The new blended learning? Dr George Roberts Solstice conference - - PowerPoint PPT Presentation

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The new blended learning? Dr George Roberts Solstice conference - - PowerPoint PPT Presentation

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The new blended learning? Dr George Roberts Solstice conference Edge Hill University 5 June 2014 Acknowledgements Richard Francis Francis, R & Roberts, G. 2014. Where Is the New Blended Learning? Whispering Corners of the

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The new blended learning?

Dr George Roberts Solstice conference Edge Hill University 5 June 2014

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Acknowledgements

  • Richard Francis

– Francis, R & Roberts, G. 2014. “Where Is the New Blended Learning? Whispering Corners of the Forum.” Brookes Electronic Journal of Learning and Teaching (BeJLT) 6 (1) – http://bejlt.brookes.ac.uk/paper/where-is-the- new-blended-learning-whispering-corners-of-the- forum/

  • Mary Dean
  • Greg Benfield
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Outline

  • Introduction: the future is now
  • What blended learning was
  • The changing context
  • The beginning of the new era
  • Transforming teaching
  • Conclusion: into unfamiliar territory
  • Discussion: implications for teaching
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Enhancement?

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THE FUTURE IS NOW

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More, Faster, Cheaper?

Quantitative measures cluster around the idea

  • f “efficiency”
  • Marks, numbers

enrolled and completed, league table position, fee income, cost of provision

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“... an industrialised process, on a truly massive scale, made possible by new technology.”

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I for one think they are pretty darn impressive and deserve to be appreciated (Ives)

  • r

If Santa paid his elves the minimum wage while pushing them to the limits, and sacking them if they take three sick breaks in any three-month period… and avoiding tax everywhere. (Cadwalladr)

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the role and place of universities in the vast virtualised spaces that we have created

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where is the new blended learning?

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WHAT BLENDED LEARNING WAS

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flexible, active, collaborative and professionally authentic pedagogies

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  • 1. the provision of supplementary resources for

courses that are conducted predominantly along traditional lines ...

  • 2. transformative course level practices

underpinned by radical course designs

  • 3. students taking a holistic view of the

interaction of technology and their learning, including the use of their own technologies, (Sharpe et al 2006, 2-3).

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distinctions become blurred

  • between face-to-face and online

working,

  • between ‘conventional’ and e-

learning

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Social learning is aided by regular intakes of drinks and snacks and mobile phone conversations

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It is difficult to argue that the physical and virtual dimensions of the learning experience are still distinct, or in any way opposed.

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THE CHANGING CONTEXT

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Collaboration

  • Estates Management
  • Computer Services
  • Library
  • Student Support Services
  • Staff developers
  • Learning technologists
  • Academics
  • Students
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Context

  • Change of government
  • Fundamental restructuring of the higher

education funding regime

  • The place of private (principally corporate)

enterprise in the provision of higher education.

  • The role of employment
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the landscape of the virtual world has altered beyond recognition

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A fundamental concept in computing, that hardware,

  • perating systems, applications

and data should be rigorously demarcated has collapsed under the iOS operating system, Google’s Android and the virtualisation of computing infrastructures

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the University encourages employees to make reasonable and appropriate use of social media as part of their work

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In practice, the pedagogical models have hardly changed at all

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Where change has been most evident

  • Blending the once largely distinct domains of

“learning” and “socialising”

  • Foregrounding the transactional component
  • f the social learning space as a “one stop

shop” for student services

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Have we failed?

Pedagogically

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THE BEGINNING OF THE NEW ERA

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A space between

  • the ideal and the real
  • now and then in both directions
  • physical and digital
  • paper and screen
  • personal and social
  • the curriculum and life-wide learning
  • our selves and all others
  • institution and teacher
  • identity and communities
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The physical and virtual spaces of today mark the end of one era and the beginning of another.

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Underpinning Heterotopia

–(Foucault 1984)

Third Space

–(Bhabha 2004)

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We are in the epoch of simultaneity: we are in the epoch

  • f juxtaposition, the epoch of the

near and far, of the side-by-side, of the dispersed.

(Foucault 1984)

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The third space

the uniqueness of each person, actor or context is a blend, or hybrid, resisting normalisation or cultural inscription, generating a position against all identity politics by denying privilege to any originary culture

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It is the ‘inter’ … the inbetween space – that carries the burden of the meaning of culture... And by exploring this Third Space, we may elude the politics of polarity and emerge as the others of our selves.

(Bhabha 2004)

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  • As soon as a space becomes formalised

as a plan, a VLE or a building, a third space will be opened by, to and for the people who inhabit the space, the very people whom the space seeks to direct, to channel, to normalise.

  • People will only ever partially inhabit any

space and they will always occupy it to some extent on their own terms.

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Viceroy’s Palace Tavern of revolution

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the space of both community and identity

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TRANSFORMING TEACHING

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a place between the virtual and the real, whose genius loci is the teacher

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In this sense of liminality, discomfort and uncertainty, blended learning might be seen as a threshold concept

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Transformation

  • Social model of identity development and

activity-based learning

  • People experience a disorienting dilemma

which leads to a deep structural shift in their world-view

  • A person’s susceptibility to transformation

depends on where they are prepared to take themselves

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The blended learning debate has been locked in an antagonism

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How is authentic experience to permeate the controlled institutional environments?

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Where once the Internet seemed a vast third space, a vast “whispering corner”, it now appears hegemonised by corporate interests.

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CONCLUSION: INTO UNFAMILIAR TERRITORY

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the main functions of teaching is to inspire learners to venture into unfamiliar territory

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a contingent hegemony of global corporate interests, where international competition is normalised and consumer debt a virtue

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Digital literacy as an attribute of individual competence - is giving way to digital responsibility

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Learners create their own learning environment outside, inside and in-despite of the intentions of the institution

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Moves to more

  • pen forms of

education have

  • pened the

sluice gates

Physical spaces as a central element of learning appear ever more fluid

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Reclaiming space for teaching through blended learning includes reclaiming technologies as intermediate tools

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DISCUSSION: IMPLICATIONS FOR TEACHING

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Summarise

  • Blended learning, itself, is a threshold concept: liminal,

uncomfortable, uncertain and transforming

  • Each person and context is a hybrid: utterly unique
  • No cultural origin is privileged
  • Learning occurs in the gaps: the spaces between
  • Learning growth is non linear
  • People only partly inhabit any space and do so on their
  • wn terms
  • All learning spaces are co-created
  • Social, learning, and transactional space are blending

physically and digitally

  • The spirit of the third space is “the teacher”
  • Any enclosure of space requires force, power or

violence

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Therefore

  • If all learning IS blended learning
  • AND neither the physical NOR the digital has

primacy

  • AND each person and place is unique
  • How do we respond?
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What are the implications for the new blended learning

  • Adding value to large group teaching using

technology

  • Creative use of technologies in the classroom
  • The role and use of online classrooms
  • MOOCS and developments in online course

structures

  • Approaches to enhancement of learning,

teaching and assessment

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Each, choose one (or more?) off that list and make a quick note on paper, or Twitter, or … What are the implications for your particular context?

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For me, these follow

  • Acknowledge the tension in all teaching
  • Avoid totalising syntheses of either content or

process – even this!

  • Practice “bounded openness”: provide

multiple ways in and out

  • Respect the uniqueness of each and every

person

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Blended learning design

  • Activity-based

– we do or make things

  • Experiential

– self-evaluative, practitioner-centred, pragmatic

  • Dialogic
  • Reflective

– Bringing experience into scholarly evidence

  • Participatory

– The teacher is also a learner

  • Community-located
  • Outcomes-led
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Thank you

Dr George Roberts OCSLD, Oxford Brookes University June 2014 groberts@brookes.ac.uk