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1 Designing Blended Learning Designing Blended Learning Focused on Knowledge Category and Focused on Knowledge Category and Learning Activities Learning Activities ——Case Studies from Beijing Normal ——Case Studies from Beijing Normal University University March 22, 2005 March 22, 2005 Prof. HUANG Ronghuai Prof. HUANG Ronghuai Knowledge Science and Engineering Knowledge Science and Engineering Institute, BNU Institute, BNU

March 22, 2005 Prof. HUANG Ronghuai Knowledge Science and Engineering Institute, BNU

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Designing Blended Learning Focused on Knowledge Category and Learning Activities —— Case Studies from Beijing Normal University. March 22, 2005 Prof. HUANG Ronghuai Knowledge Science and Engineering Institute, BNU. Content. What is Blended Learning? - PowerPoint PPT Presentation

Text of March 22, 2005 Prof. HUANG Ronghuai Knowledge Science and Engineering Institute, BNU

  • Designing Blended Learning Focused on Knowledge Category and Learning Activities

    Case Studies from Beijing Normal UniversityMarch 22, 2005

    Prof. HUANG RonghuaiKnowledge Science and Engineering Institute, BNU

  • ContentWhat is Blended Learning?Challenges Faced to Implement Blended LearningDesigning Blended LearningTwo Case Studies

  • Why Blended Learning?China Modern DETill the end of 2003, China has approved CRTVU (Central Radio and TV University) and other 67 higher colleges and universities as pilots to develop modern distance education17 in Beijing (including CRTVU), 8 in Shanghai, 6 in SichuanMore than 2.3 million studentsCollege Students

  • What is Blended Learning?Blended learning focuses on optimizing achievement of learning objectives by applying the right learning technologies to match the right personal learning style to transfer the right skills to the right person at the right time. Embedded in this definition are the following principles:We are focusing on the learning objective rather than the method of deliveryMany different personal learning styles need to be supported to reach broad audiencesEach of us brings different knowledge into the learning experienceIn many cases, the most effective learning strategy is just-what-I-need, just-in-time

  • Dimensions of the Blend Blending Offline and Online LearningBlending Self-Paced and Live, Collaborative LearningBlending Structured and Unstructured LearningBlending Custom Content with Off-the-Shelf ContentBlending Work and LearningIngredients of the Blend Synchronous physical formats:Instructor-led Classrooms & LecturesHands-on Labs & WorkshopsField TripsSynchronous online formats (Live eLearning):eMeetingsVirtual ClassroomsWeb Seminars and BroadcastsCoachingInstant MessagingSelf-paced, asynchronous formats:Documents & Web PagesWeb/Computer-Based Training ModulesAssessments/Tests & SurveysSimulationsJob Aids & Electronic Performance Support Systems (EPSS)Recorded live eventsOnline Learning Communities and Discussion Forums

  • ContentWhat is Blended Learning?Challenges Faced to Implement Blended LearningDesigning Blended LearningTwo Case Studies

  • How to Design the Curriculum of Blended Learning?Most college and university instructors have not acquired enough understanding of instructional activities based on blended learning. So the urgent issue of carrying out blended learning is to put forward a series of curriculum design methods and ideas concerning blended learning, which are easy to use by teachers.

  • How to Design and Use the Online Resources?Blended learning resources need to be integrated with learning activities (especially in normal classrooms) and embedded into online curriculum resources. The flexibility of blended learning not only provides more choices for knowledge delivery and skill development, but it simultaneously brings more difficulties for resource development.

  • How to Promote the Level of Learning StrategyChinese students are often slow to take advantage of web-based learning methods and often fail to develop the learning skills that match this instructional organizing method.Teachers and instructional designers must consider how to promote students self-regulated learning capability in the process of instructional design.

  • ContentWhat is Blended Learning?Challenges Faced to Implement Blended LearningDesigning Blended LearningTwo Case Studies

  • Bi-Dimensional Taxonomy of Educational Objectives and Activity Design

  • The Design Procedures for Blended Learning1. Pre-analysis2. Design of Activity and Resource3. Design of Assessment

    Pre-analysis

    Design of activities and resources

    Analysis of learnerscharacteristics

    Analysis of learning objects(knowledge taxonomy)

    Analysis of B-learning environment

    Analysis report

    Overall design report of B-learning

    B-learning design report in detail

    Instructional verification

    Instructional assessment

    Assessment of learning processcurriculum examinationassessment of activity organization

    Overall design of B-learning

    Learning unit (activities)

    B-learning learning support

    B-learning delivering strategy

    Design of unit (activity)

    Definition of performances

    Assessment of unit

    Activity objectives

    Activity organization

    Design and development of resources

    Selecting contents

    Developing cases

    Presenting design and development

  • ContentWhat is Blended Learning?Challenges Faced to Implement Blended LearningDesigning Blended LearningTwo Case Studies

  • Case 1: Online Course Introduction to Educational Technologyone course of the masters degree programa typical blended learning curriculumjointly produced by Beijing Normal University and University of Sheffield May 2003 - May 2005

  • Pre-analysisfor in-service teachers to take from home. Learners of the curriculum come from K-12 schools. e-learning is a suitable way for them to get credit hoursThe course consists of seven relatively independent modulesThe curriculum implementation and main learning activities will be put onto a web-based platform (WebCL)The basic learning modes are discussion of key themes, case studies, and group learning.

  • Activity and Resource DesignAn example: The Basic Design Framework of "Instructional Design"

  • Assessment DesignThe evaluation of the curriculum utilizes formative assessment in exploring specific records of learning process including learner e-portfolios.

  • Case 2: On-campus Curriculum Multimedia Technologya compulsory course for junior undergraduate students majoring in Computer Sciencea 18-week courseabout 120 junior undergraduate students, one lecturer with two tutorsI was involved in creating this course as part of a masters program in the early 1990s which later become a compulsory course for undergraduate students.

  • Pre-analysismany types of knowledgestudents have already learned other relevant computer courseslack a personal understanding of relevant learning strategies and self-regulated learninggroup collaboration project was guided by tutors through WebCLExcept for the necessary textbooks, developed most of the other relevant e-learning resources and provided reference websites and bibliographies of the pioneers in multimedia technology

  • Activity DesignThe Sequence of Activities in "Multimedia Technology"

  • Lead-in ActivityClassroom Lecture Activity

  • CL in Classroom

  • CL through WebCL

  • EvaluationIn general, the students thought that the blended learning activities offered them a full range of learning opportunities and resources that better matched reality.Most students were favorable toward combining network-based and classroom instructional techniques.they can learn how to communicate and collaborate with others to more effectively complete learning tasks. the online learning resources provided by the platform helped push highly motivated students to expand their knowledge and dig deeper in an area.The formative assessment of student e-portfolios helped reduce the all-too-common goal of simply learning for exams, so that students could really devote themselves in learning.

  • ConclusionsThe two cases have reflected the conditions of blended learning. The procedures are also feasible and can suit different kinds of blended-learning courses.the WebCL tool played an important function in their learning process because it provided an effective way to cooperate and communicate. e-portfolios can play special roles in blended learning settings.

  • Thank you!Welcome to visithttp://ksei.bnu.edu.cn/ andhttp://www.webcl.net.cn !