Blended Learning—Learning Makeover
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There is a significant trend towards blended learning across the globe because of its potential to increase learning effectiveness and flexibility for the learner. In a blended and flipped course, teaching methods and learning activities for the face-to-face and online components need to be considered.
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Blended Learning—Learning Makeover
- 1. BLENDEDLEARNING: LEARNINGMAKEOVER ABD KARIM ALIAS UNIVERSITI SAINS MALAYSIA
- 5. Agenda What? Why? Why now?1 How? What are the steps? Design?2 How technology can facilitate?3 Sharing my own blend4 Abd Karim Alias@2015 Blend your own course5
- 7. 7 Abd Karim Alias@2016 A bundle of e-book for YOU!
- 9. 9 Abd Karim Alias@2014 What are the common challenges you face in your classroom? https://todaysmeet.com/usmblend Say something here… Group activity (5 min)
- 10. 10 Abd Karim Alias@2014 What inspired you to learn about blended learning? https://todaysmeet.com/usmblend Say something here… Individual activity (5 min)
- 11. 11 Abd Karim Alias@2014 Think of one small change you can make but will have significant impact on your class? https://todaysmeet.com/usmblend Say something here… Group activity (5 min)
- 12. Abd Karim Alias@201112 The21st CenturyEducation Abd Karim Alias@2015
- 13. 13 Image source: http://office.microsoft.com/en-us/clipart/ How well does today’s education prepare students for the 21st century? Abd Karim Alias@2015
- 15. How do I make this course more exciting…? interesting engaging fun Yet effective Image source: http://office.microsoft.com/en-us/clipart/ Abd Karim Alias@2015
- 16. 16 • Class periods are too short • Not enough time for questioning& reflecting • Not enough time for interaction & discussion • Less opportunity for active learning Shortcomings of traditional classroom Abd Karim Alias@2015
- 17. ACTIVE LEARNINGCONTINUUM Abd Karim Alias@2015 SIMPLE COMPLEX
- 18. ACTIVE LEARNINGCONTINUUM Abd Karim Alias@2015
- 19. Lower level thinking Higher level thinking Generating new ideas, being innovative, viewing things in different ways Bloom Taxonomy (revised) Abd Karim Alias@2015
- 20. 20 EMBRACING
- 21. 21 Blending F2F with Technology Abd Karim Alias@2015
- 23. Abd Karim Alias@2014 “pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment.” http://www.educause.edu/ir/library/pdf/ERB0407.pdf Dziuban et al. (2004)* BLENDED LEARNING
- 25. Abd Karim Alias@2014 Flexible Learning ‘Flexible learning’ provides opportunities to improve the student learning experience through flexibility in time, pace, mode of study, teaching approach, forms of assessment and staffing.
- 26. Abd Karim Alias@2014 BLENDED/FlexibleLearning …to enrich learning experiences…optimise student engagement…to achieve deep, meaningful learning.
- 27. BLENDED LEARNING LEVELS ACTIVITY Activity-level blending occurs when a learning activity contains both face-to-face and computer-mediated elements. COURSE Course-level blending is a combination of distinct face-to-face and computer-mediated activities. PROGRAM Program-level blending occurs when participants choose a mix between courses that have face-to-face courses and online courses or in which the combination between the two is prescribed by the program. ACTION INSTITUTIONAL Institutional-level blending occurs when there is a institutional-level commitment to blending face-to-face and computer-mediated instruction, and in which they create or endorse models at an institutional level.
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- 29. Transitioning from conventional to blended classroom 01 02 03 04 Macro blend Micro blend Formal blend Informal blend
- 30. Flexible in : Learning modes; learning space; assessment FLEXIBLE ENVIRONMENT LEARNING CULTURE Learner-centered approach that create rich learning opportunities & experiences. INTENTIONAL CONTENT Design content that will promote active learning and engagement of students, integrating knowledge, skills and values seamlessly. PROFESSIONAL EDUCATOR Constantly striving to enhance his/her knowledge, skills and practice; highly committed to deliver the best learning experience for his/her students. 4Pillarsof FlippedLearning Idea adopted from TeachThought, “4 Pillars of Flipped Learning” Abd Karim Alias; CC-BY
- 31. 3 EssentialElementsof blendedlearning ENGAGE INTERACT ACTION Design appropriate learning activities that would engage students at various levels of cognitive domain of Bloom Taxonomy. Design appropriate learning activities that would encourage students to interact with their peers. Design appropriate learning activities that would allow the students to DO and CREATE tangible output. Abd Karim Alias; CC-BY
- 32. 32 10 Guiding Principles to Learning 1. Focus on Outcomes 2. Interaction 3. Redesign 4. Integration 5. Keep It Simple Starting (KISS) 6. Allocate Sufficient Time 7. Collegial Process 8. Organization 9. Student Expectations 10.Convenience,Convenience,Convenience Read more Abd Karim Alias@2016; CC-BY
- 33. Designingflipped classroom with Backward Design What will the students know, understand and will be able to do? IDENTIFY DESIRED RESULTS DETERMINE ACCEPTABLE EVIDENCE OF LEARNING PLAN LEARNING EXPERIENCE & INSTRUCTION How will the students know when they have reached the goals? What do I need to do in the classroom to prepare them for the assessment? Abd Karim Alias@2015
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- 35. 35 Abd Karim Alias@2011 Create your own channel at YouTube Edu
- 36. YouTube Channel
- 37. 37 Abd Karim Alias@2015 Vimeo Channel
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- 40. 40 Schoology
- 41. 41 Coursesites
- 42. 42
- 43. 43 Storify
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- 47. Abd Karim Alias@2014Image source: http://science.howstuffworks.com/thinking-cap.htm/ “There is no such thing as an unmotivated student. There are, however, students in unmotivated states”. - Eric Jensen
- 48. 48 Motivation is a prerequisite for engagement; engagement is a prerequisite for LEARNING. Abd Karim Alias@2015
- 51. 51 Strengthening Student Engagement: WhatDoStudents Want? (and whatreally motivates them)?
- 52. They are attracted to their work They take visible delight in accomplishing their work They persist in their work despite challenges and obstacles How do you know the students are engaged?
- 53. model of students engagement SSuccess OOriginality Re Relationship C Curiosity SCORe Adapted from Strong et al.(1995).Strengthening Student Engagement.Educational Leadership,53(1),8-12.
- 54. FOUR important questions that teachers must ask themselves in order to score the level of engagement in their classrooms. Under what conditions are students most likely to feel that they can be successful? When are students most likely to become curious? How can we help students satisfy their natural drive toward self-expression? How can we motivate students to learn by using their natural desire to create and foster good peer relationships? SCORe S C O Re the need for mastery the need for understanding the need for self-expression the need for involvement with others