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Blended Learning - it's all about the journey

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Anita Hamilton

on 14 July 2016

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Transcript of Blended Learning - it's all about the journey

So... What is Blended Learning?
"Blended learning is the
thoughtful fusion
of face to face and online learning experiences" (Garrison & Vaughan, 2008, p.5)
Improve pedagogy
Blended Learning

Content developed by Anita Hamilton using a design by Dóri Sirály for Prezi
My Teaching Philosophy
As an educator, I am a facilitator of learning. My role is to design well-structured learning experiences for students to facilitate their transition to becoming an occupational therapist. I do not work alone, I am part of a team, so an important part of my role is to collaborate with my colleagues, so that we can complement each others’ teaching and learning goals and strategies.


Learning
is a two-way process, therefore I ask students to take
active
and
deliberate
involvement in their own learning. Every student comes with knowledge and experience and prior learning. Therefore an important part of my role is to work with others to
design
and develop ways for learners to
access
information, translate it into their own
context
, add it to what they already know and then act upon it; thus
transforming
information to knowledge for practice.

As an educator, I am also a
learner
. I like to be confident that my students’ are learning current best-practice knowledge and skills; therefore I strive to advance my knowledge of my field through self-directed learning activities and research. I also expand my knowledge beyond occupational therapy to
facilitate the links
between occupational therapy and other professions.

As an educator, I am also a
researcher
. I research my areas of interest in occupational therapy to contribute new knowledge to my profession. I also research teaching and learning practices to
expand
my approaches as an educator. By researching what I teach and how I teach it I endeavour to convey a genuine excitement about the topic linking research to my teaching approaches. I also conduct research with colleagues in the community to ensure that relevant research is being conducted to enhance practice.

As an educator, I am also a
networker
. I like to link with community agencies within the broader community in which I live, and link with them for teaching and research. I have developed excellent
connections
with my local and global professional community through personal networks and through the online world.

Michael Wesch - A Vision of Students Today
Anita's exciting teaching & learning journey
Improved cost effectiveness
Increased access and flexibility
So... how can Blended Learning
"enhance the student learning experience"
?
Improve pedagogy
Increase access and flexibility
Improve cost-effectiveness
Sir Ken Robinson - Changing Education Paradigms

"Blended learning is the integration of educational technologies with face-to-face teaching to
enhance the student learning experience
"
- from the USC Blended Learning Statement 2012
Source: Anita Hamilton ePortfolio http://virtualot.com/teaching/
Understanding the context of learning in the 21st Century
(Graham, 2006, pp. 8-10)
1. Multiple perspectives on content
Learners have varied learning styles and achieve higher levels of mastery when they have the opportunity to take "multiple passes" through material

2. Cognitive rehearsal
Learners master new material by interacting about the content

3. Context is often more important than content
Telling the story about why this content is really important

4. Value Sorting is core to Blended Learning
Discerning how important the learning content is in the context of where it will be used

5. Learning is Longitudinal
Learning occurs over time

6. Learning is social
Humans thrive on social experiences

7. Learning is often tacit & unstructured
Some of the most powerful training experiences are unconventional

How can Blended Learning improve pedagogy?
Please only watch these if you have not seen them - or you want to view them again
Elliot Masie's "reasons for creating blended learning" helped me to consider: What do I do to improve my pedagogy?
To me a
thoughtful fusion
means that the focus in Blended Learning is on the
desired learning outcomes
... the focus is
NOT
on cool new technological tools!
OCC102 Learnist
Learnist board developed for the first week of class
OCC212 Video - followed by discussion
OCC102 Revision using Prezi
1. Multiple perspectives on content
2. Cognitive rehearsal
3. Context is often more important than content
OCC311 Skype conversation with an OT in practice
Continuing the conversation after class via Twitter
4. Value Sorting is core to Blended Learning
5. Learning is Longitudinal
OCC102 ePortfolio
Interactive lectures & tutorials with live streaming via Mediasite
6. Learning is social
7. Learning is often tacit & unstructured
OCC102 "The Desk" followed by a reflection
Student involvement in running an online occupational therapy conference
OT groups on Facebook
(Masie, 2006, pp. 23-24)
11 minutes 41 seconds
4 minutes 45 seconds
Learning at a distance - many USC students live more than one hour from campus
Convenience of studying online to help meet work and family commitments
Blend of face-to-face and online teaching highly desirable


Blended learning provides opportunity to teach large and dispersed audiences
Reduced costs of bringing guest speakers to class using online technologies

Where to from here?
Blended Learning at multiple levels:
Activity level
Course level
Program level
Institution level
Cross-institution level
Learners have varied learning styles and achieve higher levels of mastery when they have the opportunity to to take "multiple passes" through material
Learners master new material by interacting about the content
Telling the story about why this content is really important
Discerning how important the learning content is in the context of where it will be used
Learning occurs over time
Humans thrive on social experiences
Some of the most powerful training experiences are unconventional
ABLE Award - advancing the blended learning environment
Nominated by:
Staff
Statement:
Since joining the OT team just over a year ago, Anita has pioneered the use of technology and blended learning for OT. She uses technology to incorporate guest experts in teaching activities. Her use of social media for enabling and enhancing student learning, and piquing student interest is far advanced of any other examples I have seen

Blended learning can...
...we are focusing on the teaching - not the tools
Impact on student learning:
There have been 1188 views of this Learnist board to date - showing that this tool has broad appeal.
Transferability to other staff:
Learnist could be used by any staff teaching almost any course and it is especially useful for "flipped class" activities where content needs to be delivered online in an engaging way before a face-to-face class
Impact on student learning:
Students can use online resources such as video and Prezi for review at the end of semester. Prezi has the capacity to be built collaboratively.
Transferability to other staff:
Although I create my own videos using iMovie, I have recently started to use the excellent resources available through CSALT to create interactive videos. Prezi is a free online program that can be downloaded and used on any desktop at USC. There are many "how to" videos available online to learn how to use Prezi!
Impact on student learning:
Students enjoy hearing from practicing therapists and other experts. Using online technology to access experts is a skill that all health care practitioners need to work in a vast country like Australia
Transferability to other staff:
Using Skype and Blackboard Collaborate to connect experts with students in the teaching environment is now commonplace and all staff could consider doing this in their lectures at least once per semester. If people are worried about technology failure then pre-recording is a great option! I use eCamm recorder to capture Skype for class.
Impact on student learning:
Students see that learning continues outside the classroom and start to "connect the dots" about where theoretical knowledge links with practice.
Transferability to other staff:
Twitter is just one way to continue the conversation after class has finished, other suggestions include moderated discussions via Blackboard, creating Facebook groups, or creating an "journal club" for students who are keen to extend their knowledge beyond the basic level.
Impact on student learning:
Through the ePortfolio students start to build a foundation for lifelong professional learning.
Interaction with professional special interest groups within Facebook highlights to students the pervasiveness of social media and the importance of professional conduct in every forum
Transferability to other staff:
The ePortfolio project has been designed so that the experience of OT and midwifery can be disseminated to other staff at USC so they may learn through our experiences.
Impact on student learning:
Students tell me they want choice! They want to come to class and interact AND they want to be able to catch up with their lectures online. Offering both options is now the best way to capture students with different learning styles and life circumstances
Transferability to other staff:
I believe that most staff at USC have embraced Mediasite well, areas we could improve from here is how to interact with students watching the live lecture stream from home - Twitter might be an option!
Impact on student learning:
Reflection activities help students to examine their own learning journey and problem solve issues which they may not otherwise even be aware of.
Taking responsibility in assisting run an online conference gives students opportunities to build specialised skills and networks for future practice.
Transferability to other staff:
Reflection activities are widely used in many programs at USC - integration of these activities into online forums such as an ePortfolio is an excellent "blended" extension of existing activities.
Staff could run their own student-led online conference as part of final year or honours stream activities. Having the capacity to run learning activities online is fast becoming an essential skill.
References

Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education Framework, Principles, and Guidelines. San Francisco, CA: John Wiley & Sons Inc.

Graham, C. R. (2006). Blended Learning Systems. Definition , Current Trends, and Future Directions. In C. J. Bonk & C. R. Graham (Eds.), The Handbook of Blended Learning. Global Perspectives, Local Designs (pp. 3–21). San Francisco, CA: John Wiley & Sons Inc.

Masie, E. (2006). The Blended Learning Imperative. In The Handbook of Blended Learning. Global Perspectives, Local Designs (pp. 22–26). San Francisco, CA: John Wiley & Sons Inc.
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