by Claire Macken and John Hannon
The Radical Learning Project recommends the adoption of a predominately blended learning model, with some fully online teaching. What does that mean?Blended learning design approaches can be designed as:
- Predominately face-to-face teaching, with some online learning
- A mix of face-to-face and online learning
- Predominately online learning, with some face-to-face teaching
Blended learning is defined by Bluic et al. (2007) as a three-way interaction:
‘Blended learning’ describes learning
activities that involve a systematic combination of co-present (face-to-face)
interactions and technologically-mediated interactions between students,
teachers and learning resources (p. 234).
This focus on activities that makes up blended learning spans a
continuum between conventional face-to-face and fully online learning.
In
blended learning, the student learning experience aligns learning activities,
and content/learning resources to subject intended learning outcomes
The task is to select content and design learning
activities that will allow students to meet learning objectives, where assessment
tasks examine whether the objectives have been met (p.60, Benson and Brack)
- Oliver
and Herrington (2001) suggest that successful forms of assessment occur when
the learning tasks and assessment tasks merge, providing the motivation for
students to complete the activities.
Littlejohn
and Pegler (2009) state: “there is no one standard approach or activity. Different types of activities and approaches
will suit different learning objectives or outcomes and contexts (p.94).
LEARNING RESOURCES
For example, content/learning resources might include:
For example, content/learning resources might include:
Type
|
Example
|
How to create or obtain
|
Spoken content (lecture)
Text-or image based resources
|
- Lecturer content
- Links to prescribed textbooks or ebooks
- Links to journal articles, websites
- Images, figure, diagrams
Powerpoint's
|
- Lecturer-created content, face-to-face lecture
- Links to library resources
- Web searches eg. Google Scholar, Google Earth
- Galleries, museums, professional associations
- Library liaison
- Licensed products – publisher
- Photograph catalogue
- Video/ audio - Lectopia / Echo360 capture
- Video production team
|
Video/audio-based resources
|
- Lecturer created content (audio/video)
- Links to Open source content, online videos, La Trobe created or licensed products
| |
Narrated walkthroughs or digital stories
|
- Photographs or short films telling a story
|
LEARNING ACTIVITIES
For example, learning activities (how students will interact with content/resources with the teacher and with each other) might include:
Type of learning activity
|
Learning activities/ tasks could include:
|
Ways to do this learning activity:
|
Students work through / ‘process’ online learning
content/ resources (‘assimilative information handling activity’)
|
- Reading, listening, viewing
|
-Seminars/ workshops /
- Direct students to specific reading/ areas to
consider
- Provide students guided questions, encourage
reflection etc
|
Students communicate with each other or with the
teacher as a learning activity (Communicative learning activities)
|
- Discussions, presentations, debates,
critiques, question and answer, hot topics, etutorials etc
- Eg. encourage students to
participate in an online discussion by asking them to debate (argue each
side), work on a ‘real’ problem and present a submission to a report on the
outcomes, moderate a discussion topic for their group, or engage in role
playing activities
|
- Group / teamwork (f2f or online)
- Activities, tutorials/ seminars/ workshops - - Discussion
forums
Chat
- Social media, Blogs, wikis
- Email
- Video conference, - Collaborate
- Pebblepad ePortfolio
|
Students produce or do something
(Productive activities)
|
- Quizzes, voting, reflection, short-answer
questions, report/paper, essays, portfolio, report, journaling, exercise,
exercise
|
- In class
- Offline & submitted online
- In the LMS or ePortfolio
- Blogs, wikis, discussion forums
|
The types of learning activities above are based on Laurillard’s Conversational Model (2001), as adapted by Littlejohn and Pegler, 2009, p. 96.
References
Benson,
R & Brack, C., 2010. Online Learning
and Assessment in Higher Education: A Planning Guide, Chandos Publishing.
Conrad, R & Donaldson, J.A.,
2011. Engaging the Online Learning:
Activities and Resources for Creative Instruction, Jossey-Bass Guides to
Online Teaching and Learning.
Littlejohn, A., & Pegler,
C., 2009. Preparing for Blended
e-Learning, Routledge.
Oliver, R. & Herrington, J.
(2001). Online learning design for dummies: professional development strategies
for beginning online designers. In P. Barker & S. Rebelsky (Eds.), Proceedings
of ED-MEDIA 2002, World Conference on Educational Multimedia, Hypermedia and
Telecommunications. Norfolk, VA: AACE, (pp 1500-1505)
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