Pinterest: Blended Learning. Blended Learning Essentials: Getting Started - University of Leeds. 0:06Skip to 0 minutes and 6 secondsWhy is there such interest now in using learning technologies?
Well, this course will explain that, whatever your role in vocational education and training. The course is about blended learning, which means using the most appropriate learning technologies alongside our usual teaching methods. We'll be giving you practical support and advice on making the best use of technology for your learners. To help you answer questions such as, which technology should I use in my context, and does learning technology really help to improve learners' success? Blended Learning Essentials: Embedding Practice - University of Leeds. This is the second part of the Blended Learning Essentials course, which will build upon the content of the first part, covering issues such as learning from experience and tackling difficult challenges with the help of blended learning.
If you are working in further education, skills training, vocational education, workplace learning, lifelong learning or adult education, the course is designed to support you as a professional who wants to use blended learning to make more effective use of technology to support your learners. By the end of the course, you’ll be able to: integrate new technologies into courses, and learning and training opportunities; propose ways in which new technology can help to address key challenges in the VET sector; develop your own skills further and contribute to the sector’s community knowledge of the optimal uses of blended learning.
This course has been created with the generous funding of the Ufi Charitable Trust. This course is run in two parts. Blended Learning Starter Tool by the HEA. What is blended learning?
Blended approaches use multiple methods to deliver learning by combining face-to-face interactions with online activities. Where did blended learning come from? Blended learning (sometimes referred to as hybrid learning) has a complex heritage that has evolved from the distance and open education movements and the development of online or e-learning. The earliest references to the term ‘blended learning’ are from the late 1990s and, since that time, definitions of its meaning have varied according to particular combinations of pedagogy and technologies (Friesen 2012). BlendKit Course. Introduction The BlendKit Course is a set of subject matter neutral, open educational resources related to blended learning developed by Dr.
Kelvin Thompson and available for self-study or for group use. Periodically, these materials will also be used as the basis for a facilitated open, online course. The goal of the BlendKit Course is to provide assistance in designing and developing your blended learning course via a consideration of key issues related to blended learning and practical step-by-step guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institution). Disclaimer: The BlendKit Course does not address technical issues associated with specific course management systems (e.g., Blackboard, Canvas, Desire2Learn, Moodle, Sakai, etc.). Creating blended learning content. What is blended learning?
Blended learning provides a combination of face-to-face learning and dynamic digital content that facilitates anytime/anyplace learning. With so many digital technologies available on both proprietary and free-to-use platforms, creating blended learning content can seem like a daunting task. Finding the right approach that meets the needs of your learners is challenging at a time when academics are increasingly being asked to do more with less. What you can do. How to Grow a Classroom Culture That Supports Blended Learning. The excerpt below is from the book “Moonshots in Education: Launching Blended Learning in the Classroom,” by Esther Wojcicki, Lance Izumi and Alicia Chang.
This excerpt is from the chapter entitled “Trick in the Blended Classroom,” written by Wojcicki. It all started in 1987, when I got a grant from the State of California. The state sent me eight Macintosh computers, never asking if I knew how to use them, and when they arrived I had no idea how to even turn them on. I realized then that I was going to fail if I didn’t get some help quickly. I looked around for colleagues who could help, but none of them had any idea. The students were absolutely thrilled to help me (can you imagine being asked to help a teacher?!) I was soon sold on the idea of collaboration, respect, and trust in the classroom. Computers, tablets, and other electronic devices alone are not going to change the classroom. How Should We Define 'Success' in the Blended Classroom? It’s one thing to set goals for student achievement.
It’s entirely another to define what success looks like for blended learning programs. That very challenge, however, evolved as a prevalent theme at the November 8 - 11 2015 iNACOL symposium, which brought together 3,000 educators, edtech entrepreneurs, nonprofit representatives, and thought leaders to Orlando to discuss blended learning. Issues around personalized frameworks and virtual schools all slipped into conversations. Yet the question of assessing “success” popped up over and over again.
Among the voiced questions: Should we point to test scores as emblematic of a blended program that works?