Primer on 'Blended Learning' Learning’s rich tapestry Blended learning is the use of different and relevant forms of learning experience to match different learning objectives.
At its best it is a more learner-centric approach than a single-channel approach, one that is more sensitive to the real needs of both learners and the context in which learning has to take place. Blended learning is nothing new in vocational learning, where a rich mix of learning experiences is the norm. But we mustn’t be too smug about this, as much vocational learning still fails to use contemporary techniques and can be stuck in old practices, especially that of ‘chalk and talk’. Beyond blended teaching‘ Blended learning’ is not ‘blended teaching’. Above all, blended learning is NOT to simply rely on or preserve current practices. Search engines have become the primary means of accessing content and services. Optimal blend What follows are components, offline and online. Offline component groups: * Classroom/lecture room.
Questions to Consider As You Prepare to Teach Your First Hybrid Course. A hybrid course is much more than just an online course with a face-to-face class session thrown in for good measure.
It involves asking, “What is the best way for students to interact with course content, construct knowledge, engage in critical thinking and problem solving?” Purposeful decisions are made by the instructor as to what activities are best included in face-to-face class sessions, and which activities would work well in a virtual environment. The term hybrid, or blended course, signifies a new way of thinking about how to harness the power of technology to promote learning and identify the best strategies to help students master important course concepts. However, it is about more than just teaching an existing course in a new format. “Blended [hybrid] learning inherently is about rethinking and redesigning the teaching and learning relationship. Blended or hybrid learning capitalizes on an important paradigm shift in instructional pedagogy. Additional Resources References. Vaughan_et_al_2013 Teaching_in_Blended_Learning_Environments ebook.
BlendKit Course: BlendKit Reader: Chapter 1. Course Home | Schedule | Learning Activities | DIY Tasks | Readings | Blogging | Badges | Real Time Sessions/Archive | Stories Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 Third Edition BlendKit Reader Third Edition edited by Linda Futch and Baiyun Chen.
The Review Team included Gerald Bergtrom. BlendKit Reader Second Edition Review Team included Linda Futch, Wendy Clark, Loretta Driskel, Wilma Hodges, Cub Kahn, Apostolos Koutropoulos, Denise Landrum-Geyer, and John Okewole. If the second edition is helpful, thank the review team. Originally edited by Kelvin Thompson, Ed.D. Blended-Learning-Combined.pdf.
Finalreport.pdf. Blended Synchronous Learning - Uniting face-to-face and remote learners through rich-media real-time collaboration tools. Www.olt.gov.au/project-blended-synchronicity-uniting-campus-and-distributed-learners-through-media-rich-real-time-c. Macquarie UniversityCharles Sturt University, The University of Melbourne Dr Matt Bower (Project Leader), Associate Professor Gregor Kennedy, Associate Professor Barney Dalgarno, Mr Mark Lee, Dr Jacqueline Kenney University students find it increasingly difficult to commit to regular face-to-face classes, yet real-time interaction and collaboration are often essential to achieving successful learning outcomes.
This project will identify, characterise, and evaluate technology-enhanced ways of bringing together on-campus and geographically dispersed students and engaging them in media-rich synchronous collaborative learning experiences. A base of innovative practices in the use of desktop video-conferencing, web-conferencing and 3D virtual worlds will be compiled, and in conjunction with a capability analysis of the technologies will lead to the development of a framework for tool selection and use plus a collection of exemplar learning designs. Macquarie University. Planning and Designing a Blended or Online Course. A virtual analysis. A new analysis of four blended-format courses taught last fall offers practical guidance for faculty members interested in fresh pedagogical approaches.
The pilot study led by the Bok Center for Teaching and Learning and released today after months of checks and balances showed that students responded most to lesson structure and execution, placed a premium on person-to-person interaction, and found redundancies between in-class and online instruction. A related report from the Harvard Graduate School of Education (GSE) that focused on a single undergraduate history course also covered in the Bok study had similar findings. The Bok study analyzed student responses to four undergraduate General Education courses taught in the fall of 2013 that integrated online components into the classroom: “The Einstein Revolution,” “Concepts of the Hero in Classical Greek Civilization,” “China,” and “Science and Cooking.” “Our goal was to look at the implementation,” explained Bergeron.