Presentation on theme: "Blended learning for CPD"— Presentation transcript:
1Blended learning for CPD SCHOOL OF LIFE AND MEDICAL SCIENCESUCL Medical SchoolBlended learning for CPDDr Ann GriffinDeputy Director UCL Medical School26th March 2013
2Aims: To define blended learning; To understand its place in continued professional development [CPD];To be aware of the critical issues in blended learning; and,To consider the how we can maximise its capacity to ensure high quality CPD.
3What is blended learning? "to combine or mix modes of Web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal.""to combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology.""to combine any form of instructional technology (e.g., videotape, CD-ROM, Web-based training, film) with face-to-face instructor-led training."(Driscoll, 2002)
5Blended learning is… ⧬ ⧬ ⟸⧬⟹ Face2Face On-line Blended An integrated approach to teaching and learning that includes multiple modes of instruction and student practiceFace2FaceOn-line⧬⧬⟸⧬⟹Blended
6WhyThe goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities.Blended learning aims to join the best of classroom teaching and learning with the best of online teaching and learningIs the future?Income generatingCope with bigger class sizes
7TaskIn pairs or threes think about the pros and cons of blending one of your courses
8High quality online blends can… can save time, effort and costbe an efficient use of resources and teaching spacesare proven to be more effective than single methods of instructionallow sharing with other learners from various regionsbe adaptable and flexible for teachers and learners and cope with non-traditional learners better - fit in with other commitmentsbe student-centred – learn at own pace, suit individual learning styles, increase autonomy and enable self directed learninguse a wide range of educational activities [online webinars, video, chat rooms and discussion boards etc.], and increasing popular as growing ease of use and familiarity with IT.be good for social networking
9Poor quality blends…are just another way of providing information and a triumph of form over substancemay result form a lack of IT support or know how for teacherscan be a complex job to bring the right blends together, involve more work and planningstudents unfamiliar and unable to make the most out of the experiencelearning methods that don’t fit the course objectives
10Considerations for blended learning What are you trying to teach?How will your students learn?What background knowledge will they need?What opportunities do they need to practise?How will they get feedback?What opportunities are there to extend their learning?How will it relate to their work?
11ProcessTo design blended training, the instructional designers start by analyzing the training or course objectives and braking them down into the smallest possible unitsAfter the course or training has been chunked, the best approach to deliver each segment of instruction is identified. In some cases the best approach might be using online learning .The course is then aggregated by grouping the instruction logically while taking into account the medium of delivery. In this way, one may require a few lessons online and some others live..
13Task: Think of the course that you currently deliver F2F Discuss what elements could be delivered on lineHow will you still achieve your learning objectives?What are the benefits?What are the costs?
14Critical issues in blended learning Pick you blends and remember all your choicesHow much F2F? What about its timing? What content?Create learning environments that promote active student engagementHow are you going to tailoring it to your audience – the pitch, the pace, the expertise, and their experience.How are you going to encouraging students to learn from each otherHow are you going to encourage flexible approaches to learning
15Practical issuesIT facilities and support – especially if running international modules & work across time zones may require tutor flexibilityM learning – some VLEs functionality is impaired on mobile devicesInstitutional usernames and passwords to access VLE and e-libraries [? Problematic with some CPD and administrative burden]Upkeep of VLE – maintaining links etc.Monitoring student engagementRequires a similar amount of tutor time
16Aims: To define blended learning; To understand its place in continued professional development [CPD];To be aware of the critical issues in blended learning; and,To consider the how we can maximise its capacity to ensure high quality CPD.