Blended in Course Coordinators Workshop 4 February, 2015

Transcription

1 Blended in 2015 Course Coordinators Workshop 4 February, 2015

2 Key documents 1. To develop a shared understanding of blended learning 2. To outline strategy and processes 3. To outline staff support available

3 Learning and Teaching Blueprint we acknowledge that face-to-face and on-campus delivery will remain an important aspect of the JCU student experience.. All learning however, will be increasingly enabled by online affordances and we need to engage robustly with blended learning designs that improve the student experience and build connections between staff and students and across student groups.

4 JCU blended learning policy Blended learning refers to learning design that strategically, systematically and effectively integrates a range of face to face, online, mobile, distance, open, social and other technology enhanced learning across physical and virtual learning environments,.as informed and driven by student needs and support for desired learning activities and learning outcomes.

5 Different levels of engagement whole of institution approach Enable Address issues of access & convenience Eg equitable opportunities in face-to-face, print-based, blended and fully online learning environments Enhance Incremental changes to the existing teaching and learning environment Eg additional resources online to supplement face-to-face learning Transform Focus on a major redesign of the teaching and learning environment Eg learners actively constructing knowledge in ways not possible without the technology. Keppell, M., Suddaby, G. and Hard, N. (2011). Good practice report: Technology-enhanced learning and teaching. Australian Learning and Teaching Council.

6 Strategic and systematic course and subject design Content knowledge, skills & dispositions (Disciplinary & professional standards; AQF; JCU Graduate Attributes) Course learning outcomes Subject learning outcomes Assessment Learning & teaching experiences Evaluation Learners & context LTSE 2015, Adaptation of Bones Model (Veness, 2012)

7 How do we design for blended learning in ways that enhance student learning? IT S ABOUT PURPOSE! Blended Learning Guide p.6 JCU supported learning technologies and their purpose 7

8 We will endorse basic design principles for creating engaging LearnJCU sites Functionality - purposeful structure that supports the subject s approach to learning and teaching eg how content is presented, collaboration is established, assessment tools etc Navigation ease of navigation for the student menu, consistency Appearance banner, colour, font Accessibility - suitability for desktop and mobile devices Personalization user profile, customizing with menu blocks, activating analytics Explicit promotion of collaboration eg Salmon s 5 Stage Model Maintainability realities & efficiencies, protocols and routines Considerations for staff - communication among the teaching team 8

9 A clear process Focus on active learning. 5E s Active Learning Framework

10 Opportunities & challenges: supporting staff to promote active learning in a range of learning environments

11 eportfolios and PebblePad

12 Staff support - Blended Learning and Innovation Unit Academic Developers Provide opportunities for professional learning for staff Support staff to embed eportfolios across a course to support student development Develop staff capacity. Educational Designers Support staff to design and implement innovative teaching practices especially innovative use of learning technologies. Ensure consistent use of LearnJCU Learning and Teaching Systems Support staff to effectively use Learning Management System to support student learning. Digital Media Resource Officers Support the development of digital resources to enhance learning and teaching.

13 Staff support CASE Media Studio Access to facilities production capabilities Technical support Curriculum design support 2015 targeted undergraduate courses Online resources Professional learning

14 Professional Learning Programs

15 Professional Learning Series 2015: Blended Learning and Innovation Unit First impressions count! Engaging your learners online through LearnJCU Dipping your toe in: What can blended learning look Fostering digital literacy for students Up to your knees: Active and blended learning face-to-face * Up to your knees again: Active and blended learning online* Exploring the effective use of on-campus learning spaces Integrating social media into learning and teaching Shaping active learning through the use of mobile devices Enhancing student and staff employability: eportfolios in learning and teaching contexts

16 Lynda.com -self-paced online learning resource -offering thousands of video courses in software, IT, creative and business skills. LearnJCU integration

17 3-2-1 Reflect. 3 ideas about blended learning presented in this session 2 uses of the information covered in this session 1 remaining question/topic you would like to know more about