Presentation on theme: "BLENDED LEARNING An investigation of an ACTIVE learning approach with a focus on……."— Presentation transcript:
BLENDED LEARNING An investigation of an ACTIVE learning approach with a focus on…….
Enhancing Activ -ity in E -tivity DTLT502 / Sharon Spence
A combination of web-based online learning and traditional face to face interaction when in a blended context Typically employing a mix of media and tools of technology Subject to a wide range of teaching styles and practice, context and technologies
Allows for a flexible approach to course design and delivery structure (pedagogy) Able to customise to suit the needs and knowledge base of the student group Increasingly being integrated and applied into 21 st century learning environments
To enhance new student engagement and build online communities Ed Hootstein tells us to: Guide self-directed, realistic, problem-based learning experiences. Structure learning opportunities that learners can discover content on their own, make their own meaning. Encourage high degrees of participation and interactivity. Offer prompt, informative feedback. Provide strong leadership. Help learners feel comfortable with technology. Incorporate visual and aural learning style solutionsEliminate isolation
A scaffolded approach is essential to building confidence, motivation and skill base in a student new to an online learning environment. Professor Gilly Salmon tells us that there are 5 learning stages for online engagement: I. Access and motivation. II. Online socialisation. III. Information exchange. IV. Knowledge construction. V. Development. G. Salmon ‘Five Stage Model of Online Learning’ The first 3 steps are significant for a learner new to e-learning.
Scaffolded, practical activity to create and support confident, motivated, self-directed learners, enabled by applying Gilly Salmon’s 5 stage model: Regular logon – ½ hour/day, instead of once/week Access a forum, read other students messages Actively participate by writing a response to messages Actively participate in real time chat room communication with other students To research and compile information for exchange with the use of online tools/programmes
‘E-moderators add the real value to learning technologies by designing and running e-tivities’. (G. Salmon, 2002) Facilitation skills that : Build relationships Enhance engagement Provide timely feedback Guide self-directed learning Foster confidence, skill base Support motivation and discipline Encourage interaction in action, online learning Enrich the learning experience
Implementing the first 3 stages of Gilly Salmons ‘Five Stage Model of Online Learning’ To Engage the New Learner Access and Motivation First ‘Assessment’. Induction Activities: ILP / L&N / VARK. Required engagement prior to gaining access to the course material. Online Socialisation An Icebreaker. Introduce yourself to the group by posting a short bio to forum, view all and reply to one other member of the group. Information Exchange In-course learning activities and collaboration tools.
‘ Feedback is even more critical in e-learning than traditional classrooms because learners may feel isolated and detached due to a lack of environmental and nonverbal signals’. (E. Hootstein, TANZ, 2013). Active kinaesthetic learning : Blended learning, residential block courses for practical application of course content. Technology support : by a dedicated team, allows the online facilitator to focus on evolution of the students learning. Collaborative environments: Both online & real-time. ‘Learners achieve best in social interactions based on consensus building and cooperation’. (E. Hootstein, TANZ, 2013).
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?id=175 ?id=175 s_paedagogik/gilly.aspx s_paedagogik/gilly.aspx This site contains a summary of the following resources: Salmon, G. (2002). E-tivities. The key to active online learning. Oxford, UK. Taylor & Francis. Salmon, G. (2005). E-moderating. The key to teaching and learning online. London, New York. Routledge & Falmer.