Dr Barbara NewlandAssistant Head, Centre for Learning and Teaching

Adam Bailey

Learning Technologies Adviser, IS

What is Blended Learning (BL)?

Student expectations

BL policies and support at Brighton

Examples of BL

6 steps to BL

Face to

FaceeLearning Blended

Tablet ownership has more than doubled in the past year, rising from 11% of homes to 24%

UK households now own on average 3 different types of internet-enabled device eg laptop, smartphone or games console with 20% owning 6 or more devices

Smartphones - over half of adults (51%) owning these devices, almost double the proportion two years ago (27%)

http://www.youtube.com/watch?v=MGMsT4qNA-c

The University recommends the appropriate use of BL as part of the student learning experience within modules and courses. It is expected that BL will be an integral part of student learning.

http://www.brighton.ac.uk/clt/resources/blended-learning/bl-at-brighton/

Advise Learning and Teaching Committee on institutional policy developments in relation to e-learning including e-submission, e-assessment and the use of course development and review mechanisms for e-learning

Advise on e-learning requirements e.g. estate developments and make recommendations to LTC on systems for possible funding

CLT ◦ http://www.brighton.ac.uk/clt/resources/blended-

learning/bl-at-brighton/

Learning Technology Advisors◦ https://studentfolio.brighton.ac.uk/elearning/

1. Identify the learning objectives

2. Look at the curriculum to decide what is best face-to-face (F2F) and what is best as eLearning

3. Consider the integration and relationship between the F2F and eLearning

4. Develop the most appropriate eLearning activitiesto achieve the learning objectives

5. Decide how will you assess these activities

6. Choose the most appropriate technology

Integration◦ How are f2f and online integrated?

◦ Will students be able to see clearly how they connect?

Relationship◦ Is f2f dependent on the online or vice versa?

◦ Will students be able to succeed if they complete one and not the other

Accountability◦ How will you ensure students engage with and complete

the online part of the module?

◦ When will work be due?

◦ (EDUCAUSE, Diaz and Strickland, 2009)

“Blended teaching is not just a matter of transferring a portion of your current course to the Web. Instead it involves developing challenging and engaging learning activities” (Garrison, Vaughan, 2008)

Integrate within the curriculum – replace and not just supplement

Consider the balance throughout the module and across the whole student experience – from induction through whole degree programme

TechDis is a leading UK advisory service on technologies for inclusion funded by the Joint Information Systems Committee (JISC)

http://www.techdis.ac.uk/

Resources◦ Passive eg static web page◦ Interactive eg simulation◦ Read the notes before the lecture?◦ Read a journal article?◦ Find information on ...

Communication and collaboration◦ Email, announcements ◦ Discussions – eg asynchronous forum or synchronous online chat, skype◦ Collaborative and co-production through eg blogs and wikis

Assessment◦ Formative, summative◦ Self, peer, tutor◦ Quizzes, contributions to discussion forum, blogs etc, essays

Learningoutcome

Topic Learning activityF2F

eLearning activity

Connectionbetween F2F and eLearning

Timing Assessment

Exists/Develop

Understand-ingpedagogies

BL Each studentled on their theory

Collaborative learning –using a wiki students contributed initially on nominated theories

eLearning first and then F2F discussions

2 weeks online before F2F

Pedagogic understand-ingassessed in their final assignment

Create a wiki in studentcentral

Learningoutcome

Topic Learning activityF2F

eLearning activity

Connectionbetween F2F and eLearning

Timing Assessment

Exists/Develop

Criticalawareness of aspects of global health

BL Introductory session.Day long

Series of group blogassignments designed to promote discussion on global health topics

Primarilyonline, students introduced to each other in f2f session

Throughout the module

Summativeassessment by written final assignment

Studentcentral blog

Learningoutcome

Topic Learning activityF2F

eLearning activity

Connectionbetween F2F and eLearning

Timing Assessment

Exists/Develop

Group casestudy plan

BL Business studies lectures

Collaboratively build a plan as a group using studentfolio

Plan is peer reviewed and used for formative feedback in tutorials

4 weeks Formativepeerassessment

Create a groups in studentfolio

5 minutes to develop one idea for BL or one activity you already use and complete first row of the document

Discuss ideas

Potential of BL – now and in the future

Consider BL throughout the module and course from the student perspective

Dr Barbara NewlandCentre for Learning and TeachingUniversity of Brighton, Falmer, BN1 9PH

b.a.newland@brighton.ac.uk

brighton.ac.uk/clt/slideshare.net/barbaranewlandbarbaranewland.wordpress.com/

Dahlstrom E, Walker J. D, Dziuban C, 2013, ECAR Study of Undergraduate Students and Information Technology http://www.educause.edu/library/resources/ecar-study-undergraduate-students-and-information-technology-2013

Garrison D.R., Vaughan N.D., 2008, Blended Learning in Higher Education: Framework, Principles and Guidelines, John Wiley and Sons

JISC, 2012, Developing Digital Literacies Programme: Summary of project baseline reports http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteracies/developingdigitalliteraciesprog.aspx

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition.Austin, Texas: The New Media Consortium. http://www.nmc.org/pdf/2013-horizon-report-HE.pdf

Littlejohn A., Pegler C., 2007, Preparing for Blended E-Learning, Routledge

Ofcom Communications Report, 2013, http://stakeholders.ofcom.org.uk/market-data-research/market-data/communications-market-reports/cmr13/uk/

Salmon, G., 2013, E-tivities: the Key to Online Learning, 2nd edition, Kogan Page