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Page 1: Approaches to designing blended learning

Approaches to designing blended learningAMEE Pre-Conference Workshop Sunday 28 August 2016Natalie Lafferty - University of Dundee

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Some perspectives from my journey at Dundee

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Flipped classroom …Why are medical students ‘checking out’ of active learning in a new curriculum?

White, Casey, et al. “Why are medical students ‘checking out’ of active learning in a new curriculum?” Medical Education 48.3 (2014): 314-324

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What’s driving your use of blended learning … is it technology or your educational philosophy?

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Blended learning or information transmission?Death by click, click, click learning

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Passive - spoon feeding – students as consumers

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Fact or Fiction? Self-efficacy

Digital native Digital immigrant

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Thakore & McMahon - Virtually there: e-learning in medical educationClinical Teacher 2006 3 225-228

In a teacher-centred model of e-learning, as noted earlier, the educator creates a one-dimensional product, but in the student-centred model the learner is at the centre of the process and experiences a rich, interactive, multimedia environment as well as being provided with formative assessment.

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What do you want students to learn, knowledge, skills, professional attributes …

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Design learning that fosters active learning including discussions, activities and learning tasks that provide evidence of learning, reflection and feedback

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The doctor as professional

Reflect, learn and teach others ...

Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs.

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Blended learning in a Student Selected Component

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(Siemens 2005; Sandars 2009)

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10

70

20

Structured Learning: Formal learning, workshops, webinars, online learning, e-learning, classrooms

Learning from others: Communities of practice, professional networks, user generated content, coaching, mentoring, feedback

Learning from experience: Action learning, problem solving, shadowing, self-directed learning, mobile support

70 : 20 : 10 Framework

Charles Jennings http://www.slideshare.net/charlesjennings/the-702010-framework

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CopyrightIntroduction to copyright issues, Creative Commons, patient consent etc

Managingresources

Presentations/Learning design

Learningtheories

Formative assessment

Feedback

Accessibility, usability – fonts, colour schemesCognitive load, multimedia design principlesUnderstanding learning theories and how they might apply in different learning contexts

How to write a good assessment questions, eg MCQs

Incorporating feedback into your learning resource/activity and different forms of feedback

Searching for resources, managing & curating resources

Ground work covered in online resources

@nlafferty

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Equipping students to learn and develop as self-regulated and lifelong learners

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Each student keeps a reflective blog and join a private Google+ community … provides multiple opportunities for feedback

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@nlafferty

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Essential in formative assessment … Providing a recipe for action and informing students’ projects

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Student created videos –expert peer review and feedback key

@nlafferty

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Students as producers of learning creating digital learning resources – “a chance to impact upon other’s learning.”

@nlafferty

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Learning collectives and communities of practice

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“A collective is very different from an ordinary community. Where communities can be passive (though not all of them are by any means), collectives cannot. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.”

Douglas Thomas and John Seely Brown (2011)

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Adapted from: Mitch Resnick (MIT Media Lab)

creativity

planning

engagement

- team- users

Creative learning and design cycle

never linear

communication

feedback

feedback

use

@AnnalisaManca
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Questions - Discussion

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