Jacqui Neale Senior Learning Technology Adviser Blended Learning Services Team IT Services

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

2. 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.

3. Activity 1 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?

4. We remember 50% of what we DISCUSS

5. We remember 75% of what we DO

6. We remember 90% of what we TEACH

7. BUT ONLY 5% of what we HEAR

8. Taken from a study by Hughes (2001) showing that the most effective learning takes place through activity …

9. What is Blended Learning? ?

10. 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)

11. JISC (2009) presented Beetham’s 2007 model of learning activity design

12. Open University of Catalunya’s educational model

13. Approaching the Blend “Blended learning represents a fundamental redesign and the consideration of new approaches to learning” (Garrison and Vaughan, 2008)

14. A Case Study

15. Face-to-face and online in one delivery What do you think the issues might be?

16. 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

17. How would I usually approach (re)developing an award?

18. 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.

19. Activity 3 • 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.

20. Elements of a good learning activity ?

21. Elements of a good learning activity 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

22. Pedagogy before technology Quiz Personal blog ? Group Blog Video Discussion Text Audio Wiki

23. 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?

24. Development process: planning documents

25. Activity 3 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.

26. Designing for Learning PLAN Active Learning Structure Read Listen Watch Discuss Reflect Research

27. Consistency through ‘templates’

28. 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.

29. Useful Links Using Blackboard Building your module Guides Good Practice for Course Design Planning documents Assessment

30. References (Beetham, 2004) – from JISC (2004). Effective practice with e-Learning [Internet]. Available from: http://www.jisc.ac.uk/publications/programmerelated/2004/pub_eff_prac_elearn.aspx [Accessed 26th June 2012]. (Beetham, 2007) - from JISC (2009). Effective practice in a digital age [Internet]. Available from http://www.jisc.ac.uk/publications/programmerelated/2009/effectivepracticedigitalage.aspx [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. 231-244. 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 http://www.uoc.edu/portal/english/la_universitat/model_educatiu/introduccio/index.html Accessed 26th June 2012].