design eL

How to design blended learningbased on outcomes: 

How to design blended learning based on outcomes Stephen Bostock (Nov 2007)

“Blended learning”: 

“Blended learning” “…combining established ways of learning and teaching and the new opportunities offered by technology in order to improve students' learning and increase flexibility in how, when and where they study” Blended Learning Unit (CETL), University of Hertfordshire, http://perseus.herts.ac.uk/, accessed 10-4-2007 That is, blend traditional learning activities and new ‘e-learning’ activities (online or face-to-face). Here we concentrate on online e-learning, blended with campus teaching/learning activities (TLAs).

Macdonald, J. 2006Blended learning and online tutoring: 

Macdonald, J. 2006 Blended learning and online tutoring “I think we still have a lot to learn about the ways in which asynchronous and synchronous [face-to-face or technology mediated] tutor-mediated support can be designed to complement each other.” (p54) “If there is currently a recipe for a blended strategy, it is a broth of pedagogy, heavily peppered with pragmatism”

What is used in blended courses?: 

What is used in blended courses? Macdonald, J. 2006, Blended learning and online tutoring Survey of blended learning courses 2004/5: Asynchronous text conferencing (45 of 48 cases) Face-to-Face meetings (42) Course website (28) Online quiz/test (13) Email (10 – underestimated) Less than 10: Synchronous conferencing, PowerPoint slides, telephone, digital audio/video, print, digital whiteboard, phone conference, digital lecture..)

A simplistic example:possibilities: 

A simplistic example: possibilities

A simplistic example:possibilities: 

A simplistic example: possibilities

A simplistic example:one design: 

A simplistic example: one design

Three tactics for adding online components: 

Three tactics for adding online components Having identified the possible online and onsite course elements, why select one or other or both? Deficit technology provides support for a missing or non-accessible learning activity. E.g. online discussion in distance learning Substitution substitute a traditional element with a technology-based one. E.g. online tutorials replace onsite tutorials Enrichment technology duplicates existing TLAs, allowing personalized experiences. E.g. lecture handouts on web, audio podcasts of notes, feedback from a quiz

Criteria for blendedness: 

Criteria for blendedness Efficiency and effectiveness for learning, of course Just pick and mix? Or a recipe? Complementary, mutually supportive course components? (technology-supported and traditional, online and onsite) A balanced experience for students and teachers, according to their expectations and abilities Flexibility of use, personalization, empowerment

Constructive AlignmentJohn Biggs 2003: 

Teaching Activities to encourage students to behave in ways that will promote the learning outcomes Intended learning outcomes written with active verbs describing the learning to be demonstrated, at threshold level and possibly at higher grades of performance Assessment Tasks to enable students to demonstrate learning in particular contexts, consistent with the verbs in the ILOs What the teacher does What the students do Learning activities Actual learning outcomes Constructive Alignment John Biggs 2003

Generating options: 

Generating options

Selecting options: example TLAs: 

Selecting options: example TLAs

A notional TLA selection: 

A notional TLA selection

A simple tool: 

A simple tool

What should drive the design of blended learning courses?: 

What should drive the design of blended learning courses? Analysis Especially Intended Learning Outcomes (central to course design: Biggs) Other aspects of needs analysis? Learning activities Specific ones of a current course General types, from a theory e.g. Laurillard’s, modified Constructivist, REALS Modes of engagement