1. 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 The main title can be one or two lines long.

2. Part 1: Interactive Introduction and Discussion
What’s going on?
Part 1: Interactive Introduction and Discussion
2. Evaluating tools (poker game)
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3. Background: Blended learning
Part 1:
Background: Blended learning
Examples: Blogs, Podcasts, Wikis to share good practice in teaching and pedagogic research
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4. 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
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5. 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

6. Task design Active learning using multiple skills
Scope for independence
Maximum use of TL
Pair & group tasks to create a database of materials
Reflection
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7. 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
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8. 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
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9. 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
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10. YOUR Tasks??
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11. 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)

12. 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
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13. 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.

14. 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’
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15. 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)
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16. YOUR Tasks??
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17. 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
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18. YOUR Tasks??
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19. iPads/tablets for learning and teaching
The future:
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20. Part 2:
Playing poker!
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21. 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
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22. Questions? Comments? Contact: Kirsten Söntgens ks5@soton.ac.uk