Blended Learning

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These resources are in the form of online tutorials, and can be accessed at http://www.griffith.edu.au/ library/workshops-training. You can recommend these resources to students for self-directed learning, or you can include them as part of the formal course teaching and learning activities. You may even choose to include the tutorial in your assessment program. There are also a wide range of student resources available at the Griffith Library web site (as PDF documents). You could either link directly from your course web site to a relevant resource, or upload the document into your course web site (but remember to check for document updates each semester). Visit http://www.griffith. edu.au/library/workshops-training/self-help-resources. Topics include: ‣ ¾ Computing and internet basics; ‣ ¾ Researching (including subject/discipline-specific guides); ‣ ¾ Academic writing; ‣ ¾ Oral presentations; ‣ ¾ Study tips and strategies (including note taking, time management and critical thinking). Some faculties and schools have developed support resources which can be accessed by students in a range of courses and year levels. For example, the “GBS Resources Bank”, which is available in every GBS course site in Learning@Griffith, includes relevant information and resources for business students. For advice see your Blended Learning Advisor or Educational Designer, INS (L&T). Many courses now include the Griffith Academic Integrity Tutorial in their curriculum. For instructions on how to embed this tutorial in your course site, visit: Ü Blended Learning Support site > Using Learning@Griffith > Assessment tools > Academic integrity student tutorial 24 Getting Started with Blended Learning
Student activity and collaboration Active engagement with course material is vital for learning. This is based on research that demonstrates how learning is not only more likely to occur but is more enriched (qualitatively better) when students go beyond the passive tasks of listening, reading or viewing. Active engagement can be facilitated through individual as well as collaborative activity as shown in Figure 6. People generally remember... 90% of what they do 70% of what they say and write 50% of what they see and hear 30% of what they see ACTIVE LEARNING Perform a presentation - “do the real thing” Simulate, model or experience Collaborative activities Participate in class/workshop Watch a demonstration Attend exhibits Watch video View diagrams People are able to... Analyse Define Create Evaluate Demonstrate Apply Practice Section 2.2 Designing and developing 20% of what they hear 10% of what they read Hear Read Define List Describe Explain PASSIVE LEARNING Figure 6: Active versus passive learning Source: Adapted from http://www.edutechie.ws/2007/10/09/cone-of-experience-media/ Collaborative learning is based on the theory of ‘social constructivism’. This theory of learning views the individual’s learning taking place because of their interactions in a group. Class discussion, small group work and collaborative learning are all based on this theory. It is argued that student discussion develops students’ ability to test their ideas, synthesize the ideas of others, and build a deeper understanding of what they are learning. It also facilitates perspective taking, analysis of ideas, reasoning and critical thinking. Finally, such experiences can support the feeling of community and collaboration among students. Student activity beyond the classroom should ideally involve a combination of both individual and collaborative activities, as well as both formal and supplementary activity and resources, to support students in their learning and achievement of the course objectives. Why ‘blend’ student activity? Some possibilities are: ‣ ¾ Because my student numbers are increasing and I can no longer manage the group work in class; ‣ ¾ So that I can provide my students with additional out of class skills-based practice or learning opportunities such as practical exercises, quizzes, or academic skills tutorials; ‣ ¾ Because university management has cut my teaching budget and we can no longer provide the same amount of small class tutorial time; Section 2.2 Designing and Developing 25
Page 1 and 2: Getting Started With Blended Learni
Page 3 and 4: Foreword Griffith University has a
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: ‣ ¾ Don’t put material online
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
Page 55 and 56: 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
Page 61 and 62: These issues are addressed on the B
Page 63 and 64: 2.3 Implementing Even a well design
Page 65 and 66: оо оо оо Establish your prese
Page 67: ‣ ¾ Give recognition of students
Page 70 and 71: Also, Griffith University has outli
Page 72 and 73: Create a reflective journal blog by
Page 74 and 75: оо responses to get an idea of th
Page 76 and 77: оо Halo-effect (euphoria or disap
Page 78 and 79: to colleagues, share your own ideas
Page 81 and 82: Glossary Asynchronous Not occurring
Page 84:
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