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Blended Learning: Practical ideas for educators on integrating technology into teaching practice

A University of the Sunshine Coast L&T Seminar - by Susie Vergers, Learning Designer, presented 25/3/14

Susie Ver

on 7 August 2014

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Transcript of Blended Learning: Practical ideas for educators on integrating technology into teaching practice

Blended Learning and Teaching

Practical ideas on integrating
technology into your teaching

Blended implies mixed or combined
Susie Vergers
Learning Designer

Learning Designers for exploring, planning and blended course design
Susie Vergers - Learning Designer
Goksu Dines- Learning Designer
Email: blendedlearning@usc.edu.au
1. Start small

2. Blend progressively;
may take 1-2 years to move along S to R continuum

3. Have a vision and a purpose

4. Be familiar with the technology and understand the pedagogical benefits

5. Consider your online presence & be open with students about what you're doing

6. Tap into your Faculty and C-SALT support and assistance services

Many in USC already use...

Connectivity to information and to others
24/7 access to learning resources
Greater choice over the time, place and pace of study
Alternative modes of study
Knowledge-sharing and co-authoring across multiple locations
Opportunities for reflection & planning in personal learning
Rapid feedback on formative assessments
More active learning
Participation in communities of knowledge, inquiry and learning
Learning by discovery in virtual worlds
Development of skills for living and working in a digital age
(JISC 2009)
the fusion of educational technologies and
teaching in physical and virtual environments
to enhance the student learning experience
enhancement blend
colours individually discernible

transformation blend
something new, can't see original colours


Strategies for blended teaching and curriculum design

Stay tuned for
Blended Learning Deymystfied
, Small Open Online Course (SOOC) post-Easter 2014

Learning and Teaching Week
1–5 September

Blended learning usually starts with enhancement blends; converting content for online delivery and using technology to supplement face-to-face L&T activities.

Over time modification and redesign of L&T strategies and curriculum creates transformation blends.

Assumptions taken by blended learning approaches:
Students learn better when they are engaged
Students learn in diverse ways
Students learn better from authentic experiences
Students learn better when they can contextualise their learning within program/course
Some students learn well from self-directed learning, others like lots of structures

moving from S to R - a continuum
4 ways to blend
Other examples...
Educators and students using technology as a substitute or supplement to f2f & paper,
only with added functionality. Fundamentals of the course or task probably still much the same as before technologies added.
At this stage technology is being used more effectively; not to do the same task using different tools but to redesign the task/course and to transform students learning. Interactivity and learner-centred pedagogies are often a focus for technology-use at this point on the continuum.
At this stage students are actively involved and learning episodes are intentionally designed to facilitate knowledge creation; using technology to access and critique content, facilitate communication, and foster collaboration and engagement. Technologies enable tasks previously inconceivable.
Faculty eLearning Support for help using technologies day-to-day
Blended Learning
Org in Bb
Chris and Donald - DG.25 - fabelearning@usc.edu.au
Peter - J: Lvl 5 - fosheelearning@usc.edu.au
Caroline Cottman, Academic Developer - FAB
Theresa Ashford, Academic Developer - FOSHEE
Tania Stevenson and Dionne Amato Ali - Grants
C-SALT area: E level 2 (E2.29)
Other C-SALT help
email: blendedlearning@usc.edu.au
Full transcript