Post on 31-Dec-2015
description
Jacqui NealeSenior Learning Technology Adviser
Blended Learning Services TeamIT Services
Teaching with Technology:
Flexible Learning Design using Blackboard
Session aim
• To provide you with opportunities to practice developing a module in Blackboard based on a learning activity design approach.
• To introduce you to the planning process, associated planning documents, templates and learning icons.
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Taken from a study by
Hughes (2001) showing that the most effective learning takes place through activity …
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Approaching the Blend
“Blended learning represents a fundamental redesign and the consideration of new approaches to learning”
(Garrison and Vaughan, 2008)
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Approaching the Blend
Blended learning represents a fundamental redesign and the consideration of new approaches to learning” (Garrison and Vaughan, 2008)
This can appear daunting, but remember …
You can introduce ideas on a piece by piece basis
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Let’s view one already made!
• PC4S006_2013_v1 Violent Extremism and Terrorism– Using the Standard University Template– Good Practice in Course Design
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Elements of a good learning activity
• Clear objectives
• Clear instructions for what the students are required to do
• Access to relevant resources
• Opportunities for knowledge building / skill development
• A mechanism for ‘checking of understanding’ – formative feedback
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Group Blog
WIKI
DiscussionAudio
Video
Quiz
Personal blog
?
Always ‘Pedagogy before technology’
Text
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Development process: planning documents
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PRACTICAL: What we’ll do in Blackboard
• Review the Content Templates area- (Copying/moving items)• Developing a theme on the learning Materials page• Populating a theme/learning activity (Better use of the
WYSIWYG editor).• Creating and linking to a discussion forum/blog• Using ad hoc Learning Icons and files• Update the Module Overview• Accessing the Control Panel and setting Tool availability• Basic adaptive release• My Blackboard and user profiles
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Next slides
• 4 Activities to help you think about and plan your own tasks in your module– To be carried out in your own time
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Activity 1Reflect on an area/topic of your teaching that you are most happy with. What is it about this that you think makes it a good learning event?
Consider the following questions.
• Who were the learners?
• How did you approach the teaching?
• What resources did you provide to the students?
• How did the students interact in the session?
Consider that same learning event and discuss in your group how it might be improved and how it could be extended beyond the classroom.
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Reflect on a particular topic area that was difficult to teach. and consider the following questions
• Who were the learners?
• How did you approach the teaching?
• What resources did you provide to the students?
• How did the students interact in the session?
Consider that same learning event and discuss in your group how it might be improved and how it could be extended beyond the classroom.
Activity 2
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Activity 3: Focus on Interaction- Communication and Collaboration
• What methods do you/students use to communicate?
• What are the advantages and disadvantages of each?
• Is it formal or informal? Does this change depending on how many people are involved, the method of communicating or where you have the conversation?
• What’s the purpose of the communication? What is it that needs to be achieved/produced from this communication?
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Activity 4: Deciding on tools
• Take the activity ideas you have considered.
• Try to establish what would be suitable submission and feedback mechanisms for these activities.
• Use the ’Developing each theme’ planning document to guide you on possible choices.
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Designing for Learning
Read
Watch
Discuss
Listen
Reflect
Research
Active Learning StructurePLAN
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Useful Links• Design for Learning• Using Blackboard• Our University Template• Building your module• Staff Guides• Good Practice for Course Design• Planning documents• Online Reading Lists• Incorporating Media• Online Assessment• ‘My Blackboard’ and shortcuts to navigating
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References• (Beetham, 2004) – from JISC (2004). Effective practice with e-Learning [Internet]. Available from:
http://www.jisc.ac.uk/publications/programmerelated/2004/pub_eff_prac_elearn.aspx [Accessed 26th June 2012].
• (Beetham, 2007) - from JISC (2009). Effective practice in a digital age [Internet]. Available from http://www.jisc.ac.uk/publications/programmerelated/2009/effectivepracticedigitalage.aspx [Accessed 26th June 2012].
• Bluic, A., Goodyear, P. & Ellis R., (2007) Research focus and methodological choices in studies into students' experiences of blended learning in higher education, The Internet and Higher Education, Volume 10, pp. 231-244.
• Garrison, R. & Vaughan, N. (2008) Blended Learning in Higher Education. San Francisco, Jossey-Bass.
• Hughes, M. (2001) Strategies for Closing the Learning Gap, Stafford, Network Educational Press• University of Catalunya – Innovative educational model. Available from
http://www.uoc.edu/portal/english/la_universitat/model_educatiu/introduccio/index.html Accessed 26th June 2012].