1. Concepts of blended learning and evaluation of the use of technologies
LIVERPOOL HOPE UNIVERSITY
4TH ANNUAL BLENDED LEARNING SYMPOSIUM - July 2017
Concepts of blended learning and evaluation of the use of technologies
Don Passey
Professor of Technology Enhanced Learning
Director, Doctoral Programme for e-Research and Technology Enhanced Learning
Co-Director, Centre for Technology Enhanced Learning
Department of Educational Research
Lancaster University
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2. Where we start
Where do we start in developing uses of technology in teaching and learning?
Technologies
Curriculum
Teachers
Teaching
Learners
Learning
Where do we start if we want to develop blended learning approaches?

3. Summary of content to be covered
Ways that blended learning is currently being discussed and conceptualised
How different approaches can affect implementation
Key concerns for those developing blended learning approaches
Balancing strengths and weaknesses of different environments
Balancing blending to meet course aims and student needs

4. One (of many) models to consider
Source: Bath and Bourke, 2010

5. An initial issue to consider
Studies show complexities when blending; for example, Daymont, Blau and Campbell (2011) found that those undergraduate students on a management course preferring flexibility and those with work, home, or outside activity constraints tended to choose an online format, believing online courses provided greater flexibility, while those preferring structure tended not to choose an online format

6. Other key points to consider
Setting clear goals on what we want to achieve through using blended learning
Accommodating student needs, choice, and widening or inclusive participation
Focusing on the range and choice of pedagogies and learning
Integrating lifelong learning and intergenerational learning approaches
Orchestrating online and face-to-face components to create a cohesive learning experience
Understanding different combinations of face-to-face and virtual learning to drive results
We must integrate the key goals of doctoral study – higher order learning, ambition and original outcomes
Students will have different interests, professional or personal needs, and come from across the world
Pedagogies must support the learning that is needed, so technologies have to take second place
Peer involvement is crucial, as students will otherwise be very isolated
Face-to-face and online components have different purposes
The one needs to drive the other – the face-to-face needs to inculcate trust, sharing and ownership
Sources: Passey, 2017b; In press

7. Teaching for the future
A balance between transmission and participative pedagogies
A focus on student-centred approaches
Concepts of social constructivism integrated to greater extents
Student responsibilities being shifted
Forms of engagement and activity widening
Greater emphasis on tutoring, guidance and facilitation
A greater range of tools being introduced and used
Sources: Bonk, Kim, and Zen, 2006; Passey, 2016

8. Exploring ‘new’ ways of learning
Some ‘new’ ways proposed:
Problem-based learning (Barrows, 1996) PBL
Authentic learning (Donovan, Bransford and Pellegrino, 1999) AL
Dialogic learning (Alexander, 2008) DL
Situated learning (Lave and Wenger, 1991) SL
Technology enhanced learning (Kirkwood and Price, 2014) TEL
Networked learning (Dirckinck-Holmfeld, Jones and Lindström, 2009) NL
Computer supported collaborative learning (Stahl, Koschmann and Suthers, 2006) CSCL
Mobile learning (Crompton, 2013) ML
Flipped learning (Mazur, 2015) FL
We consider these rather than being driven by them

9. Forms and balance needed for our purposes
Ways of learning
Informational elements of TEL
Communication elements of TEL
Face-to-face
Online
Problem-based learning √
Authentic learning
Dialogic learning
Situated learning
Technology enhanced learning
Networked learning
Computer supported collaborative learning
Mobile learning
Flipped learning
We look at how our needs for information, communication, face-to-face interaction and online provision match ways we can support learning – but, centrally, consider the learning needs of doctoral study

10. Relating teaching approaches and pedagogy
Type of interaction
Teacher
Tutor
Facilitator
Guide
Instruction √
Explanation and illustration
Direction
Demonstration
Discussion
Scaffolding
Questioning
Speculation
Consolidation
Summarising
Initiating and guiding exploration
Evaluating learners’ responses
We take different roles across the programme. A teacher mode is used when some specific topic content is covered, a tutor mode is used when working with a small group focused on a specific activity, a facilitator mode is used when monitoring research-based activities, or a guide mode is used when scaffolding a group around an issue that is raised
Source: Passey, 2016

11. Using technologies in teaching
Type of interaction
Video
Audio
Text
Discussion forum
Instruction √
Explanation and illustration
Direction
Demonstration
Discussion
Scaffolding
Questioning
Speculation
Consolidation
Summarising
Initiating and guiding exploration
Evaluating learners’ responses
Technologies we select come later – and need to be integrated to match the forms of interaction that we are mainly concerned with
Example image
Source: Passey, 2016

12. My interest and background
The Department of Educational Research at Lancaster University runs four doctoral programmes
These are largely or wholly online
I direct one of those programmes
The programme I direct recruits about 25 students (part-time professionals) each year
There are some 100 doctoral students on our programme
There are some 400 doctoral students on programmes across the Department
Online and blended environments are essential and vital to us!
What I will talk about in terms of blended learning is a case study example, where I am involved as a key stakeholder

13. Blended learning approaches
Consider at a programme and module level which elements must be undertaken on site, and what time needs to be devoted to these, and where in the overall time plan such onsite activities should be located
For other elements, identify the learning aims and objectives, and how these relate to ‘new’ ways of learning - problem-based learning (PBL), authentic learning (AL), dialogic learning (DL), situated learning (SL), technology enhanced learning (TEL), networked learning (NL), computer supported collaborative learning (CSCL), or mobile learning (ML)
Consider what forms of learning activities can be used to enable the aims and objectives to be met, based on a selection of appropriate interactions – instruction, explanation/illustration, direction, demonstration, discussion, scaffolding, questioning, speculation, consolidation, summarising, initiating/guiding exploration, or evaluating learners’ responses
Consider the educator mode or modes that will support these selected activities and learner interactions – teacher, tutor, facilitator, or guide
Select the technologies that will support or fulfil these educator-supported activities and interactions - topic-specific resources and software, curriculum-wide learner-centred software, curriculum-wide tutor-centred software, or online learner support (Passey, 2017)
Source: Passey, In press

14. Evaluating uses of technologies in blended learning
We should consider the ways we conceive uses of technologies online and uses of resources offline
Evaluating technologies out of context is not providing us with all the evidence we need
We need to draw distinctions between evidence we can gather about affordances, uses, outcomes and impacts

15. The four origins of evidence
Affordances
Of technologies
Uses
Through pedagogies and activities
Outcomes
From activities, for teachers and for learners
Impact
On learning, for learners
Source: Passey, 2013

16. The state-of-play of the four origins of evidence
Affordances
Of technologies
Uses
Through pedagogies and activities
Outcomes
From activities, for teachers and for learners
Impact
On learning, for learners

17. References (1)
Alexander, R.J. (2008). Towards Dialogic Teaching: rethinking classroom talk (4th edition), Dialogos: Cambridge
Bath, D. and Bourke, J. (2010). Getting Started with Blended Learning. Griffith Institute of Higher Education
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 68 (3)
Bonk, C. J., Kim, K.-J. and Zen, T. (2006). Future Directions Of Blended Learning In Higher Education And Workplace Learning Settings. In C. J. Bonk and C. R. Graham (eds.) The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge and L. Y. Muilenburg (eds.) Handbook of mobile learning. Florence, KY: Routledge.
Daymont, T., Blau, G., & Campbell, D. (2011). Deciding Between Traditional and Online Formats: Exploring the Role of Learning Advantages, Flexibility, and Compensatory Adaptation. Journal of Behavioral and Applied Management, 12(2),
Dirckinck-Holmfeld, L., Jones, C. and Lindström, B. (2009). Analysing Networked Learning Practices in Higher Education and Continuing Professional Development. Rotterdam, The Netherlands: Sense Publishers, BV.
Donovan, S., Bransford, J., and Pellegrino. (1999). How People Learn: Bridging Research and Practice. Washington, DC: National Academy of Sciences
Kirkwood, A. and Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39 (1), 6–36

18. References (2)
Lave, J. and Wenger, E. (1991). Communities of Practice: Creating Learning Environments for Educators. Cambridge University Press: Cambridge
Mazur, E. (2015). “Flipping the classroom and never looking back”, keynote/plenary talk presented at the Digital Education Show Middle East, Dubai, United Arab Emirates, 15 September 2015.
Passey, D. (2013). Inclusive technology enhanced learning: Overcoming Cognitive, Physical, Emotional and Geographic Challenges. New York, NY: Routledge
Passey, D. (2016). Prólogo: Nuevas formas de enseñar usando tecnología. In A. R. Martinell and M. A. C. Alvarado (Eds.), Háblame de TIC: Educación Virtual y Recursos Educativos. (Vol. 3, pp. 8-19). Cordoba, Argentina: Editorial Brujas
Passey, D. (2017a). New ways of learning using different forms of technologies. In J.A.H. Moral (eds.) Retos y debates en la educación superior para el siglo XXI: Algunas propuestas para orientar la innovación educativa para las sociedades del conocimiento. Xalapa, Mexico: Universidad Veracruzana. pp.15-22
Passey, D. (2017b). Developing inclusive practices with technologies for online teaching and learning: a theoretical perspective. Bordón Revista de pedagogía
Passey, D. (In press). Blending learning provision for higher education: integrating ‘new ways’ of teaching and learning. NEUPA book from NEUPA and The British Council: International Seminar on Teaching-Learning and New Technologies in Higher Education from 25 to 26 February 2016 in New Delhi
Stahl, G., Koschmann, T., and Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.). Cambridge handbook of the learning sciences. Cambridge: Cambridge University Press

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