Jacqui Neale Senior Learning Technology Adviser Blended Learning Services Team IT Services Teaching with Technology: How to achieve better delivery by design

Session aim This first session provides you, as a group, with the time to reflect and discuss ideas on how, using a learning activity design approach, you can adapt to help meet the changing needs of today’s learners.

© University of South Wales Over the last few years, what do you think have been the most significant issues that have impacted on teaching and learning? What changes have you noticed inside or outside of the classroom? Activity 1

© University of South Wales We remember 50% of what we DISCUSS

© University of South Wales We remember 75% of what we DO

© University of South Wales We remember 90% of what we TEACH

© University of South Wales BUT ONLY 5% of what we HEAR

© University of South Wales Taken from a study by Hughes (2001) showing that the most effective learning takes place through activity …

© University of South Wales What is Blended Learning? ?

© University of South Wales What is Blended Learning? “learning activities that involve a systematic combination of co-present (face-to-face) interactions and technologically-mediated interactions between students, teachers and learning.” Bliuc et al (2007)

© University of South Wales JISC (2009) presented Beetham’s 2007 model of learning activity design

© University of South Wales Open University of Catalunya’s educational model

© University of South Wales Approaching the Blend “Blended learning represents a fundamental redesign and the consideration of new approaches to learning” (Garrison and Vaughan, 2008)

© University of South Wales A Case Study

© University of South Wales Face-to-face and online in one delivery What do you think the issues might be?

© University of South Wales Approaching the Blend Blended learning represents a fundamental redesign and the consideration of new approaches to learning” (Garrison and Vaughan, 2008) This can appear daunting, but remember … You can introduce ideas on a piece by piece basis

© University of South Wales How would I usually approach (re)developing an award?

© University of South Wales Activity 2 Reflect on an area/topic of your teaching that you are most happy with. What is it about this that you think makes it a good learning event? Consider the following questions. Who were the learners? How did you approach the teaching? What resources did you provide to the students? How did the students interact in the session? Consider that same learning event and discuss in your group how it might be improved and how it could be extended beyond the classroom.

© University of South Wales Reflect on a particular topic area that was difficult to teach. and consider the following questions Who were the learners? How did you approach the teaching? What resources did you provide to the students? How did the students interact in the session? Consider that same learning event and discuss in your group how it might be improved and how it could be extended beyond the classroom. Activity 3

© University of South Wales Elements of a good learning activity ?

© University of South Wales Clear objectives Clear instructions for what the students are required to do Access to relevant resources Opportunities for knowledge building / skill development A mechanism for ‘checking of understanding’ – formative feedback Elements of a good learning activity

© University of South Wales Pedagogy before technology

© University of South Wales Focus on Interaction How do you currently communicate with students? What methods do you use? What are the advantages and disadvantages of each? What type of communication do you have with students? Is it formal or informal? Does this change depending on how many students you are talking, the method of communicating or where you have the conversation?

© University of South Wales Development process: planning documents

© University of South Wales Take the activity ideas you discussed earlier. Try to establish what would be suitable submission and feedback mechanisms for these activities. Use the ’Developing each theme’ planning document to guide you on possible choices. Activity 3

© University of South Wales Designing for Learning Read Watch Discuss Listen Reflect Research Active LearningStructurePLAN

© University of South Wales Consistency through ‘templates’

© University of South Wales Next Session Aim The next session will be about creating some tangible output in Blackboard based on the plans you have developed further since the first session. Before coming you will need to have carried out a little bit of work within the relevant planning documents so that you have at least one if not two activities to work on.

© University of South Wales Useful Links Using Blackboard Building your module Guides Good Practice for Course Design Planning documents Assessment

© University of South Wales References (Beetham, 2004) – from JISC (2004). Effective practice with e-Learning [Internet]. Available from: [Accessed 26th June 2012]. (Beetham, 2007) - from JISC (2009). Effective practice in a digital age [Internet]. Available from [Accessed 26th June 2012]. Bluic, A., Goodyear, P. & Ellis R., (2007) Research focus and methodological choices in studies into students' experiences of blended learning in higher education, The Internet and Higher Education, Volume 10, pp Garrison, R. & Vaughan, N. (2008) Blended Learning in Higher Education. San Francisco, Jossey-Bass. Hughes, M. (2001) Strategies for Closing the Learning Gap, Stafford, Network Educational Press University of Catalunya – Innovative educational model. Available from Accessed 26th June 2012].