Approaches to designing blended learning
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Transcript of Approaches to designing blended learning
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Approaches to designing blended learningAMEE Pre-Conference Workshop Sunday 28 August 2016Natalie Lafferty - University of Dundee
flickr photo by Stanford EdTech https://flickr.com/photos/stanfordedtech/5527125265 shared under a Creative Commons (BY-NC-ND) license
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flickr photo by nlafferty https://flickr.com/photos/23093930@N04/27701342272 shared under a Creative Commons (BY-NC-SA) license
Some perspectives from my journey at Dundee
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Flipped classroom …Why are medical students ‘checking out’ of active learning in a new curriculum?
White, Casey, et al. “Why are medical students ‘checking out’ of active learning in a new curriculum?” Medical Education 48.3 (2014): 314-324
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What’s driving your use of blended learning … is it technology or your educational philosophy?
flickr photo by _Hadock_ https://flickr.com/photos/hadock/9377824124 shared under a Creative Commons (BY-NC-ND) license
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flickr photo by marwho https://flickr.com/photos/marwho/376839132 shared under a Creative Commons (BY) license
Blended learning or information transmission?Death by click, click, click learning
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Passive - spoon feeding – students as consumers
flickr photo by Jessica M. Cross https://flickr.com/photos/jesscross/5096437962 shared under a Creative Commons (BY) license
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Fact or Fiction? Self-efficacy
Digital native Digital immigrant
Left -flickr photo by hackNY https://flickr.com/photos/hackny/5685414561 shared under a Creative Commons (BY-SA) licenseRight -flickr photo by bengrey https://flickr.com/photos/ben_grey/4404664901 shared under a Creative Commons (BY-SA) license
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Thakore & McMahon - Virtually there: e-learning in medical educationClinical Teacher 2006 3 225-228
In a teacher-centred model of e-learning, as noted earlier, the educator creates a one-dimensional product, but in the student-centred model the learner is at the centre of the process and experiences a rich, interactive, multimedia environment as well as being provided with formative assessment.
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What do you want students to learn, knowledge, skills, professional attributes …
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Design learning that fosters active learning including discussions, activities and learning tasks that provide evidence of learning, reflection and feedback
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The doctor as professional
Reflect, learn and teach others ...
Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs.
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Blended learning in a Student Selected Component
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(Siemens 2005; Sandars 2009)
flickr photo by nlafferty https://flickr.com/photos/23093930@N04/9041304193 shared under a Creative Commons (BY-NC-SA) license
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10
70
20
Structured Learning: Formal learning, workshops, webinars, online learning, e-learning, classrooms
Learning from others: Communities of practice, professional networks, user generated content, coaching, mentoring, feedback
Learning from experience: Action learning, problem solving, shadowing, self-directed learning, mobile support
70 : 20 : 10 Framework
Charles Jennings http://www.slideshare.net/charlesjennings/the-702010-framework
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CopyrightIntroduction to copyright issues, Creative Commons, patient consent etc
Managingresources
Presentations/Learning design
Learningtheories
Formative assessment
Feedback
Accessibility, usability – fonts, colour schemesCognitive load, multimedia design principlesUnderstanding learning theories and how they might apply in different learning contexts
How to write a good assessment questions, eg MCQs
Incorporating feedback into your learning resource/activity and different forms of feedback
Searching for resources, managing & curating resources
Ground work covered in online resources
@nlafferty
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Equipping students to learn and develop as self-regulated and lifelong learners
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Each student keeps a reflective blog and join a private Google+ community … provides multiple opportunities for feedback
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@nlafferty
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Essential in formative assessment … Providing a recipe for action and informing students’ projects
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Student created videos –expert peer review and feedback key
@nlafferty
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Students as producers of learning creating digital learning resources – “a chance to impact upon other’s learning.”
@nlafferty
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Learning collectives and communities of practice
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“A collective is very different from an ordinary community. Where communities can be passive (though not all of them are by any means), collectives cannot. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive theirs from participation.”
Douglas Thomas and John Seely Brown (2011)
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Adapted from: Mitch Resnick (MIT Media Lab)
creativity
planning
engagement
- team- users
Creative learning and design cycle
never linear
communication
feedback
feedback
use
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Photo by Dave_B_ - Creative Commons Attribution License https://www.flickr.com/photos/54829270@N00
Questions - Discussion
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