What is blended learning

1
What is blended learning?

• LTRN seminar
• Weds 12 Oct 2005
• Chris Procter Aleksej Heinze

2
Contents

• Context CP/AH
• Literature AH
• Definition CP
• Articulation CP
• Our experience AH
• Use of tools AH
• Early conclusions CP
• Questions

3
Context

• Salford context introduction of web based
  learning into mainstream inc Bb and Skillsoft
• Risks involved in Blended learning programmes -
  IcT
• Research context ISI, part time course, action
  research

4
Context (2)

• Need for this research
• practices are either grounded in the day to
  day minutae of chalkface learning delivery (and
  hence ungrounded in theory) or, conversely, are
  tied to a particular grand learning theory and
  are unsubstantiated in practice.
• (Cullen, Hadjivassiliou et al. in report to
  ESRC 2002 3)
• New pedagogy constructivist and practice
• Recommendation pedagogy for VLEs gt what works

5
Literature key influences?

• Pask and Scott - the Conversation Theory (Scott
  2001)
• Conversational Framework (Laurillard 2002)
• Zone of Proximal Development (Vygotsky 1978)
• Communities of Practice (Wenger 1998)
• Other literature on BL in practice

6
Definitions

• ECE paper 2003 Blended learning is the effective
  combination of different modes of delivery,
  models of teaching and styles of learning
• The term blended learning is ill-defined and
  inconsistently used. Whilst its popularity is
  increasing, its clarity is not.
• Oliver Trigwell (20058)
• To form a harmonious combination (OED) mix
  together ..elements .. to improve quality (CED)

7
Articulation of tools and techniques

• The idea of a harmonious blend in practice
• What works best F2F and what works best by the
  Web (and with what tools)
• Factors affecting the blend skill knowledge,
  time and inclination of stakeholders,
  capability/availability of tools

8
Our experience

• Brief background
• Online setup
• Discussion boards
• Data from interviews/ focus groups
• Refer to handout

9
Our experience early conclusions

• Communication staff/student and student/student
• Focus groups
• Interviews
• There is no ONE right way
• Emphasis on Pedagogy
• Theory and Practice conflict (Conversational
  Framework)
• Role of lecturer/ role of student
• Student centred learning are we/they ready?

10
Use of tools

• Virtual Learning Environment or Virtual Storage
  Space
• Dangers in use of Bb reducing student
  experience lowest common denominator
• Use of Skillsoft
• Addition or substitute for teaching
• Quality of tool itself
• Maintenance

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Reasons

• Reasons for current use of Bb (inc training/time/
  assessment driven students)
• Relationship to size of group
• Resources available
• Staff time pressures
• Student attendance
• Experience Expectations

12
Implications for staff

• Implications for academics, technical/IT/admin
  and development staff
• Reflective practice