Blended Learning - Empowering Students Kirsten Söntgens BA ML programme leader University of Southampton Please use the dd month yyyy format for the date for example 11 January 2008. The main title can be one or two lines long.

Part 1: Interactive Introduction and Discussion What’s going on? Part 1: Interactive Introduction and Discussion 2. Evaluating tools (poker game) If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.

Background: Blended learning Part 1: Background: Blended learning Examples: Blogs, Podcasts, Wikis to share good practice in teaching and pedagogic research If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.

Blended Learning 'A mix of teaching and learning methods will always be the most efficient way to support student learning, because only then is it possible to embrace all the activities of discussion, interaction, adaptation and reflection, which … are essential for academic learning' (Diane Laurillard ‘Conversational Framework’, 1996) -> no one medium can cover all aspects If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 4 4

Learner Autonomy (David Little, 2000) Is NOT a steady state Can be facilitated through practice Different degrees for different situations GUIDED AUTONOMY (Kurt Kohn, 2003) -> present students with opportunities to develop their own autonomy

Task design Active learning using multiple skills Scope for independence Maximum use of TL Pair & group tasks to create a database of materials Reflection If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 6 6

Discussions Discussion boards allow participants to participate in asynchronous online conversations. Participants can respond and post messages at any time. Chatrooms/Skype/Messenger participants post and are responded to in real time. This is synchronous communication. Blogs: Personalized journal with discrete entries/posts on themes, interactive via comments’ function If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 7 7

What to do and when to do it Who will do it (group) Task design What to do and when to do it Who will do it (group) Info sharing, Analysis, reflection, problem solving, Summaries, reviews, discussions If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 8 8

Blog Assignment (prep for YA): Photo competition (after YA) Tasks Blog Assignment (prep for YA): Photo competition (after YA) Integration into class: Peer review, language analysis Adapt assignments and marking criteria If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 9 9

YOUR Tasks?? If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 10 10

Podcasting Downloadable to a mobile device: Listen on demand (anywhere & anytime) (Kaplan-Leiserson, 2005) Learning in ‘dead time’ Ease of publication, subscription & access (Campbell, 2005) Attractive & motivating (Stanley, 2006) Audience Community-building (Chan, Lee, McLoughlin, 2006) Dissemination of learner-generated content (Chan, 2006) Integration of activities/independent learning (Salmon, 2008) -> Podcasts don’t foster learning automatically! ‘We design in the pedagogy’ (Salmon, 2008)

Podcasting with students of German German year 2 students (21) Produce podcasts in groups (3-4) 10-12 minutes Powerpoint for ‘guided listening’ Every 3 weeks Discussion of current issues Linked to activities in oral class Oral assessment Audacity Listen via blackboard or mobile device http://Blackboard.soton.ac.uk If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.

Range pictures to the left and place underneath the bullet point text Range pictures to the left and place underneath the bullet point text. Range captions to the bottom right hand corner of the picture. The image shown here is 7cm x 5cm.

Findings Podcasting with students Students as ‘prosumers’ of learning materials Enhanced collaboration and motivation (independence) More German spoken & employed New way of learning, but not yet ‘mobile learning’ If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.

Findings 2 Similar to findings in other podcast projects: Greater student engagement and interest in subject (Duke University Ipod-project) Providing flexibility & learner control, promoting learner motivation and engagement (IMPALA) Creating a learning community by collaborative learning (IMPALA) Community-building by producing learning materials (Charles Sturt University) If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.

YOUR Tasks?? If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 16 16

Wikis Wikis: Asynchronous communication and group collaboration via the Internet Collaboration essential to complete task Murder mystery or puzzle with clues Vocabulary building: Colloquial language; 50 items + learning task (stage 5) Constructing a text together If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.

YOUR Tasks?? If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 18 18

iPads/tablets for learning and teaching The future: If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 19 19

Part 2: Playing poker! If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary. 20 20

Playing poker Based on the ‘seven principles of Good Practice in Undergraduate Education’ (Chickering & Gamson, 1987): Encourages contact between students and faculty Develops reciprocity and cooperation among students Encourages active learning Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents/ways of learning If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.

Questions? Comments? Contact: Kirsten Söntgens ks5@soton.ac.uk