Design of Blended Learning Activities Design of blended learning activities: Issues and perspectives An ASCILITE workshop By Allison Littlejohn Chair of Learning Technology International Centre for Research on Learning University of Dundee, Scotland, UK

Design of Blended Learning Activities Blended learning: the ‘best of both worlds’?  The role of electronic learning environments in supporting blended learning  Difficulties in blending activities in real and virtual environments  Strategies for effective course design (scenarios)  Future learning environments

Design of Blended Learning Activities Identifying the problems  List up to three problems you experience in trying to design and implement blended learning activities for your students  Is there anything you do when planning blended learning activities that other tutors might find useful?

Design of Blended Learning Activities Vision Extending reputation The role of electronic learning environments? off campus on campus Increased access to learning Increased choice within the learning and teaching environment “From Classroom teaching to Flexible Learning”, University of Monash Guide online face-to-face

Design of Blended Learning Activities Scenario 3 The role of electronic learning environments? “ New technology makes access possible to a vast range of digital resources. The environment makes some activities possible and constrains others but it does not change the fundamental processes of human learning” Boud (2001).

Design of Blended Learning Activities Scenario 3 A VLE is a collection of tools that support: eAdministration course calendars and info link to student records eContent content management assignment management eLearning discussion fora test banks with feedback The role of electronic learning environments?

Design of Blended Learning Activities How can a VLE support flexible learning?  Can support interaction and communication (tutors and peers)  Can link activities on and off campus  Can allow better management of learning resources

Design of Blended Learning Activities Scenario 3 What are the problems in using a VLE? Focus on content delivery not student interaction (Goodyear, 2002) No clear link between learning activities in real & virtual space (Crook and Barrowcliff, 2002) Difficult to transport resources & courses (Koper, 2003… and many others!!!)  Can link activities on and off campus  Can allow better management of learning resources  Can support interaction and communication (tutors and peers)

Design of Blended Learning Activities Scenario 3 What are the problems in using a VLE? Focus on content delivery not student interaction (Goodyear, 2002) No clear link between learning activities in real & virtual space (Crook and Barrowcliff, 2002) Difficult to transport resources & courses (Koper, 2003… and many others!!!)

Design of Blended Learning Activities Scenario 3 What are the problems in using a VLE? Focus on content delivery not student interaction (Goodyear, 2002) No clear link between learning activities in real & virtual space (Crook and Barrowcliff, 2002) Difficult to transport resources & courses (Koper, 2003… and many others!!!) Photo of Glasgow Caledonian Learning Cafe

Design of Blended Learning Activities Scenario 3 What are the problems in using a VLE? Focus on content delivery not student interaction (Goodyear, 2002) No clear link between learning activities in real & virtual space (Crook and Barrowcliff, 2002) Difficult to transport resources & courses (Koper, 2003… and many others!!!)

Design of Blended Learning Activities Scenario 3 What are the problems in using a VLE? Focus on content delivery not student interaction (Goodyear, 2002) No clear link between learning activities in real & virtual space (Crook and Barrowcliff, 2002) Difficult to transport resources & courses (Koper, 2003… and many others!!!)

Design of Blended Learning Activities Scenario 3 Strategies for effective learning design? Focus on content delivery not student interaction (Goodyear, 2002) No clear link between learning activities in real & virtual space (Crook and Barrowcliff, 2002) Difficult to transport resources & courses (Koper, 2003… and many others!!!)  Can allow better management of learning resources  Can link activities on and off campus  Can support interaction and communication (tutors and students)

Design of Blended Learning Activities Scenario 3 “People engage in activities with resources” Koper (2003) Reusing Online Resources, Chapt 5 Strategies for effective learning design?  Can support interaction and communication (tutors and students)  Can link activities on and off campus  Can allow better management of learning resources

Design of Blended Learning Activities Vision Extending reputation tutor students resources feedback design learning activities around desired outcomes source learning resources that help students with activities assign roles to tutors and students decide how students will receive feedback “People engage in activities with resources” Koper (2003) Reusing Online Resources, Chapt 5 Strategies for effective learning design?

Design of Blended Learning Activities Vision Extending reputation tutor students resources feedback “People engage in activities with resources” Koper (2003) Reusing Online Resources, Chapt 5 Can design courses by mapping:: activities (inc assessment) resources people feedback Strategies for effective learning design?

Design of Blended Learning Activities Scenario 3 Scenario 1: Supporting learner interaction Photo of Glasgow Caledonian Learning Cafe Students can download a course reading from Blackboard… and discuss ideas using an online bulletin board

Design of Blended Learning Activities Scenario 3 Photo of Glasgow Caledonian Learning Cafe Download articleKoper (2003) Moderate discussion Group discussion online One group member to summarize discussion Discussion boardFeedback from peers and tutor Scenario 1: Supporting learner interaction Tutor Activities Student Activities ResourcesFeedback

Design of Blended Learning Activities Scenario 3 Photo of Glasgow Caledonian Learning Cafe Tutor Activities Student Activities ResourcesFeedback Download articleKoper (2003) Moderate discussion Group discussion face-to- face One group member to summarize discussion Discussion board Feedback from peers and tutor comment on summaries Submit summary to discussion board Group should comment on summaries of 2 other groups Discussion board Summary Feedback from peers and tutor Scenario 1: Supporting learner interaction online f2f

Design of Blended Learning Activities Scenario 3 Scenario 4 Photo of Glasgow Caledonian Learning Cafe Student groups are given a collaborative project task. They provide a weekly progress report (online) in which they reflect upon their progress and recommend future actions. The students choose when and where to interact. Scenario 2: Providing a focal point

Design of Blended Learning Activities Scenario 3 Scenario 4 Scenario 2: Providing a focal point

Design of Blended Learning Activities Scenario 3 Scenario 4 Tutor activitiesStudent ActivitiesResourcesFeedback F2F Lecture on product design Take notesGreirson (2003) ePortMake sure students can access ePortfolio Assign roles to team members Plan project tasks Articles and simulations From tutor and peers F2FMeet with students if required Monitor & reflect on progress Make decision on future goals Feedback from peers ePortMonitor student progress Provide weekly progress report in ePortfolio Highlight future tasks and goals Uploaded resources shared between groups Feedback from tutor, peers F2FStudents present group project Group presentation Peers and tutor Scenario 2: Providing a focal point

Design of Blended Learning Activities Scenario 3 Scenario 4 Photo of Glasgow Caledonian Learning Cafe Student groups are given a group project task. Resources sourced by students are uploaded to a shared workspace using wireless technology. Resources are shared within and across project teams. Scenario 3: Sharing and managing resources

Design of Blended Learning Activities Scenario 3 Scenario 4 Scenario 3: Sharing and managing resources

Design of Blended Learning Activities Scenario 3 Scenario 4 Scenario 3: Sharing and managing resources

Design of Blended Learning Activities Scenario 3 Scenario 4 TutorStudentResourcesFeedback F2F Lecture on product design. Take notesGreirson (2003) Work- space Make sure students can access workspace Access task and resources Assign roles to team members Series of online articles and simulations From tutor and other students F2F Task students: upload the resources sourced Information literacy workshop Learn information literacy skills From tutor, peers and librarian Work- space Monitor student progressUpload resources View resources uploaded by others Uploaded resources shared across groups Feedback from tutor, peers F2FStudents present final concept Group presentation Peers and tutor Scenario 3: Sharing and managing resources

Design of Blended Learning Activities Design a learning activity by answering the following questions: Specify the overall aim of the course:  who are the learners?  why use technology?  how will these activities be integrated into mainstream teaching? Define the learning objectives  what are the core concepts?  what activities will students undertake to learn these concepts? Outline the assessment and feedback processes  how will you know the students have understood each concept?  how will students interact with each other/ the tutor/ resources ?  what feedback do they get and from whom/what ?  how is the technology adding value this process? Task 1: devise an activity

Design of Blended Learning Activities Scenario 3 Photo of Glasgow Caledonian Learning Cafe Tutor Activities Student Activities ResourcesFeedback Download articleKoper (2003) Moderate discussion Group discussion face-to- face One group member to summarize discussion Discussion board Feedback from peers and tutor comment on summaries Submit summary to discussion board Group should comment on summaries of 2 other groups Discussion board Summary Feedback from peers and tutor Task 2: Build a lesson plan using ‘LDlite’ online f2f

Design of Blended Learning Activities Scenario 3 Task 3: Present your ideas

Design of Blended Learning Activities Scenario 3 Scenario 4 Why is this approach useful? 1. Sustainable approach: learning designs and resources can be reused. 2. Accessible approach: resources can be replaced or repurposed. 3. Emphasis on learner interaction.

Design of Blended Learning Activities Scenario 3 Scenario 4 Why is this approach useful? These ‘learning designs’ can “assist the…teacher to build up their own range of tasks, tools or materials that can draw on a collected body of experience”. (McAndrew, 2004) What can be reused? resources activities designs

Design of Blended Learning Activities What sorts of learning environments? Learning Activity Management System – LAMS – being developed at Macquarie University, Australia

Design of Blended Learning Activities What sorts of learning environments?

Design of Blended Learning Activities What sorts of learning environments?

Design of Blended Learning Activities Scenario 3 Integrating ‘real’ and ‘virtual’ learning requires: flexible environments effective planning Scenario 4 Summary – the best of both worlds? imagination

Design of Blended Learning Activities Design of blended learning activities: Issues and perspectives An ASCILITE workshop By Allison Littlejohn Chair of Learning Technology International Centre for Research on Learning University of Dundee, Scotland, UK