Blended learning is…

Report
SCHOOL OF LIFE AND MEDICAL SCIENCES
UCL Medical School
Blended learning for CPD
Dr Ann Griffin
Deputy Director UCL Medical School
26th March 2013
Aims:
• To define blended learning;
• To understand its place in
continued professional
development [CPD];
• To be aware of the critical
issues in blended learning;
and,
• To consider the how we can
maximise its capacity to
ensure high quality CPD.
What is blended learning?
• "to combine or mix modes of Web-based technology (e.g., live
virtual classroom, self-paced instruction, collaborative learning,
streaming video, audio, and text) to accomplish an educational goal."
• "to combine various pedagogical approaches (e.g., constructivism,
behaviorism, cognitivism) to produce an optimal learning outcome with
or without instructional technology."
• "to combine any form of instructional technology (e.g., videotape,
CD-ROM, Web-based training, film) with face-to-face instructorled training."
(Driscoll, 2002)
Blended…
Teaching
methods
Teaching
contexts
Pedagogic
approaches
Blended learning is…
• An integrated approach to teaching and learning that
includes multiple modes of instruction and student practice
Face2Face
On-line
⧬
⧬
⟸⧬⟹
Blended
Why
The goal of blended learning is to provide the
most efficient and effective instruction experience
by combining delivery modalities.
Blended learning aims to join the best of
classroom teaching and learning with the best of
online teaching and learning
Is the future?
Income generating
Cope with bigger class sizes
Task
• In pairs or threes think
about the pros and
cons of blending one
of your courses
High quality online blends can…
•
•
•
•
•
•
•
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can save time, effort and cost
be an efficient use of resources and teaching spaces
are proven to be more effective than single methods of instruction
allow sharing with other learners from various regions
be adaptable and flexible for teachers and learners and cope with nontraditional learners better - fit in with other commitments
be student-centred – learn at own pace, suit individual learning styles,
increase autonomy and enable self directed learning
use a wide range of educational activities [online webinars, video,
chat rooms and discussion boards etc.], and increasing popular as
growing ease of use and familiarity with IT.
be good for social networking
Poor quality blends…
• are just another way of providing information and
a triumph of form over substance
• may result form a lack of IT support or know how
for teachers
• can be a complex job to bring the right blends
together, involve more work and planning
• students unfamiliar and unable to make the most
out of the experience
• learning methods that don’t fit the course
objectives
Considerations for blended learning
•
•
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What are you trying to teach?
How will your students learn?
What background knowledge will they need?
What opportunities do they need to practise?
How will they get feedback?
What opportunities are there to extend their
learning?
• How will it relate to their work?
Process
•
To design blended training, the instructional designers start by
analyzing the training or course objectives and braking them down
into the smallest possible units
•
After the course or training has been chunked, the best approach to
deliver each segment of instruction is identified. In some cases the
best approach might be using online learning .
•
The course is then aggregated by grouping the instruction logically
while taking into account the medium of delivery. In this way, one may
require a few lessons online and some others live..
Task: Think of the course that you
currently deliver F2F
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•
•
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Discuss what elements could be delivered on line
How will you still achieve your learning objectives?
What are the benefits?
What are the costs?
Critical issues in blended learning
• Pick you blends and remember all your choices
• How much F2F? What about its timing? What content?
• Create learning environments that promote active student
engagement
• How are you going to tailoring it to your audience – the pitch,
the pace, the expertise, and their experience.
• How are you going to encouraging students to learn from each
other
• How are you going to encourage flexible approaches to learning
Practical issues
• IT facilities and support – especially if running international
modules & work across time zones may require tutor flexibility
• M learning – some VLEs functionality is impaired on mobile
devices
• Institutional usernames and passwords to access VLE and elibraries [? Problematic with some CPD and administrative
burden]
• Upkeep of VLE – maintaining links etc.
• Monitoring student engagement
• Requires a similar amount of tutor time
Aims:
• To define blended learning;
• To understand its place in
continued professional
development [CPD];
• To be aware of the critical
issues in blended learning;
and,
• To consider the how we can
maximise its capacity to
ensure high quality CPD.

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