Getting Started With Blended Learning ( PDF 2.7 ... - Griffith University

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Griffith Institute for Higher Education Phone: (07) 373 55982 General enquiries email: gihe-register@griffith.edu.au Web: www.griffith.edu.au/gihe © Griffith University 2010 Apart from fair dealing as permitted by the copyright law of your country, this work may be reproduced in whole or in part for non-profit educational use, provided correct attribution is given. Abstracting with credit is permitted. Other uses should be discussed with the copyright owner. ISBN: 978-1-921760-24-2
Foreword Griffith University has a long-standing and widely recognised commitment to the creative use of technologies for enhancing the quality of student learning. In 2007 the University made the strategic decision to develop and embed a blended learning strategy across the institution. This was an important step, for it recognised the inherent value in blending the best of face-toface learning experiences with those enhanced by traditional and emerging technologies. Our students across disciplines and year levels frequently tell us how much they value effective use of technologies in their courses. While they appreciate being able to ‘download lecture notes’ and ‘listen to podcast lectures’, the deeper challenge is to integrate technology into curriculum design and assessment as we continue to look for ways to engage students in meaningful, intellectually stimulating learning. This practical resource is designed for academic staff who want to understand more about blended learning in their teaching and course design. It challenges you to think about the possibilities of blended learning, beyond simply uploading lecture notes online. Using an inductive approach to planning, designing, implementing and reviewing your practice, this guide represents a practical, step-by-step approach to using blended learning in your curriculum. It will be particularly useful for those just starting to explore the possibilities of blended learning designs. It also includes suggestions that will be relevant to the more advanced user of technology in teaching. I commend this resource to you and wish you well as you continue to push the boundaries in your use of technology to engage and inspire your students. Professor Kerri-Lee Krause Director, Griffith Institute for Higher Education Dean (Student Outcomes) Griffith University Getting Started with Blended Learning i
Page 1: Getting Started With Blended Learni
Page 5 and 6: Contents Foreword..................
Page 7: List of Figures Figure 1: Possibili
Page 10 and 11: Examples of blended learning ‣ ¾
Page 12 and 13: Blended learning possibilities In s
Page 15 and 16: Section 2: The Process of Blended L
Page 17 and 18: 2.1 Planning Planning is the first
Page 19 and 20: оо Will the blended learning tech
Page 21 and 22: 2.2 Designing and developing Once y
Page 23 and 24: Blended Learning Design Worksheet L
Page 25 and 26: Face-to-Face-Elements Online Elemen
Page 27 and 28: To access the help guide, “Reduci
Page 29 and 30: Why would I use a virtual classroom
Page 31 and 32: ‣ ¾ Don’t put material online
Page 33 and 34: Student activity and collaboration
Page 35 and 36: Level of learning Types of blended
Page 37 and 38: Blog Like a wiki, a blog is a web s
Page 39 and 40: E-portfolio An e-portfolio, or a di
Page 41 and 42: In-class quizzes Technology can now
Page 43 and 44: ‣ ¾ Image Gallery - individuals
Page 45 and 46: Assessment Good practice in assessm
Page 47 and 48: 3. What is required of them and whe
Page 49 and 50: ‣ ¾ “Avoiding Plagiarism” pr
Page 51 and 52: Staff-student consultations In all
Page 53 and 54:
Management and administration Effec
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Course site design Provide a studen
Page 57 and 58:
Course banner A course banner is an
Page 59 and 60:
Dealing with “24-7” communicati
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These issues are addressed on the B
Page 63 and 64:
2.3 Implementing Even a well design
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оо оо оо Establish your prese
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‣ ¾ Give recognition of students
Page 70 and 71:
Also, Griffith University has outli
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Create a reflective journal blog by
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оо responses to get an idea of th
Page 76 and 77:
оо Halo-effect (euphoria or disap
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to colleagues, share your own ideas
Page 81 and 82:
Glossary Asynchronous Not occurring
Page 84:
Griffith Institute for Higher Educa
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