Topic outline

  • General

  • Topic 1: Introduction to blended learning

    In this topic, we will introduce you to the pedagogical underpinnings of blended learning and some of the technologies used to support blended learning.  You will be able to consider the ways in which you can introduce or enhance blended learning within your teaching practice. We will think about why people use digital technologies in education, and consider how they support learning outcomes.

    • The pedagogy of blended learning Videofile

      In this video Neil introduces blended learning and defines some of the pedagogical theories and teaching approaches which underpin it.  You may find it useful to spend a little time on the theories which underlie your pedagogical approaches.

      Neil has chosen to focus on introducing the following pedagogical theories and teaching approaches: constructivism, social constructivism and problem-based learning. 

      For more information about pedagogical theories and teaching approaches commonly used to support technology enhanced learning, you can read a comprehensive literature review [PDF] on the subject. This article includes discussion of other pedagogic theories such as behaviourism and cognitivist approaches.

      (Text and video Copyright University of Leeds)

    • The technology for blended learning Videofile

      In this video, Neil introduces a wide range of digital technologies available to support blended learning in formal and informal learning scenarios. Neil highlights some of the key principles to consider when embedding digital technologies into your practice, including: interactivity, availability on a range of devices, flexibility and accessibility.

      The case studies represent practitioners from across the vocation education and training sector, and illustrate how specific digital technologies have been used to support blended learning. Educators describe how they have used digital technologies such as Nearpod, e-learning packages and Google classroom to enhance their teaching.

      (Text and video Copyright University of Leeds)

  • Topic 2: Tools to support blended learning

    In this topic, you can learn about Virtual Learning Environments and a wide range of open tools used to support teachers and learners. You can think about how these tools might support your teaching practice, and improve your learners' success. 

    • Introduction to Virtual Learning Environments Videofile

      In this animated video, we will introduce you to Virtual Learning Environments (VLEs) and the tools commonly contained within them.

      The video will offer support and advice about how to best organise resources in the VLE and which tools to use based on your learners’ needs. The video focusses on using interactive tools within the VLE to encourage you to think about ways to enhance your practice.

      (Text and Video Copyright University of Leeds)

    • Case study (open tools) Videofile

      In this video, Neil introduces several case studies that illustrate how a range of open tools have been successfully incorporated into VET teaching practices.

      The case studies in this video demonstrate the use of WordPress, Prezi,Audacity, Google tools, Padlet and Thinglink within blended learning courses. In each case, we explore the rationale for use of these tools and the benefits for both teachers and learners.

      (Text and video Copyright University of Leeds)

  • Topic 3: Open Educational resources

    In this topic, you can explore the concept of Open Educational Resources, and learn about how these can be used to support your learners in efficient ways.

    • Introducing Open Educational Resources Videofile

      In this video, Neil talks to leading Open Educational Resources practitioner Antonio Martinez Arboleda from the University of Leeds about OERs. Whilst the focus of this discussion is on Higher Education, it is all relevant to teachers and trainers in all education sectors.

      Antonio introduces the concepts of openness, collaboration and sharing using resources available on the web, licenced using Creative Commons. Antonio also talks about the benefits of learners creating OERs and the skills and benefits they gain from the process.

      Open educational resources (OERs) are learning and teaching materials that are freely available online for anyone to use. OERs can consist of full courses, course materials, modules, textbooks, videos, tests, software and any other tools, materials or techniques used to support access to knowledge. Normally, small units of OER (eg. animations, videos, podcasts, etc) are most attractive to educators from both the re-use and production angles, as they are easier to embed into existing classroom or online learning activities. Many teachers embed OER material into teaching sessions (eg. Classroom sessions, practical classes, workshops, seminars) and/or provide links to OERs via the VLE to enhance self-directed learning opportunities.

      (Text and Video Copyright University of Leeds)

  • Topic 4: Deciding on what to do online and what to do face-to-face in a blended learning course -By Tony Bates.

    • Teaching in a Digital Age 

      Chapter 9: Modes of delivery
      When you have completed this chapter you should be able to:

      •     determine the most appropriate mode of delivery for any course or program you wish to offer;
      •     determine what factors should influence this decision;
      •     better identify the role of classroom teaching when students can now increasingly study most things online.

      What is covered in this chapter

      •     9.1 The continuum of technology-based learning
      •     9.2 Comparing delivery methods
      •     9.3 Which mode? Student needs
      •     9.4 Choosing between face-to-face and online teaching on campus
      •     9.5 The future of the campus

      Also in this chapter you will find the following activities:

      •     Activity 9.1 Where on the continuum are your courses?
      •     Activity 9.2 Defining the ‘magic of the campus’
      •     Activity 9.3 Knowing your students
      •     Activity 9.4 Deciding on the mode of delivery
      •     Activity 9.5 Redesigning your classroom space
  • This topic

    Topic 5 Designing for Learning - By Dr Stephen Powell

    Session learning outcomes

    1. Explain the concept of designing for learning in the higher education context
    2. Evaluate the use of the concepts of Constructive Alignment and Learning Design as frameworks for developing blended approaches to learning
    3. Identify opportunities for the use of blended learning approaches including the flipped classroom and open educational courses and resources

    Preparatory activities

    In this seminar, I want us to think about the concept of design for learning in the context of blended learning.  I would argue that for learning to work well, there needs to be some design thinking behind it and this particularly true when we are using online tools and approaches either in a blended model or when course are delivered entirely online.

    In preparation for the seminar, use web resources including those on the Wolearn platform http://39.106.136.61/course/view.php?id=15#section-1 to undertake the following activities in groups of 3-5:

     

    1. Prepare a short answer to the question what is blended learning – one person to read it out in English.
    2. Prepare a short answer to the question what are open educational resources - one person to read it out in English.
    3. Develop a one page/slide diagram that shows how students learn using blended approaches – this is your design for learning.
    4. What are the challenges that you face in using online, blended and flipped approaches in your learning designs – think of some questions for us to try and answer

    Online Seminar Format (1.5 hours duration, Friday 23rd December start 8AM GMT)

    • 1.5 hours in duration
    • 45 minutes presentation
    • 45 minutes seminar format
    • Location: http://mmu.adobeconnect.com/designingforlearning/