Supporting academic change to pedagogically focussed blended - - PowerPoint PPT Presentation

latrobe.edu.au

CRICOS Provider 00115M

Supporting academic change to pedagogically focussed blended learning

Katherine Legge & Linda Pannan (2014 FSTE Multi-campus Project) 7 July 2015

2 La Trobe University

Context

• Institutional change

̶ focused on achieving the most efficient and effective means for course and subject delivery to an anticipated large and diverse student population.

• Multi-campus delivery

̶ re-consider the traditional delivery mode and making use of the rapid growth in educational technologies to support asynchronous learning activities and multi-campus delivery

• Blended Learning

̶ “the lack of consensus on a definition of blended learning and the techno- centric nature of many existing definitions contributes to the unrealised pedagogical potential of blended learning” (Torrisi-Steele, 2011)

3 La Trobe University

Blended Learning

Effective blended delivery is no different to effective traditional delivery in the requirement that students engage and are comfortable and confident in the way the learning has been structured in the subject. With any delivery mechanism, the student’s learning is paramount and the critical difference lies in the role played by the teacher in the learning process. Our Model To support the academic through this reconceptualization and guide their design and development of effective student-centred blended learning formats.

4 La Trobe University

Blended Learning design model

Objective To move an academic cohort to an efficient and effective blended learning model in which

• students take more active control of their learning;
• formative assessment has an enhanced role in encouraging engagement and

performance; and

• increased active interaction occurs between peers, and between students and their

academic teacher at a higher cognitive level.

5 La Trobe University

A blended learning cycle

Active

Online Learning f2f interactive learning Active learning mode transition (f2f online) Active learning mode transition (online f2f)

6 La Trobe University

The three components of Blended Learning

• ccurs online and out of class, guided by directions found in the

subject’s online presence

• completed individually or collaboratively with peers or in an
• nline/f2f team
• involves at least 1 hour of scholarly interaction of students with

academic/s and other students in person in the same location

• follows each online component
• students engage in a learning activity to help their successful

progression into the next learning mode

• There are 2 learning mode transitions, from online-to-f2f and from

f2f-to-online. AOL f2f

7 La Trobe University

Active Online

Learning f2f interactive learning Active learning mode transition (f2f online) Active learning mode transition (online f2f)

AOL AOL

Start learning

AOL

End of Subject

AOL

Repeated blended learning cycles form a spiral as the subject and learning progress

8 La Trobe University

What the students do (each week)

9 La Trobe University

What the students do (each week) in PHY1PA

• 1. Preparatory work (~2hr)
• Guided use of

resources to develop initial concepts Student writes notes & complete ~ 5 Mastering Physics ‘tutorials’

• Begin End-of-chapter

problems

• 2. Peer-peer collaborative learning
• Team Task
• Continue Mastering Physics ‘ End
• f Chapter problems’
• Submit team solution, &

questions

• 4. Laboratory class (2hr)/ open

workshop Guided

• Complete related

practical activity

• Complete End-of-chapter

problems

• Begin next topic

Short Quiz submit releases transition (Team) task

• 3. Debrief & extension

Learning so far is exercised & built on in class Q&A/responsive class (1hr)

• Review- respond to team

solution issues & questions

• Extension – complex

applications Transition: Introduce resources and & key starting issues for next topic From previous blended learning cycle To next blended learning cycle

Active Online Learning f2f interactive learning Active learning mode transition (online f2f) Active learning mode transition (f2f online)

Reference

Torrisi-Steele, Geraldine (2011). This Thing Called Blended Learning — A Definition and Planning Approach. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34 (pp. 360 – 371). Gold Coast, Australia, 4 – 7 July 2011.