Introduction to blended learning
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Designing with blended learning in mind requires the same understanding and skills that are applied to all course design. A key difference is that consideration must also be given to how the activities, delivery methods, technologies, learning spaces and assessments are integrated. These all have a direct impact on how the activities are designed. This session, designed with university lecturers in mind, seeks to establish and share best practice in blended learning, bridging the gap between strategy and delivery by empowering higher education teachers to translate principles of blended learning into effective teaching and learning practice.
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Introduction to blended learning
- 1. Introduction to Blended Learning 29th January 2018 @angelica_tel
- 6. What does ‘blended learning’ mean to you? https://padlet.com/angelica_risquez/brainstormblendedlearning Password: ctl
- 9. There is nothing like a bit of storyboarding…
- 12. 28/02/2018 | slide 12 Activity • Think of a module that you are teaching and: – Decide what activities and e-tivities* will help these learners to achieve your desired outcome – Decide what learning tools and resources are appropriate (you may include any e- and m-technologies) – Describe how you will structure learners’ interactions and support * ‘E-tivities’ (Salmon, 2002) generally involve the teacher providing a small piece of information, stimulus or challenge (the 'spark‘). For example, learners take part in an online discussion or activity which requires them to respond in some way
- 15. Learning path
- 19. 28/02/2018 | slide 19
- 20. Dr. Angélica Risquez Lead Educational Developer Centre for Teaching and Learning CS1-023 University of Limerick Limerick, Ireland [Tel] +353-61-202 580 [Email] angelica.risquez@ul.ie [Web] www.ul.ie/ctl and www.ul.ie/telu [Blog] https://angelicarisquez.wordpress.com/
Hinweis der Redaktion
- Decide a series of discrete topics and write each in a box. (Use one colour of post-it notes, e.g. orange). Use a different colour post-it note to represent assessment (e.g. yellow). If assessment only occurs at the end of the module, you should just have a single yellow post-it with a description of this, at the end of the storyboard. If assessment instances occur during the module, please use post-its throughout to represent that. Rewrite and move around the post-it notes until you are satisfied. Add possible learning activities (or e-tivities) appropriate to each section using a third colour post-it note (e.g. green). Use one green post-it note for each e-tivity you identify. Stick these post-it notes in the appropriate section of the storyboard. On each post-it note, at this stage, simply write the purpose of each e-tivity.
- Session Six