Blended Learning and e-Environments

Tony Reeves

UCA Learning Technologist

PGC Session 1.3

• Investigate ways in which technology can support learning

• Explore PGC course area

• Consider how you might incorporate inclusive, online activities into your teaching practice

Objectives of this session

• A place accessed by computer where learning can occur?

• A ‘virtual’ space where interaction can take place?

• A room full of computers..?

• Personal learning environment

What is an ‘e-Environment’?

• An approach to learning and teaching which“combines and aligns learning undertaken in face-to-face sessions with learning opportunities created online” University of Wolverhampton

• Using technology to

– support inclusive learning – increase accessibility – increase learning opportunities

What is ‘blended learning’?

• How might an online space support inclusive practice?Enabling disabled students to participate in group work more equally

Encouraging less confident students to participate e.g. (Nonnecke & Preece, 2001) “Why Lurkers Lurk”

Legitimate peripheral participation – (Lave & Wenger, 1991)

Communities of practice (Wenger, 1998)

“[The blog] brings the feeling of community closer, which is very important on a course that is considered to be dominated

by bedroom dwelling nerds”1 UCA CGArts graduate

Fostering inclusive practice

1. http://ucacommunities.blogspot.com

• learn by experimentation

• teacher in dialogue with learner

• learners build upon previous knowledge

• learn by experimentation

• teacher in dialogue with learner

• learners build upon previous knowledge

Some theories of learning

• ‘mind’ has to make sense of information

• learner assimilates what teacher presents

Cognitive Constructivism

“how the individual learner constructs their

understanding”1

Cognitive Constructivism

“how the individual learner constructs their

understanding”1

Social Constructionism

“how meanings and understandings grow

out of social encounters”2

Social Constructionism

“how meanings and understandings grow

out of social encounters”2

1, 2: http://www.learningandteaching.info/learning/constructivism.htm

Cognitivist

Constructivist

• learner is a passive respondent to stimuli

• learning is defined as a change in behaviour

• learner is a passive respondent to stimuli

• learning is defined as a change in behaviour

Some theories of learning

• understanding (deep)

• making sense (deep)

• memorising (surface)

• strategic (surface)

• Concrete experience

• Observation and reflection

• Forming abstract concepts

• Testing in new situations

http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/images/kolb_cycle.gif

Deep/surface

Experiential

Behaviourist

• Danger of assumption– How adept are new students at using technology?

• Digital natives, digital immigrants (Marc Prensky, 2001)

Learning styles

1.When you have to use a new piece of technology, how do you prefer to learn?

2. How do you use technology in your teaching practice?

Over to you…

How to introduce technology?Diana Lauillard’s conversational framework

AdaptiveAdaptive

InteractiveInteractive

Reflective

DiscursiveDiscursiveLive discussion boardPeer group activities with feedback from staffTutorials via webcam

Changing content during academic yearSimple site, easy to maintainDevelops students’ transferable & core skills

Fun & games space, interactive tasksLinks to external sitesStudents can contribute content

Discussion forumProviding Powerpoints for previous sessionsProviding course materials and resources

The PGC course area

DiscursiveDiscursiveLive discussion board (course blog)Peer group activities with feedback from staff(group wiki activity)

The PGC course & unit areas

AdaptiveAdaptiveChanging content (documents, Powerpoints)Simple site, easy to maintainDevelops transferable & core skills (team work, reflective writing)

The PGC course & unit areas

InteractiveInteractiveFun & games space, interactive tasks (Wallwisher, wikis, group blog)Links to external sitesStudents can contribute content

The PGC course & unit areas

ReflectiveDiscussion forumProviding Powerpoints for previous sessionsProviding course materials and resources

Over to you…

• Find Wallwisher (PGC course area)

• Add theorists, theories, ideas, etc that you have encountered so far (the dishes on the sushi bar…) and might want to explore further

• Also add issues to explore (e.g. factors affecting student learning)

Go through wiki activity

• Go to unit 1

• Click on your group number, then click Campus Pack Wiki

• Use the wiki to share research with your fellow group members

• Prepare a 5min presentation

• Four groups of students

• Two weeks to collaborate online & prepare a presentation

• Quickly engaged all students and helped develop new friendships

Good practice at UCA

MA Farnham: group blogging activity

• Tutor records each lecture

• Podcast uploaded onto myUCA

• Increases the learning opportunities for students

Good practice at UCA

CGArts at Rochester: podcasting lectures

• Tutor sets a discussion question

• Students discuss the question asynchrously and upload answers

• Increases the learning opportunities for students

Good practice at UCA

Access at Farnham: discussion boards

• Turnitin allows tutors to check for plagiarism

• Encourages students to reference correctly

• Enables students to submit work online

Good practice at UCA

CS at Rochester: Turnitin