The ingredients of effective blended learning Anne McNeill, Project Manager 5 August 2009

Blend2Learn – Objectives Sustain areas of curriculum with low but strategic demand Enable access to provision by learners disadvantaged by rural isolation Minimise the cost of developing and delivering curriculum through eliminating duplication and co- ordinating the use of existing resources

learner centric approach  a learner centric approach which is sensitive to the needs of learners and the context in which learning takes place curriculum that utilises various delivery approaches  a curriculum that utilises various delivery approaches and platforms delivery method  a delivery method that allows for learning at a distance using technology combined with traditional tutor-led education multi-entry and exit points  a model that allows for multi-entry and exit points. Flexible Blended Learning

Blended Learning - ingredients PeopleTechnology Pedagogy Content Collaboration Process

People Issues addressed Senior management buy-in Curriculum Leaders development plan Subject Matter Experts (lecturers) Learning Solutions teams –Moodle –Instructional design/ pedagogy –Media development and integration –Software applications eSkills are Key skills Shift the mindset - teaching to learning 5

Collaboration 3 colleges collaborative project teams cross college teams - technology collaboration environment - Development Zone –Moodle in the Middle –Discussion forums –Dedicated development and test areas –Resources, evaluations and training materials 6

The B2L process Shift thinking from teaching to learning Shift thinking from UNITS to COMPETENCIES (the knowledge, skills and attitudes associated with the job they are being trained to do or to prepare them for progression) Think about the Learner, not just the qualification Think creatively about how to use technology Plan the whole programme, not just the lesson Integrate and contextualise Core Skills and Curriculum for Excellence

Process Structured design methodology –think, plan, do, review –Curriculum design guide –dhttps:// –Learner profiling - entry and exitLearner profiling - entry and exit –Holistic approach to programme design –Competencies, jobs and tasks –Mindmapping for creativity and planning –Map to units, learning outcomes and assessments –Sequencing –Storyboarding –Mapping technology to learning strategies 8

Technology Common VLE - Moodle Plans to migrate to MLE Moodle in the Middle - collaboration environment Right tools for the right job Blended learning rooms 9

Content Storyboards Metatagging Learning objects Storage and retrieval Copyright Templates Quality designed in Instructional design Accessibility 10

Content - Instructional design Start with the learning outcomes Break down the content into small contextual learning bites If I was there – what would I do.. So, if I’m not there what do I NEED to do Use visual images to clarify, engage, enhance and illustrate concepts Identify the best way to get a message across using media and good design concepts – colour, diagrams, fonts, white space, navigational principles

Getting the right blend Move from a random collection of stuff on a VLE to a structured learning journey which has context, consistency and quality

Curriculum Areas Animal Care Early Education & Child Care Int 2 Care Visual Communication Construction Numeracy HN Construction eAdministrator Higher Architectural Technology Horticulture NC Beauty Core Skills uk/blend2learn/course/view.php ?id=86 Fish farming Hairdressing

Pedagogy (learning strategies) Collaborative Learning Assessment General teaching and learning Managing learning

Technology Moodle VLE Transition to MLE (My Borders Campus?) The Development Zone– the Moodle collaboration and communication environment The Right tools for the job MindManager

Decision making What do I know about my learners? What do I want Learners to be able to do? What other issues related to the content do I need to consider? Are there any barriers to technology based learning? Which delivery method is best suited to the Activity? Blended learning

Challenges for SQA? Scenario based learning – extracting the learning outcomes ePortfolios Competence v Units Technology – Photostories, on-line forums, audio Observation Currency and response to new programmes