pgc1.3 blended learning & e-environments

Blended Learning and e-Environments

Tony Reeves

UCA Learning Technologist

PGC Session 1.3

• Investigate ways in which technology can support learning

• Consider how you might incorporate inclusive, online activities into your teaching practice

Objectives of this session

• A place accessed by computer where learning can occur?

• A ‘virtual’ space where interaction can take place?

• A room full of computers..?

• Personal learning environment

What is an ‘e-Environment’?

• An approach to learning and teaching which“combines and aligns learning undertaken in face-to-face sessions with learning opportunities created online” University of Wolverhampton

• Using technology to

– increase learning opportunities

What is ‘blended learning’?

Some theories of learning

understanding (deep) memorising (surface)

making sense (deep) strategic (surface)

Deep / surface learning (Marton & Saljo, 1979)

A deep learner: articulate, autonomous but collaborative with high meta-cognitive control and the generic skills of learning…they

have developed a certain kind of learner identity (Simms, 2006)

“In learning with and through [technology], young people are also learning how to learn” (Buckingham 2008: 17)

• learner is a passive respondent to stimuli

• learning is defined as a change in behaviour


Behaviourism

e.g. using computer testing to teach processes, then providing positive feedback for correct answers

e.g. using technology to give students individual and personalised data about their performance (stimulus) can provide the ‘response’ of a more dedicated student


1. Concrete experience 2. Forming abstract concepts

3. Observing and reflecting 4. Testing in new situations

http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/images/kolb_cycle.gif

Experiential


Experiential

1. Choose a cake recipe and think of ways to improve on it

2. Make changes by adding new ingredients to the mixture

3. Bake the cake and taste it

4. Make notes on which of their changes was successful and amend the recipe


Experiential

1. Choose a unit in which you want to make a change

2. Make changes by introducing a technology-based activity, e.g. a blog

3. Run the unit and monitor the ways in which students are using the blog

4. Evaluate the success of the changes and update the unit plan for the next cohort


‘mind’ has to make sense of information

Not only how the mind stores and retrieves knowledge but also how it incorporates and integrates new knowledge

‘mind’ has to make sense of information

Not only how the mind stores and retrieves knowledge but also how it incorporates and integrates new knowledge

The goal of instruction: to communicate or transfer knowledge to learners in the most efficient, effective manner possible

(Bednar et al., in Anglin, 1995)

e.g. when teaching a tutor how to use a piece of technology I would reduce the process to a series of simple steps. It is also important

to consider their ‘schema’ – or way of acquiring knowledge

Cognitivism

Learning is a ‘joint enterprise’ between learner & teacher with the learner ‘constructing’ new meanings

how meaning and understanding grows out of social encounters1 (social constructivism)

Learning is a ‘joint enterprise’ between learner & teacher with the learner ‘constructing’ new meanings

how meaning and understanding grows out of social encounters1 (social constructivism)


1, 2: http://www.learningandteaching.info/learning/constructivism.htm

Constructivism

Teacher as ‘facilitator’ whose role is to foster, not control, learning. Social Constructivism views each learner as a unique individual with

unique needs & backgrounds (Wertsch, 1997)

Learning is based on social negotiation – e.g. asking students to work in groups and contribute to a group blog. Students acquire

knowledge through online interaction with each other and their tutor.

1. When you have to use a new piece of technology, how do you prefer to learn?

2. How do you use technology in your teaching practice?

3. What do you know about the ways in which your students are using social and online technologies to learn, both at university and prior to arriving?

Over to you…

‘Making learning possible implies that the teacher must know something about student

learning’ (Laurillard, 2002: 13)

How to introduce technology?

5-stage model of e-Learning (Salmon, 2000)

Conversational framework (Laurillard, 2002)

AdaptiveAdaptive

InteractiveInteractive

Reflective

DiscursiveDiscursiveLive discussion boardPeer group activities with feedback from staffTutorials via webcam

Changing content during academic yearSimple site, easy to maintainDevelops students’ transferable & core skills

Fun & games space, interactive tasksLinks to external sitesStudents can contribute content

Discussion forumProviding Powerpoints for previous sessionsProviding course materials and resources

How to introduce technology?

AdaptiveAdaptive InteractiveInteractive ReflectiveDiscursiveDiscursive

• Students work in small

groups (5 – 6)

• Use a group blog to record their research and development while planning a short film

Film Production, UCA Farnham


• Tutor can easily assess each member’s contributions

Film Production, UCA Farnham


• Graphic Media: students

create a pitch for a Graphic Design agency

• Photography & Fine Art: students collaborate to plan an exhibition

• Postgraduate: students plan a group presentation

Activities supported by group blogs


Unit blog


• Fashion: work

experience blog

• Postgraduate: as a means for students to contribute and discuss content around a weekly theme

Individual blogs

AdaptiveAdaptive InteractiveInteractive Reflective

• Graphic Communication:

Students record their research and creative development on a private blog that is only visible to them and their tutor

• Students continue the discussion from the lesson and share resources

• Can help increase retention for less confident students

Postgraduate, UCA Epsom

AdaptiveAdaptive ReflectiveInteractiveInteractiveDiscursiveDiscursive

Prezi

AdaptiveAdaptive InteractiveInteractive

• Fashion: Students work

in groups over several weeks to brainstorm ideas around trends

• These are then printed out and brought together in class

• Tutor records each lecture in advance

• Video uploaded onto myUCA

• Students watch video before the lecture

• Lecture focuses on discussion

Fashion, UCA Epsom

AdaptiveAdaptive Reflective

• Tests help tutors diagnose areas of difficulty

• Tests help to reinforce students’ knowledge

Formative tests, Interior Architecture

ReflectiveInteractiveInteractive

• Students work in groups to build a body of research around a topic

Fashion, UCA Rochester

AdaptiveAdaptive ReflectiveInteractiveInteractiveDiscursiveDiscursive

Over to you…

Choose a lesson that you teach or in which you have participated as a student. Plan an activity for students’ home work/self study that uses technology to enable students to continue to learn between lessons.

The activity can last several weeks. Explain:

1.what you would ask the students to do

2.how you will manage your time and monitor students’ progress

3.how you will evaluate students’ learning and provide them with feedback on their progress

4.how the theories of learning have informed the design of your activity

pgc1.3 blended learning & e-environments

Education