evolution of the blended learning environment
TRANSCRIPT
Our story:Evolution of blended learning environmentSharon Hu, Instructional DesignerNatasha Boskic, Senior Manager, Learning DesignUniversity of British Columbia
4. Comply with Faculty of Education’s strategic plan:
Deliver enriching and relevant programs that prepare students for educational practices within teaching professions and the community-at-large, and for educational leadership locally, nationally, and internationally. http://educ.ubc.ca/community/strategic-plan
With these guiding principles in mind, we use the ADDIE process.
Analysis DesignDevelopmentImplementationEvaluation
A D D I E
• Who are the learners and what are their characteristics?
• Is it feasible?• Environment scan of available
technology
A D D I E
• What kind of activities we can create and support?
• How ready is an instructor to change his/her practice?
A D D I E
• What does the change bring to teaching and learning?
• What kind of interaction/engagement we would like to achieve?
A D D I E
• Construction of the environment
• Realizing the limitations and opportunities and using the best choices
A D D I E
• Training for students, instructors, and support staff
• Gather information for best practices
A D D I E
• Troubleshooting, but also observing and providing feedback and suggestions on class dynamics
A D D I E
• Formative – tweak the delivery method as the course/program continues, the best set-up, the most compatible equipment depending on the instructor’s style, course content, activities.
A D D I E
• Summative – end of course student surveys, interview with instructors, and with administrators: cost-benefit analysis
A D D I E
• Minimal technical knowledge and learning curve
• Captured the classroom dynamics
Lecture capture
A D D I E
• Minimal change to instructor’s practice
• Minimal change to students’ study practice
• Transcription is available
Lecture capture
A D D I E
• Unclear text• Long recording and post-editing • Live session means more
chances of things “go wrong”• Long video clip, may result in
cognitive overload
Lecture capture
A D D I E
• Unclear text• Long recording and post-editing • Live session means more
chances of things “go wrong”• Long video clip, may result in
cognitive overload
Lecture capture
?
A D D I E
• Content is editable• Content is high resolution• Content is in digestible chunks• Instructor is speaking directly
to the viewers
Voice over PowerPoint
A D D I E
• Relies heavily on the the speaker’s ability to use the medium effectively
• Can feel a bit sterile, and lacking the human elements
Voice over PowerPoint
A D D I E
• Medium not used effectively• Content felt a bit sterile• Content limited to the Powerpoint
slides
Voice over PowerPoint
?
A D D I E
• Quick turn-around with minimal editing
• The added visual gives the recordings a human touch
Screen capture lecture
A D D I E
• Build in breaks, discussion point prompts
• Content can include websites, YouTube videos, or specialized software
Screen capture lecture
A D D I E
• Maintaining the ability to modify content
• Preserving the natural flow and movement of a face-to-face session
SmartBoard lecture capture
A D D I E
• Isolated learning with no direct feedback peer-peer/peer-instructor
• Discussion is separated from the video content
SmartBoard lecture capture
A D D I E
• Isolated learning• Discussion is separated from
the video content
SmartBoard lecture capture
?
A D D I E
• Adds a social layer to the teaching/learning process
• Discussion is integrated with the video
• Platform is programmed to be mobile friendly
Collaborative annotation
A D D I E
• Technology overload: Steep learning curve to using the platform
Collaborative annotation
A D D I E
• Suitability of the topic• Presenter’s style• Expectations of using the system
Collaborative annotation