04db2c0ac148d09df3ece230085f287f.ppt
- Количество слайдов: 17
The ingredients of effective blended learning Anne Mc. Neill, Project Manager 5 August 2009
Blend 2 Learn – Objectives • Sustain areas of curriculum with low but strategic demand • Enable access to provision by learners disadvantaged by rural isolation • Minimise the cost of developing and delivering curriculum through eliminating duplication and coordinating the use of existing resources
Flexible Blended Learning § a learner centric approach which is sensitive to the needs of learners and the context in which learning takes place § a curriculum that utilises various delivery approaches and platforms § a delivery method that allows for learning at a distance using technology combined with traditional tutor-led education § a model that allows for multi-entry and exit points
Blended Learning - ingredients People Technology Process Pedagogy Content Collaboration
People Issues addressed • • Senior management buy-in Curriculum Leaders development plan Subject Matter Experts (lecturers) Learning Solutions teams – – Moodle Instructional design/ pedagogy Media development and integration Software applications • e. Skills are Key skills • Shift the mindset - teaching to learning 5
Collaboration • • 3 colleges collaborative project teams cross college teams - technology collaboration environment - Development Zone – Moodle in the Middle – Discussion forums – Dedicated development and test areas – Resources, evaluations and training materials 6
The B 2 L process • Shift thinking from teaching to learning • Shift thinking from UNITS to COMPETENCIES (the knowledge, skills and attitudes associated with the job they are being trained to do or to prepare them for progression) • Think about the Learner, not just the qualification • Think creatively about how to use technology • Plan the whole programme, not just the lesson • Integrate and contextualise Core Skills and Curriculum for Excellence
Process • Structured design methodology – think, plan, do, review – Curriculum design guide – dhttps: //www. dgmyspace. umgal. ac. uk/blend 2 learn/login/index. php – – – – Learner profiling - entry and exit Holistic approach to programme design Competencies, jobs and tasks Mindmapping for creativity and planning Map to units, learning outcomes and assessments Sequencing Storyboarding 8 Mapping technology to learning strategies
Technology • Common VLE - Moodle • Plans to migrate to MLE • Moodle in the Middle - collaboration environment • Right tools for the right job • Blended learning rooms 9
Content • • • Storyboards Metatagging Learning objects Storage and retrieval Copyright Templates Quality designed in Instructional design Accessibility 10
Content - Instructional design • Start with the learning outcomes • Break down the content into small contextual learning bites • If I was there – what would I do. . So, if I’m not there what do I NEED to do • Use visual images to clarify, engage, enhance and illustrate concepts • Identify the best way to get a message across using media and good design concepts – colour, diagrams, fonts, white space, navigational principles
Getting the right blend • Move from a random collection of stuff on a VLE to a structured learning journey which has context, consistency and quality
Curriculum Areas • Animal Care • Early Education & Child Care • Int 2 Care • Visual Communication • Construction Numeracy • HN Construction • e. Administrator • Higher Architectural Technology • Horticulture • NC Beauty • Core Skills http: //www. dgmyspace. dumgal. ac. uk/blend 2 learn/course/view. php ? id=86 • Fish farming • Hairdressing
Pedagogy (learning strategies) • • Collaborative Learning Assessment General teaching and learning Managing learning
Technology • Moodle VLE • Transition to MLE (My Borders Campus? ) • The Development Zone– the Moodle collaboration and communication environment • The Right tools for the job • Mind. Manager
Decision making What do I know about my learners? Which delivery method is best suited to the Activity? Blended learning Are there any barriers to technology based learning? What do I want Learners to be able to do? What other issues related to the content do I need to consider?
Challenges for SQA? • Scenario based learning – extracting the learning outcomes • e. Portfolios • Competence v Units • Technology – Photostories, on-line forums, audio • Observation • Currency and response to new programmes
04db2c0ac148d09df3ece230085f287f.ppt