachers• Offers an opportunity to reimagine the classroom
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Content
PedagogyTechnology
It is not just finding the right mix of technologies or increasing access to learning – a fundamental reconceptualisation and reorganization of the teaching and learning dynamic.
Garrison and Kanuka, 2004
Blending in action: the flipped classroom
‘Doing homework in class’
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• As students progress through a topic they move along this continuum. • They are required to perform tasks that involve:
– Seeking out new information– Making critical judgements – Reflecting on what they have learned and on how they might put it into a
meaningful context in terms of their professional practice
CONCEPT: Describe and contextualise
main concepts.
OVERVIEW:
Summarise expectations,
including objectives and
outcomes
ACTIVE DISCOVERY:
Facilitate active and
collaborative discovery.
CRITIQUE: Empower
students to construct evidence-
based criticism.
THINK:
Encourage reflection on
relevance and
importance of concepts.
COACT development framework
McGee and Reis, 2012
Blended course design
Design process
Pedagogical strategies
Technology Assessment Student readiness
Dos
• Focus on the outcomes, not the technology
• Shift from teacher-centric to learner-centric approach
• Plan online and onsite activities at the same time
Don’ts
• Translate directly from your face-to-face version of the course
• Think of the online element as secondary or optional
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Design Process
Pedagogical strategies
• Reinforce the integration of online and onsite elements – communication
• Provide a variety of tasks and approaches
• Provide prompt feedback in both environments
• Design activities that promote active learning
• Assume the online part will just happen if you put the content up
– Develop an online presence
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Dos Don’ts
Technology
Dos
• Devote time at the start of to familiarising students with the technology they will be using
• Provide clear instructions when using new technology
• Direct students to sources of tech support
Don’ts
• Use overly complicated technologies
• Use technology for the sake of it
• Assume everyone will naturally be comfortable using technology
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Assessment
Dos
• Align all activities – online and F2F – with assessment
Don’ts
• Use the same assessment strategy you used for the onsite course
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Student readiness
Dos
• Communicate the blended design and process to students.
• Suggest percentage time allocations for online and onsite activities
• Set very clear expectations for student participation
• Monitor student participation
Don’ts
• Assume students will automatically appreciate the purpose of the blended approach
• Portray online activities as optional or additional
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In summary
• Design in line with your pedagogical approach
• Plan in detail
• Align online and onsite
• Set and communicate clear expectations
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Any questions
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