This document discusses strategies for incorporating blended learning into higher education. It defines blended learning as combining online and face-to-face approaches. The author argues that blended learning is not a cheap delivery method, distance learning, or one-size-fits-all approach. Both physical and virtual methods can be used, and blending the two creates a superb learning environment by enhancing and enriching the student experience. An example of a blended learning course structure using Blackboard is provided, outlining how modules, learning units, content, blogs, and other tools could be incorporated.
3. DET definition
• The Department for Education and Training
(DET) provides a definition of blended
learning:
• “learning which combines online and face to
face approaches”. (DET, 2003)
• Simplistic and two dimensional
4. Heinze and Procter research
Blended Learning is learning that is
facilitated by the effective combination of
different modes of delivery, models of
teaching and styles of learning, and
founded on transparent communication
amongst all parties involved with a course.
(Heinze and Procter, 2003)
This provides a broader and richer context
to inspire innovation and creativity
5. Blended learning isn’t….
a cheap way to deliver courses
another name for distance learning
a one size fits all pedagogy
a way of reducing staff commitments on a
course
8. Virtual Methods
Blogs and Reflective Journals
Wikis/Deli.cio.us/Glogster/Wallwisher – to allow
collaborative assessment-both formative and
summative and sharing of ideas
Discussion Forums
Text Messaging
Assignment Submission
Gradecentre
Assessment tools – tests, quizzes etc.content
generator
Virtual Classroom/Pronto/Mizaru
Handouts/Dvolver/
Course Documents
RSS Feeds
9. What if we BLEND these two
together? Two becomes one superb
learning environment
• Now we have the opportunity to enhance and
enrich out students’ learning experience
• The skill is in the blending ..like any good tea
taster can tell you!
10. A blended learning concept
Blackboard course structure reflects the actual course
structure;
Each module broken down into areas of study;
Each area of study has the learning outcomes and assessment
strategies outlined;
Learning materials are uploaded and enhanced using
CourseGenie;
Quick quizzes and self assessment formative tests follow the
learning materials;
Written/Online summative assignments
Online tutoring using chat/virtual classroom
Use of blogs, wikis, podcasts, vodcasts and SMS texting
11. Blackboard course
structure
Course Materials,
Assignments etc. all tabs
redefined to reflect the
structure of the course.
Also include quick links to
the Discussion Board, My
Blogs, RSS feeds and
course admin. area.
12. Learning units
The learning areas contain the
Scheme of Work, the subject being
covered at a particular time and some
general learning materials that cover
the course as a whole, along with the
podcasts. These could easily be
located elsewhere if it was deemed
appropriate. Once you are in a
particular learning area, the learner
would then drill down into the specific
subject of interest at a particular time
of the course.
13. Learning unit content
In this section the student will find
the learning outcomes expected
from studying this section and
how they are going to be
assessed. It is important that
there is an online component so
that the learner can track their
own progress and you can check
learning.
14. Blogs-My Personal Journal
This is the journal
used as a vehicle for
student self reflection
and to identify action
points for progress.
This is very much a
personal reflective log
but one which is
monitored by tutors
with the permission of
the learners.
15. Lessons Learnt
• Time requirements
• Blended learning misconceptions
• Still learning
• All staff and students must “buy in” to
the concept
• Communication is essential
• Collaborative as well as individualised
learning must be at the heart of the
strategy
16. And finally ...
• “Innovation distinguishes between a leader
and a follower.” Steve Jobs
• I am committed to Blended Learning as the
way ahead in all areas of education, and I am
confident that I can help drive this university
forward to meet the challenges and exciting
opportunities of the future .
17. References and credits
o DET, (2003) Blended Learning, NSW Department of Education and
Training.
o Heinze, A. and Procter, C., (2003) Reflections On The Use Of Blended
Learning. University of Salford, Salford
o Procter, C., (2003) Blended Learning in Practice, In Inaugural Education in
a Changing Environment conference. University of Salford, Salford.
o Singh, H. (November - December 2003) Issue of Educational Technology,
Volume 43, Number 6, Pages 51-54.
o Adams,J. (2010)C reativeC ollaborative Learning UsingW eb 2.0 Tools.
Society for Teachingand Learning in Higher Education. Toronto,Canada.
June 2010 Available from:
o http://bathspa.academia.edu/JoelleAdams/Papers/184784/Using_techno
logy_to_improve_learning_teaching_and_research_in_my_professional_
practice
Hinweis der Redaktion
I’d just like to start by reviewing what is meant by Blended Learning. There are many misconceptions. Some people believe it is some form of delivery strategy that I would call Distance Learning. It is definitely not that!
There are many definitions about what blended learning is and in its simplistic form this one from the DET in 2003 identifies that it is the combination of face-to-face tutor student contact with an online element. This though, for me, is to narrow and restrictive. At this level you could argue that providing your students with online content and then delivering the occasional lecture based on this fits the bill and we can call it blended learning. Well you could say that this approach has been around for a very long time and employed brilliantly by The Open University. I would argue that this does not constitute a blended learning approach. For me blended learning takes technology and mixes it with innovative and creative approaches to learning to produce a medium to support and promote individual and collaborative learning where the learner is at the heart of the system and the tutor becomes a facilitator for learning rather than a deliverer of content.
For me this definition by Heinze and Procter in 2003, says it all. It is not limited to simply a combination of face-to-face and online material it allows for much more than that. With this definition the sky is the limit and indeed you are only limited by the creative powers of the users. One very important word in all of this is communication . For blended learning to work this part of the definition is critical. Without it the whole strategy is winding its way to disaster.
Just a little bit here about the misconceptions of blended learning. It is definitely not a cheap way of delivering courses. In my experience it takes a great deal of time and effort and, I would argue, more contact time because of the monitoring and the checking and the updating which is needed. Savings can be made via a lesser need for rooming perhaps but certainly not in the reduction of tutor contact time. It is not distance learning. That can and is delivered online of course but is a very different beast to blended learning. There is no one pedagogy that will work in all instances. Each course will have its own idiosyncrasies which must be catered for let alone the varying needs of the learners within these courses. The final one I’ ve already addressed.
So in what ways do learners obtain information? Well, from physically attending classes of course, but mainly these days from the internet. Information is available 24/7 and so teachers are no longer the main disseminator of knowledge. We are increasingly becoming important as facilitators and filters, separating the good facts from bad!
Physical methods include...which all require physical space to be provided to house the activities.
These include...and all take place online and within a VLE system of some kind.
What if we blend these two together? Two becomes one superb learning environment....... It is not about though a distance learning course with a bit of face-to-face contact like The Open University. Blending is just that. Utilising the virtual resources to complement the physical ones to enhance the learning experience. In a small scale study carried out here at Bath Spa not so long ago by Joelle Adams she states “ A student centred approach to learning and teaching in HE requires consideration of the question, ‘ What is best for students ’ learning and experience? ’” I would argue that it is a true blended learning concept. It engages the learners and supports the ethos of independent learning; critical for life at HE.
So what could a blended concept look like? Well, using an example I have delivered at FE it could look something like this. The VLE has to have structure with updated and useful interactive elements, not simply a repository for course documents.
One of the most important collaborative elements was the Discussion Board, which here I renamed the Coffee Lounge in an attempt to engage he adult learners in a friendly way. Remember for many they had not attended any form of education for 20 years or more; let alone be comfortable with using technology on this scale! However, the discussion board was a brilliant way of sharing good practice, knowledge and support among the cohort of learners. Explain the gradual independence when answering questions.
The importance of the blogs cannot be overstated. It is here that the ethos of reflection to evaluate ones own progress and to set actions to improve is encouraged. Using a simple reflective model developed by Rolfe, “ What, So what, Now what? ” , students are required to comment on their learning and set meaningful SMART targets for self improvement.
I know that I can be an integral part of Bath University ’ s continuing journey to advance the quality of the education it offers to students. Ironically I foresee, and indeed am working, towards a time when we will no longer talk about Blended Learning, instead we have Seamless Learning whereby our methods of delivery are intrinsically ‘ fit for purpose ’ and consequently as varied as the students who entrust us with their education.