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Blended Learning and e-Environments

PGCert Session 1.3
by

Tony Reeves

on 2 September 2014

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Transcript of Blended Learning and e-Environments

PGC Session 1.3
Blended Learning
and e-Environments
Tony Reeves
Centre for Digital Scholarship, UCA
objectives of this session
investigate ways in which technology can support learning


consider how you might incorporate inclusive, online activities into your academic practice
what is an e-environment?
a place accessed by computer where learning can occur?
a 'virtual' space where interaction can take place?
a room full of computers..?
what technologies do you use on a daily basis?
= your personal learning environment
tools
artefacts
personal
learning environment
blog posts
bookmarks
videos
tweets
emails
personal learning network
what is blended learning?
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 not just to supplement, but to
transform and improve
the learning process
successful blended learning occurs when...
technology and teaching inform each other
some theories of learning
Deep / Surface learning
deep
understanding
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"
surface
making sense
memorising
strategic
(Simms, 2006)
"in learning with and through [technology], young people are also learning how to learn"
(Buckingham, 2008: 17)
some theories of learning
Behaviourism
passive respondent to stimuli
learner is a
example: using computer testing to teach processes, then providing positive feedback for correct answers
change in behaviour
learning is defined as a
example:
stimulus
response
using technology to provide students with personalised data about their performance
a more dedicated student
some theories of learning
Experiential
1. act
3. conceptualise
2. reflect
4. apply
facts (what happened?)
findings (why did this happen?)
feelings (what did I experience?)
futures (what will I do?)
baking a cake
introducing a blog
some theories of learning
Cognitivism
the goal of instruction:
to communicate or transfer knowledge to learners in the most efficient, effective manner possible
(Bednar et. al; in Anglin, 1995)
technology example: when teaching someone how to use a piece of technology, reduce the process to a series of simple steps. Also consider their way of acquiring knowledge (schema).
concerned with
how the mind makes sense of information
how the mind stores and retrieves knowledge, and
how it incorporates and integrates new knowledge
some theories of learning
Constructivism
teacher is a

(Wertsch, 1997)
technology example:
learning is a
joint enterprise between learner and
teacher, with the learner 'constructing' new meanings
constructivists are concerned with how meaning and understanding grow out of social encounters (social constructivism)
learning is based on
over to you - discussion
'making learning possible implies that the teacher must know something about student learning'
(Laurillard, 2002: 3)
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?
1. how do you use technology in your teaching practice?
2. when you have to use a piece of new technology, what is your approach - how do you prefer to learn?
how to introduce technology
5-stage model of e-Learning
(Salmon, 2000)
how to introduce technology
Fun & games space, interactive tasks
Links to external sites
Students can contribute content
Live discussion board
Peer group activities with feedback from staff
Tutorials via webcam

Changing content during academic year
Simple site, easy to maintain
Develops students’ transferable & core skills
Conversational Framework
(Laurillard, 2002)
Discussion forum
Providing Powerpoints for previous sessions
Providing course materials and resources
formative tests
help tutors diagnose areas of difficulty
Interior Architecture & Design, Farnham
help reinforce students' knowledge
group wikis
students work in groups to build a body of research around a topic
Fashion Design, Rochester
encourages social constructivist learning through teamwork
work experience blog
students upload weekly reports about their progress while on work placement
Fashion, Epsom
students' comments on each other's reports encourages community building
group mind-mapping activity
students worked in small groups and used Prezi to collate images around social and cultural patterns
Fashion, Epsom
group mind-mapping activity
Fashion, Epsom
each group refined their images, then brought them into class for further discussion and refinement
the images were developed into two trends to provide students with an experience of the design process
flipping the classroom with video
students watch the lecture before the class

tutor provides support, explanation and clarification during the lesson
Fashion Management & Marketing, Epsom
Courtesy of Anthony Steed, “How to Flip Your Classroom,”
http://steedie.wordpress.com/2012/05/24/how-to-flip-your-classroom/
online peer assessment
students rate their own performance and that of their group members

this mark constitutes a percentage of their overall mark for the assignment
Photography Contemporary Practice, Rochester
course and individual blogs
CG Arts & Animation, Rochester
course is entirely blended

all students have their own individual blogs on which they record their work

all students can post questions on the course blog, which has led to development of a CoP
over to you - activity
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.
3. how you will evaluate students’ learning and provide them with feedback on their progress
1. what you would ask the students to do
2. how you will manage your time and regularly monitor students' progress
The activity can last several weeks. Explain:
4. how the theories of learning have informed the design of your activity
thank you!
social negotiation (social constructivism)
'facilitator' whose role is to foster, not control, learning.
Social Constructivism views

each learner as a unique individual with unique needs and backgrounds
asking students to work in groups and contribute to a group blog. Students acquire knowledge through online interaction with each other and the tutor.
(Marton & Saljo)
(Pavlov, Skinner)
(Dewey, Kolb)
(Piaget, Bruner)
(Dewey, Vygotsky, Kolb)
Full transcript