1. Concepts related to the quality of learning at university (from Entwistle et al., 2002).

2. PRESENTATION OUTLINE Introduction Introduction WSU context WSU context Rationale for the Adoption of a Blended Learning Model Rationale for the Adoption of a Blended Learning Model Current use of ICTs within the CPDU Current use of ICTs within the CPDU Proposed Training Model for a Multi-campus Institution Proposed Training Model for a Multi-campus Institution Benefits of a Blended Model Benefits of a Blended Model

3. WSU CONTEXT Rural –based, multi-campus, developmental, technologically - responsive university (WSU Mission Statement). Rural –based, multi-campus, developmental, technologically - responsive university (WSU Mission Statement). Student Profiles (differential levels of computer literacy, some more ICT capable than others ). ‘digital natives’ (Prensky 2001) Student Profiles (differential levels of computer literacy, some more ICT capable than others ). ‘digital natives’ (Prensky 2001) Lecturer Profiles (low levels of ICT skills (digital foreigners’ (Prensky): UCT-WSU ICT Report. Lecturer Profiles (low levels of ICT skills (digital foreigners’ (Prensky): UCT-WSU ICT Report. Nuffic E-learning Pilot Project Intervention, Nuffic E-learning Pilot Project Intervention, CLTD interventions: provision of computer literacy courses and on-line-materials development courses. CLTD interventions: provision of computer literacy courses and on-line-materials development courses.

4. Rationale for Adoption of Blended Mode of Delivery ‘…Blended learning has the potential to be more effective and efficient when compared to a traditional classroom model’ Heterick &Twigg 2003, Twigg 2003. ‘…Blended learning has the potential to be more effective and efficient when compared to a traditional classroom model’ Heterick &Twigg 2003, Twigg 2003. Can accelerate the integration of ICTs and content at WSU Can accelerate the integration of ICTs and content at WSU Transform teaching practice (for facilitator) and learning (for academic staff). Transform teaching practice (for facilitator) and learning (for academic staff). BL is… ‘the single greatest unrecognised trend in H.E (Young 2002). BL is… ‘the single greatest unrecognised trend in H.E (Young 2002). Teaching strategy and mode of delivery. Teaching strategy and mode of delivery.

5. Cont… Promote development of Mode 2 Knowledge (problem-solving, heterogeneous in nature, and socially useful (Kraak 2000)>>OBE approach. Promote development of Mode 2 Knowledge (problem-solving, heterogeneous in nature, and socially useful (Kraak 2000)>>OBE approach. Encourage lecturers to use ICTs for their own teaching ( through modelling desired classroom behaviour) and reflecting on their impact on teaching and learning. Encourage lecturers to use ICTs for their own teaching ( through modelling desired classroom behaviour) and reflecting on their impact on teaching and learning. Manage training/academic support effectively. Manage training/academic support effectively.

6. CURRENT USE OF ICTs WITHIN THE CPDU Intranet postings (internal organizational communication btn Unit and Departments). Intranet postings (internal organizational communication btn Unit and Departments). Uploading resource materials for use by staff e.g teaching portfolio guides, hand-outs & activities for upcoming workshops. Uploading resource materials for use by staff e.g teaching portfolio guides, hand-outs & activities for upcoming workshops. Circulating workshop evaluation reports to workshop participants. Circulating workshop evaluation reports to workshop participants. Compiling attendance lists--- provision of wkshp material after the event. Compiling attendance lists--- provision of wkshp material after the event.

7. Proposed Training Model for a Multi-campus Institution Campuses offering same programme /common modules within a qualification present lesson through video at the same time. Campuses offering same programme /common modules within a qualification present lesson through video at the same time. Participants work collaboratively data bases/sources, send responses to facilitator, analyze received feedback, improve response (generative use of computers for learning) >>Innovative teaching: OBE/e-assessment. Participants work collaboratively data bases/sources, send responses to facilitator, analyze received feedback, improve response (generative use of computers for learning) >>Innovative teaching: OBE/e-assessment. Consolidation of lesson/clarity on challenging aspects: face to face. Consolidation of lesson/clarity on challenging aspects: face to face.

8. Cont… On-line assessments and provision of formative feedback. On-line assessments and provision of formative feedback. Mentorship (one-on-one communication). Mentorship (one-on-one communication). Face to face technologically integrated workshops by TDCs, followed by e-activities and lesson consolidation (Ginns &Ellis model). Employ sms, e-mail, discussion forums and interactive web pages to provide on-time on-line feedback. Face to face technologically integrated workshops by TDCs, followed by e-activities and lesson consolidation (Ginns &Ellis model). Employ sms, e-mail, discussion forums and interactive web pages to provide on-time on-line feedback. Sharing of hyperlinks amongst participants (construction of knowledge: higher order thinking skills). Sharing of hyperlinks amongst participants (construction of knowledge: higher order thinking skills).

9. BENEFITS OF A BLENDED LEARNING/TRAINING MODEL Wide coverage across campuses and in-depth training. Wide coverage across campuses and in-depth training. Cost effectiveness & efficiency>>utilization of training funds. Cost effectiveness & efficiency>>utilization of training funds. Addresses a variety of individual learning styles, preferences and abilities>>>CAN improve quality of teaching/transform teaching. Addresses a variety of individual learning styles, preferences and abilities>>>CAN improve quality of teaching/transform teaching. Serves as a planning tool (instruction, selecting t-l materials, designing activities, e-assessments. Serves as a planning tool (instruction, selecting t-l materials, designing activities, e-assessments. Mediating tool (Vigotsky) ZPD, Scaffolding, Negotiation of meaning, knowledge construction). Mediating tool (Vigotsky) ZPD, Scaffolding, Negotiation of meaning, knowledge construction).

10. Cont… Self-paced, personalizes/customizes learning. Self-paced, personalizes/customizes learning. Accommodates different learning styles Accommodates different learning styles / ‘communal scaffolding’ (Baker &Woods 2002) and information exchange (e-mail, sms, audio & / ‘communal scaffolding’ (Baker &Woods 2002) and information exchange (e-mail, sms, audio & group assignments, chat systems. group assignments, chat systems. Computer-based assessments (quizzes, assignments and evaluations. Computer-based assessments (quizzes, assignments and evaluations.

11. On-line support/ Helpdesk (procedures & content). On-line support/ Helpdesk (procedures & content). Encourage learner-centred pedagogy, inquiry-based learning, collaborative work, and the development of higher order thinking skills (DOE 2003:72.) Encourage learner-centred pedagogy, inquiry-based learning, collaborative work, and the development of higher order thinking skills (DOE 2003:72.) Facilitates community of inquiry (Ellis & Ginn: 2002). Facilitates community of inquiry (Ellis & Ginn: 2002).

12. IMPLICATIONS FOR WSU? Mediate the gap between ‘digital foreigners’ and ‘digital natives’>>> ICT support using students (Groningen model). Resource provisioning (UCT-ICT survey findings, Groningen intervention). Mentoring Develop effective monitoring and evaluation systems.

13. LOGGING OUT ANY QUESTIONS OR COMMENTS? ANY QUESTIONS OR COMMENTS? THANK YOU!!!!