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Blended learning experiences – A case in Hong Kong

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  • 1. Blended learning experiences A case in Hong Kong Dr Paula Hodgson Educational Development Centre The Hong Kong Polytechnic University This work is licensed under aCreative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License .

2. Foci

  • Institutional-wide strategic direction on eLearning
  • Areas of support to staff:
    • technical
    • pedagogy
    • scholarship
  • Benefits of blended learning adopted in curriculum

3. Institution-wide approach

  • University Grants Committee funded project:
    • Megaweb1999-2001 (~ 420,000) ( http://megaweb.polyu.edu.hk/ )
    • Providing pedagogical and technical support Instructional designer (ID)/tech. team

4. Institution-wide approach

  • University Grants Committee funded projects:
    • e3Learning2001-2004(~ 225,000)( http://e3learning.edc.polyu.edu.hk/ )
    • Providing pedagogical, technical and evaluation support ID/tech. team/evaluation officer

5. Sub-project lifecycles Design learning and teaching activities Design evaluation plan Solve day-to-day web-use problems Collect student feedback and learning outcome data Planning Design and Develop-ment Implement-ation One-stop-shop meeting Analyse requirements / Brainstorm educational ideas / Provide technical possibilities in teaching / Discuss evaluation strategy Review, revise and enhance Evaluation Create e-learning deliverables Handover, assist teachers to use the materials Proposal Academic involvements e3Learning involvements 6. Management strategies:Team-teacher communication needs needs report content strategy data website strategy Development Team Teacher Evaluation Team 7. One-stop shop meetings

  • Review, revise and enhance (mid-development sessions)

8. Evaluation framework - what Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf Student actions Ss do Data onSs feelingsData on what Ss know Evaluation Student performance inassessments Student perceptions Data on what 9. Evaluation framework - how Source: modified from http://e3learning.edc.polyu.edu.hk/papers/05_e3LEval_final.pdf Evaluation Student performance inassessments Student actions Student perceptions SFQ; Satisfaction questionnaire; Ind. / group interview Exams & tests;Essay / reports Log data; observation 10. Model - PDDIE Experiences Growing size Critical mass Government funded projects 11. Institution-wide approach

  • eLearning Development and Support Section (eLDSS), Educational Development Centre 2005 ~ current ( http://eldss.edc.polyu.edu.hk/ )
    • Providing pedagogical, technical and evaluation support;staff development activities (central / departmental); support in applying funding proposals from VP (AD) (~ 530,000 per year for 3 years)

12. Learning framework intended learning outcome learning experiences: blended learning tasks& assessment learning impact 13. Blended learning

  • face-to-face mode

online mode 14. Blending mode of learning tasks

  • Lectures
  • Tutorials
  • Before
  • During
  • Post

15. Pre-lecture online tasks

  • Online polling
  • Assessing preconceptions
  • Online quiz
  • Assessing previous knowledge
  • Open-ended questions
  • Assessing what they know and dont know
  • Question corner
    • Inviting questions

16. Pre-class Question 17. Pre-class: Vote on current issues 18. Pre-class reading quiz 19. In -class Feedback 20. In -class discussion 21. Post-lecture online tasks

  • Searching online references [e-journals, WWW]
  • Extending learning concepts
  • Making annotations using RefWorks/ Endnote [lib]
  • Reinforcing learning concepts

22. Post-lecture online tasks

  • Interacting with professionals / expertise in the field locally / overseas through real-time audio/video conferencing, asynchronous e-forums
  • Increasing interactions

23. MORE online learning tasks 24. MORE online learning tasks 25. MORE online learning tasks 26. MORE online learning tasks 27. MORE online learning task: weblogging 28. 29. Benefits increased interactions between students 30. Blended-mode of learning Face-to-face participation Mode of participation Active Passive Online learning Active Passive Active Passive 31. Benefits ofblended-mode of learning Face-to-face participation Mode of participation Active Passive Online learning Active Passive Active Passive

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