Learning through Doing: Student Generated Content and Blended Learning'

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Learning through Doing Student Generated
Content and Blended Learning.

• richard berger.

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What is blended learning?

• Combines traditional chalk talk teaching with
  new technologies.
• However, blended learning should not replace
  traditional teaching methods.
• Blended learning should enhance traditional
  teaching.

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Why use blended learning?

• It can be a more efficient way of teaching.
• It allows for more flexible delivery.
• Learners are increasingly using new media
  technologies in their daily lives.
• Teaching should be innovative.

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Some things I have learnt...

• You cant replicate virtual versions of your
  teaching. You have to do new things.
• The best blended learning feeds back into the
  classroom.
• The level of interactivity afforded by blended
  learning makes teaching far more learner centred.

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Some theory...

• Some pedagogic ideas that have informed my
  approach to blended learning.
• Trigwell, Prosser and Taylor (1994) argue that
  there is a perception that knowledge can be
  transmitted uncritically to the student, without
  active involvement.

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Some theory...

• By locating theory as part of practice, students
  seem far more responsive to complex theoretical
  ideas and the canon of such critical work no
  longer seems as daunting and inaccessible to the
  learner.
• To address this, I have set students tasks to
  provide and generate content for entire lectures
• either in the form of definitions of a topic
• examples to support a topic
• or production work responding to, or critiquing a
  topic.

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Examples...

• As a by-product learners are far more willing
  to discuss their own contributions in the
  lectures themselves.

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Examples....

• Jewitt (2006) thinks that it is strange that
  whatever the subject area, we assess through
  language.
• There are other ways for learners to contribute.

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Examples.
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The advance organiser.

• Ausubel (1963) coined the term advance
  organizer to describe an initial conceptual
  framework provided by the teacher, for their
  students.
• He uses the London Underground map as an example,
  and goes on to describe a timeline to help
  History students contextualise their learning.
• I used this idea to create the Media Timeline
  which gives the learners the terrain of their
  studies.

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The Media Timeline.
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The Dialogue Box.
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UK Media Culture.
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Blogging.

• As part of PDP, students in the Media School at
  BU are now encouraged to keep blogs.
• Students can now reflect on their own learning.
• Makes more visible the process of learning.
• Also can be used to generate content for
  lectures.
• Closes the loop.

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Blogging.
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Conclusion.

• Ultimately blended learning allows the learner to
  participate more in their own learning.
• E-learning tools can save time with general email
  enquiries/tutorials.
• Hotseats are a more efficient way teaching.
• It makes teaching far more creative.

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References.

• AUSUBEL, D, P., 1963. The Psychology of
  Meaningful Verbal Learning. New York Grune
  Stratton.
• JEWITT, C., 2006. Technology, Literacy and
  Learning. London Routledge.
• TRIGWELL, K, PROSSER, M TAYLOR, P., 1994.
  Qualitative differences in approaches to teaching
  first-year university science. In Higher
  Education, no 27, pp. 463-78.

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• richard berger
• rberger_at_bournemouth.ac.uk
• 01202 965628.