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Blended Learning

UKM June 18, 2013

Outcomes
• Define blended learning. • Describe the benefits of blended learning. • Describe learning technologies to use in blended learning. • Describe how to design a course for blended learning. • Describe the role of the teacher/instructor /lecturer/professor in blended learning. • Describe support required for blended learning. • Describe how to blend one of your courses.

Types of Organizations
• Uni-modal • Bi-modal

.Definition of Blended Learning • The use of a mixture of learning technologies to supplement face to face instruction.

Benefits of blended learning • Learning is learner-centered rather than teacher-centered • More learner to learner interaction • More learner to teacher interaction • Flexibility for students • Learning is more active • Caters for different learning styles • Satisfying for teacher/professor .

• Providing support to students and teachers/professors . • Make sure students have the technology to access the learning materials. • Training teachers/professors to work in a blended environment.Challenges when blending • What is the right mixture of face to face and other delivery methods? • What percent of the course to blend? • Consistency of evaluation of the blended combination. • Some students may prefer the learning technology format while others may prefer the face to face format.

Program Structure Program Course 1 Course 2 Course n Module 1 Module 2 Module n Objective 1 Objective 2 Objective n .

Blend Formats • Within Course • Within program • Within university .

Blended options • XX% face to face and XX% using learning technologies • Theory parts of the course using learning technologies and hands-on parts face to face • Course content delivered using learning technologies and face to face for help and tutorials .

Instructional Design Model • • • • • Analysis Design Development Implement Evaluation .

This allows the learners to organize their thoughts and around what they are about to see. Chunk the information to avoid memory overload. Use test to determine if the lesson has been learned. • Enhance retention and transfer. • Stimulate recall of prior knowledge. This allows the learners to build on their previous knowledge or skills.. hear. • Provide guidance for learning. • Elicit performance. Provide specific instruction on how to learn. Show correctness of the learner's response to questions. Present a problem or a new situation to grab the attention of learners. • Inform learner of Objective. .Gagne’s Events of Instruction • Gain attention. • Present the material. Allow learners to apply and transfer what they learned to new situations. Allow learners to practice the newly acquired skills. and/or do. or knowledge • Provide feedback. • Assess performance.

Sample delivery format Course E-learning/Online via Internet/mobile learning Practical/Hands-on Face to face Students learn independently Tutor available to answer questions Onsite in different locations Instructed by expert in the field Onsite could be in different locations/countries with access to an expert .

Learning Activities for Learning Technologies • • • • • • • • Online resources MOOCS OERs Interview experts Journalizing View recorded lectures Online discussion Chat .

Student support Support Method Synchronous Asynchronous Audioconference Videoconference Telephone Chat Email Forums Social Media .

Assessment Methods for Learning Technologies • • • • • • • • • • Online exams that are computer marked Papers Projects Supervised exams E-portfolio Journalizing Forums Wikis/blogs creation Observations Oral exams .

Developing Blended Learning • Establish a model for course/module development. mobile learning) • Develop the modules for blended learning following the module development process . • Decide at what level blending will occur (Course level or module level). E-learning. • Decide on the blended formats (face to face. online learning.

Design Model • Give the Big Picture (Content map) • Connect to the learner and gain interest (Rationale) • Set expectations for learning (Objectives) • Check for readiness (Prerequisites) • Check for prior knowledge (Self-assessment) .

Design Model (cont’d) Provide opportunities for learning • Activities to Motivate the Learners • Activities to give learners access to the learning materials • Activities to Use the Materials to Improve Performance and the learn by discovers • Activities to Transfer the Knowledge and Skills to New Situations .

Design Model (cont’d) • Give learners the opportunity to practice and provide feedback • Bring Closure to the Learning Experience by summarizing • Check for Achievement of Objectives • Provide Opportunities for Real Life applications .

Role of the Online Instructor/Tutor in Blended Learning .

Facilitate Learning • Use proper oral and written communication skills • Contact students at the start of the course • Interpret course materials for students • Role model behaviour and attitudes that promote learning • Encourage dialogues and discussions between tutor and students. and between students • Use active online learning strategies • Resolve conflicts constructively . students and experts.

Motivate Learners • Contact students on an on-going basis • Emphasize practical application of learning materials • Re-assure students as required • Challenge students by suggesting additional learning activities • Make students feel comfortable when interacting with the tutor • Show enthusiasm about the course materials .

Help Students with Content Problems • • • • • • Keep up to date in the field Show high subject matter expertise Interpret students questions Communication at the level of the student Suggest remediation activities to help students Provide supplemental resources for students to achieve the course objectives • Check to ensure the student questions have been answered .

Address Personal Problems • Provide an open environment for learners express their personal problems • Contact learners if a personal problem is recognized • Assess learners’ personal problems • Provide appropriate intervention for basic personal problems • Refer students for appropriate help on complex personal problems .

Formative Evaluation of Materials • Record changes to online learning materials • Record improvements needed in the delivery process • Keep a weekly journal on the progress of the course .

Evaluate Learners Performance • Develop online evaluation instruments • Grade assignments and exams • Monitor learner participation .

Delivery Management • Use effective time management when interacting with students • Persuade learners to pace themselves • Develop a process to manage the delivery • Explore different methods for delivery .

Manage the Learning Process • • • • Contact learners on a timely basis Provide appropriate feedback Adapt to the learner needs Allow for flexibility for unanticipated problems .

Administrative Functions • Organize information and documents for ease of retrieval • Update learners personal information • Track learners’ progress • Use the organization information system to access and input information .

Address Technical Problems • Refer students to appropriate resources to solve technical problems • Provide a sympathetic ear to learners’ technical problems • Solve minor technical problems .

Use Delivery Technology • Use the basic features of a computer • Use a web browser to access the internet • Use e-mail to interact with students and staff • Use technology to deliver instruction .

Follow Organizational Policies • Describe appeals procedures • Describe policies relating to plagiarism • Describe withdrawal procedures .

• Specify which modules will be delivered with technologies and list the technologies. • Specify which modules will be delivered face-toface. .Activity • • • • Form groups of 4 Select a course in your program Identify the modules in the course ( about 5) Blend 50% face to face and 50% learning technology for the course.