Design tools for blended learning

1. MAKING GOOD
DECISIONS FOR
BLENDED LEARNING
DESIGN
PRESENTED BY DR JOHN HANNON SYDNEY WEST REGION CONFERENCE FOR
TEACHERS
28 MARCH 2017

2. CONTENTS
1. Design thinking: from learning delivery to engaging learners
2. PLAN: Focus on what the student does
Biggs’ three levels of teaching
3. DESIGN: Focus on interactions
Working between face to face and online presence
4. BUILD: Apply online pedagogies
Sequence interactions strategically
5. ADAPT: Review your build
Innovate your design with Puentadura’s SAMR level
6. YOUR REPERTOIRE
Drawing on shared knowledge - social media and the ‘read/write’ Web
2PRESENTATION TITLE TO GO HERE
Research-based tools for blended learning design

3. DESIGN
THINKING
Poll: Encounters with blended
learning
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Recording video lectures
Cutting back face to face teaching
Flipping the classroom
Students don’t do the online stuff first
It doesn’t work for my students – no meaningful
interaction
You don’t see the lecturers anymore
More work to set up at the start
Lots of time to set up
BL is a money saving venture
BL is hard to navigate
Flexibility is a plus
Accessibility issues
Difficult to relate theory to practical for students
is there evidence for improvement?
Student hate pre-class exercises repeated in class

4. 4PRESENTATION TITLE TO GO HERE
Policy
BL is a money-saving
venture
Flexibility is a plus
Is there evidence for
improvement?
Delivery Pedagogy
(approach to learning)
Recording video lectures
Cutting back face to face
You don’t see the lecturers
anymore
More work to set up
BL is hard to navigate
Accessibility issues
Flipping the classroom
Students don’t do the online stuff
first
It doesn’t work for my students - no
meaningful interaction
Difficult to relate theory to practical
for students
Student hate pre-class exercises
repeated in class
DESIGN
THINKING

5. DESIGN
THINKING
5PRESENTATION TITLE TO GO HERE
Blended learning: “activities that
involve a systematic combination of
co-present (face-to-face) interactions
and technologically-mediated
interactions (online) between
students, teachers and learning
resources”
Bluic, A-M., Goodyear, P., and Ellis, R. 2007. ‘Research
focus and methodological choices in studies into
students’ experiences of blended learning’. Internet
and Higher Education, 10: 231-244
“blended learning … makes little or
no sense to students. It refers to the
learning context rather than to
learning itself.”
Goodyear, P., & Ellis, R. (2008). University Students'
Approaches to Learning: Rethinking the Place of
Technology. Distance Education, 29(2), 141-152, p.
142

6. PLAN
Biggs’ levels of teaching
1.What the student is
2.What the teacher does
3.What the student does
6PRESENTATION TITLE TO GO HERE
Biggs, J. and Tang, C. (2007). Teaching for Quality
Learning at University, SHRE & Open University Press,
Chapter 2.
What do you focus on?

7. PLAN
ACTIVITY:
Name one use of educational technology that has made a
difference to your students’ learning. How?
Focus on what the student does
Write one sentence (1 min)
Share with one/two colleagues (1 min)
7PRESENTATION TITLE TO GO HERE

8. DESIGN
Focus on interactions rather than content
 designing learning is organised around modes of
student engagement: learner-content interaction,
learner-teacher interaction, and learner-learner
interaction (p. 46)
 L-T L-C L-L
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Anderson, T. & Elloumi, F. (2004) Theory and Practice of Online Learning.
http://cde.athabascau.ca/online_book/contents.html

9. DESIGN
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Learner-Teacher Interaction Learner-Content Interaction Learner-Learner Interaction
 Learning activities &
assignments
 Lectures, tutorials &
workshops
 Discussion in class &
forums, blogs in LMS
 Debates & role plays
 Investigations, field work,
surveys
 Formative assessment &
quizzes
 Individual student activity
 Self-study exercises
 Review of podcasts
 Applying activities from
textbooks & LMS
 Case studies
 Self-assessment quizzes
 Reflective writing,
journals, portfolios
 Collaboration, groupwork
& learning communities
 Discussion forums, shared
blog journals
 Problem-based learning
scenario
 Student peer review,
 Project work in wikis
 Reflective writing via blogs
or shared googledocs
Blended learning at La Trobe Uni

10. BUILD
Focus on sequences of learning activities that lead to
assessment:
podcasts, activities, quizzes, that prepare students for a
class session
10PRESENTATION TITLE TO GO HERE
http://www.latrobe.e
du.au/ltlt/curriculum
/blended

11. BUILD
Focus on interactions rather than content
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Learners Teachers
Resources
Inter-action

12. BUILD
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Workshop 1 Workshop 2
Online
Activities:
podcast
quiz
Interactive
session:
live or
discussion
Activities:
podcast
quiz
Facetoface

13. BUILD
Example of a blended unit: Preparing health
professionals
Weekly sequence: OCT4ECP - Enabling Change:
Musculoskeletal and Neurological Conditions
13PRESENTATION TITLE TO GO HERE

14. Example Build: Preparing health professionals
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Webinar live
or recorded;
Reading prep
(L-C)
(L-T)
Online ---------------------------------------->
Activity via
Quiz/Padlet/
wiki
(L-C)
(L-L)
Assessment
requirements
(L-C)
(L-T)
OCT4ECP - ENABLING CHANGE:
MUSCULOSKELETAL AND
NEUROLOGICAL CONDITIONS

15. Example Build: Preparing health professionals
15PRESENTATION TITLE TO GO HERE
Webinar live
or recorded;
Reading prep
(L-C)
(L-T)
Online ---------------------------------------->
Activity via
Quiz/Padlet/
wiki
(L-C)
(L-L)
Assessment
requirements
(L-C)
(L-T)
Scenario-based learning (4 hr)
Teacher’s feedback on Activity
to class
(L-T), (L-L)
Class ---------------------------------------->
OCT4ECP - ENABLING CHANGE:
MUSCULOSKELETAL AND
NEUROLOGICAL CONDITIONS

16. BUILD
16PRESENTATION TITLE TO GO HERE
Sway

17. BUILD
17PRESENTATION TITLE TO GO HERE
Padlet

18. BUILD
18PRESENTATION TITLE TO GO HERE
Wiki

19. BUILD
19PRESENTATION TITLE TO GO HERE
Focus on interactions
ACTIVITY:
1. Build a sequence of
activities from your example
(use of education
technology) (2 mins)
2. Post to meetingwords.com

20. BUILD
20PRESENTATION TITLE TO GO HERE
Focus on interactions
ACTIVITY:
1. Build a sequence of
activities from your example
(use of education
technology) (2 mins)
2. Post to meetingwords.com

21. ADAPT
21PRESENTATION TITLE TO GO HEREPuentedura’s SAMR: Substitution-enhancement-transformation

22. ADAPT
22PRESENTATION TITLE TO GO HERE
Beyond Substitution: The SAMR Model
http://msad75summertechnologyinstitute.wordpress.com/beyond-substitution

23. YOUR
REPERTOIRE
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Cloud and social media
What technologies do your students use?
How can you source knowledge from the
cloud?

24. 24PRESENTATION TITLE TO GO HERE
Gapminder
YOUR
REPERTOIRE

25. YOUR
REPERTOIRE
25PRESENTATION TITLE TO GO HERE
Infographs

26. YOUR
REPERTOIRE
26PRESENTATION TITLE TO GO HERE
Flipped classroom:
 Educause https://net.educause.edu/ir/library/pdf/eli7081.pdf
 UQ: http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.html
Dynamic knowledge:
 Gapminder, the beauty of statistics. https://www.gapminder.org/
 Wordle; infographics
Polling: http://www.gosoapbox.com/
Collaboration:
 Wikispaces; wordpress; googledocs; meetingwords
 Padlet, virtual wall: http://www.uq.edu.au/teach/social-media-
tools/padlet.html
Synchronous communication: Adobe Connect; Zoom; Skype

27. YOUR
REPERTOIRE
27PRESENTATION TITLE TO GO HERE
OPEN EDUCATION RESOURCES
1. Wikimedia Commons, the free media repository:
http://commons.wikimedia.org/wiki/Main_Page
2. OER Commons: https://www.oercommons.org/
3. Creative commons:
http://search.creativecommons.org/
4. Open Professionals Educational Network,
http://open4us.org/find-oer/
5. Google images. Advanced:
http://www.google.com/advanced_image_search
Select “free to use, share or modify, even commercially

28. YOUR
REPERTOIRE
28PRESENTATION TITLE TO GO HERE
PEDAGOGY 2.0
 learner-generated content & co-construction
 learning communities of student/staff/practitioners
 Experience-based learning
 learner-generated content & co-construction
 Student peer review
 open education practices
 digital literacies

29. RESOURCES
29PRESENTATION TITLE TO GO HERE
Blended learning at La Trobe. http://www.latrobe.edu.au/ltlt/curriculum/blended
Anderson, T. (2004). Toward a Theory of Online Learning. In T. Anderson & F. Elloumi
(Eds.), Theory and Practice of Online Learning, Athabasca University, pp. 46-51.
http://cde.athabascau.ca/online_book
Biggs, J. and Tang, C. (2007). Teaching for Quality Learning at University, SHRE &
Open University Press.
Goodyear, P., & Ellis, R. (2008). University Students' Approaches to Learning:
Rethinking the Place of Technology. Distance Education, 29(2), 141-152.
McLoughlin, C., & Lee, M. (2010). Pedagogy 2.0: Critical Challenges and Responses to
Web 2.0 and Social Software in Tertiary Teaching. In M. Lee & C. McLoughlin
(Eds.), Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary
Teaching (pp. 43-69). Hershey, Pennsylvania: IGI Global.
Puentedura, R. (n.d.) The SAMR Model: Background and Exemplars.
http://krisking.net/wp-content/uploads/2013/06/SAMR_SixExemplars.pdf

30. 30WESTERN SYDNEY: CREATING A CENTRE OF INNOVATIVE LEARNING
John Hannon
J.Hannon@latrobe.edu.au
 http://www.slideshare.net/joh
nno99/
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OUT MORE

31. THANK YOU
31WESTERN SYDNEY: CREATING A CENTRE OF INNOVATIVE LEARNING