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BLENDED LEARNING: REDEFINING THE SPACE
Professor Mike KeppellDirector, The Flexible Learning Institute &
Professor of Higher EducationCharles Sturt University
11Thursday, 30 September 2010
OVERVIEW
Assumptions
Principles
Conceptualising the space of this presentation
What is blended learning?
Dimensions of blended learning
Space
Multi-dimensional nature of blended learning
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ASSUMPTIONS
Universities value and seek to enhance the skills essential for lifelong and life wide learning, developing graduates who will continue to develop intellectually, professionally and socially beyond the bounds of formal education.
Universities believe that programs, services and teaching methods should be responsive to the diverse cultural, social and academic needs of students, enabling them to adapt to the demands of university education and providing them with the cultural capital for life success.
33Thursday, 30 September 2010
HIGHER EDUCATION PRINCIPLES
Equivalence of Learning Outcomes ethical obligations
Student Learning Experience traverses physical,
blended and virtual learning spaces
Constructive Alignment
learning outcomes, subject, degree
program, generic attributes
Discipline Pedagogies specific needs of disciplines
44Thursday, 30 September 2010
5
Subject Interactions
Learning Management
System
Pedagogy Learning Spaces
Degree Interactions
Blended Learning
Digital Proficiency
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6
PERSPECTIVES ON BLENDED LEARNING
Blended learning means that you need to look at the cohort, and the resources, the lesson, curriculum and put it all together. It requires a change of language. I see it as using technology for enhancing learning and it allows you to cater more for differences, for the different needs of the student body (Teaching Fellow, 2008).
6Thursday, 30 September 2010
PERSPECTIVES ON BLENDED LEARNING
The reason I’m a bit cynical about it (blended learning) is that I think it’s a matter of good teaching that you do... anyway. It’s a bit of a jargon word, I think, but I can understand the need to have it for the increased range of technologies (Teaching Fellow, 2008).
… It’s very, very hard to get people who come on campus to want to do something that’s not face-to-face and it’s very hard to get people who want to be totally flexible and do something at two o’clock in the morning by themselves to actually want to engage with other people (Teaching Fellow, 2008).
77Thursday, 30 September 2010
FLEXIBLE LEARNING
“Flexible learning” provides opportunities to improve the student learning experience through flexibility in time, pace, place (physical, virtual, on-campus, off-campus), mode of study (print-based, face-to-face, blended, online), teaching approach (collaborative, independent), forms of assessment and staffing. It may utilise a wide range of media, environments, learning spaces and technologies for learning and teaching.
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BLENDED & FLEXIBLE LEARNING
“Blended and flexible learning” is a design approach that examines the relationships between flexible learning opportunities, in order to optimise student engagement and equivalence in learning outcomes regardless of mode of study (Keppell, 2010, p. 3).
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BLENDED & FLEXIBLE LEARNING
Course/degree-Level blending
Subject-Level Blending
Activity-Level Blending
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11Thursday, 30 September 2010
PARADIGMS OF BLENDED LEARNING
Enabling blendsAccess and equity
Enhancing blendsIncremental changes to the pedagogy Transforming blendsTransformation of the pedagogy
1212Thursday, 30 September 2010
ACTIVITY-LEVEL BLENDING IN PRACTICE
Instructor Role Student Role
Resources (Content)
Resources (Services) Assessment
Off-line
Allocate reading. Ask students to read required
reading and post summary in LMS
Read respective
chapterReading
Some discussion
about topic in face-to-face
class
Online Facilitator
Post a one paragraph summary
and comment
on two other posts
Student and instructor posts in
discussion forum
Discussion forum
Feedback from peers in online
discussion. Feedback from
instructor in online
discussion forum.
1313Thursday, 30 September 2010
14
Subject Interactions
Learning Management
System
Pedagogy Learning Spaces
Degree Interactions
Blended Learning
Digital Proficiency
14Thursday, 30 September 2010
SUBJECT & DEGREE INTERACTIONS
Information access (degree and subject expectations)
Interactive learning (learner-to-content interactions)
Networked learning (learner-to-learner; learner-to-teacher interactions)
Student-generated content (learner-as-designers; assessment-as-learning interactions)
(Herrington & Oliver 2001).
1515Thursday, 30 September 2010
LEARNING MANAGEMENT SYSTEM
e.g. Moodle, Sakai, Blackboard
Information access tools (e.g. subject outline)
Interactive learning tools (e.g. simulation)
Networked learning tools (e.g. forums, chats)
Student-generated content tools (e.g. digital stories)
1616Thursday, 30 September 2010
PEDAGOGY
Independent learning
Peer learning
Authentic interactions
Learning-oriented assessment (feedback-as-feedforward)
Learning outcomes
1717Thursday, 30 September 2010
DIGITAL PROFICIENCY
Multi-literacies
Information literacy
ICT literacy
e-facilitation strategies
e-moderation strategies
Focussed on teaching staff and students
1818Thursday, 30 September 2010
LEARNING SPACES
Physical, blended or virtual ‘areas’ that enhance learning
Physical, blended or virtual ‘areas’ that motivate learners
Spaces where both teachers and students optimize the perceived and actual affordances of the space
Spaces that promote authentic learning interactions
20
20Thursday, 30 September 2010
DIVERSITY OF LEARNING SPACES
Physical Virtual
Formal Informal InformalFormal
Blended
Mobile Personal
Outdoor Professional Practice
2121Thursday, 30 September 2010
FacebookFlickr
YouTubeTwitter
I
FormalFormal
Informal
Informal Virtual Learning Spaces
23
Formal Virtual Learning Spaces
Informal
Moodle Sakai
Blackboard
23Thursday, 30 September 2010
FLEXIBILITY OF LEARNING SPACES
Flexible learning and teaching spaces allow adaptability over time for different uses. Spaces need to be used for students who are both physically present and students who never visit the campus. In addition homes, cars, buses, hotels, cafes become mobile spaces where the student undertakes learning. Studying subject materials while travelling to work via train or bus may represent the learning space for some students
2626Thursday, 30 September 2010
Learning Space Affordance Example
Residential School
Practical workPeer interaction
Sense of belonging to university
Practical work on IT networks
Practiceauthentic learning
community of practicementor/mentee
applied learning in discipline
Learning Commons Informal learning 24/7Discussion about
lecturePeer learning
2929Thursday, 30 September 2010
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Tools Affordance
Learning Management Systems (Moodle, Sakai, Blackboard)
information access, interactive learning, networked learning, student-
generated content
Teleconferences, videoconferences, Skype synchronous
Podcasts, vodcasts asynchronous
Web-conferencing tools (e.g. elluminate, wimba) participation
web 2.0 tools (YouTube, Facebook, blogs, wikis, Twitter, Flickr, etc)
social networking, student-generated content
30Thursday, 30 September 2010
http://www.csu.edu.au/division/landt/flexible-learning/
http://www.ascilite.org.au/
3333Thursday, 30 September 2010