Lessons learned – Blended Learning

S. Van Laer: DOO @ KU Leuven

“If we knew what it was we were doing, it would not be called research, would it?”

(A. Einstein)

Getting to know the concept (from our point of view)

Blended Learning

In our case often the media an tools blend.

<<Optimalisation and Efficiency>>(of the teaching practice)

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

(Oliver & Trigwell, 2005)

(Driscoll, 2002)

“There is strong evidence that many very different media attributes accomplish thesame learning goal” and therefore: “ It there is no single media attribute that servesa unique cognitive effect for some learning task, then the attributes must be proxiesfor some other variables that are instrumental in learning gains.”(Clark 1994:22)

“The designer can and must choose the less expensive and most cognitively efficientway to represent and deliver instruction. It cannot be argued that any given mediumor attribute must be present in order for learning to occur, only that certain mediaand attributes are more efficient for certain learners, learning goals and task.”(Clark 1994:22)

Blended LearningGetting to know the concept (from our point of view)

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Technology as a catalyst for educational change!

Oliver & Trigwell, 2005)

McDonald & Ingvarson, 1997)

Blended Learning: Role of medium/technology

(Sugrue & Clark, 2000)

TEACHING METHOD ATTRIBUTES MEDIUM(of the medium)

Getting to know the concept (from our point of view)

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Blended Learning on course level

“ An instructor/teacher decides to optimise

(redesign) his/her teaching practice. The plan is

to implement a certain educational technology,

teaching method, educational concept, etc.”

Getting to know the concept (from our point of view)

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Blended Learning Getting to know the concept (from our point of view)

Teaching Methods:

TEACHING METHODS:

lecturing, demonstrating and telling

EDUCATIONAL OBJECTIVES: informing,explaining, inspiring, introducing, ...

LEARNING ACTIVITIES: structuring, orienting,distinguishing, laying cross connections,grounding, ...

MEDIUM: teacher, article, knowledge clip,

manual lesson recording, ...

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)

Knowledge clip

Also called screencast

• Very effective way to transfer information to thetarget group.

• All content that can be shown on your computerscreen can be recorded and integrated. (@homeor @dedicated locations at the KU Leuven)

• The only things you need are software andinternal microphone (and camera).

(Sugar, et. al., 2010 & Mullamphy et. al., 2010 )

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)

Automated lecture capture system

Some locations within the KU Leuven have afixed system to automatically record lectures.

• Duration: between 10’ and 120’

• Often recorded during a real life situation.

• Very efficient way of transferring information(content, feedback, etc.) to the audience.

• Often no editing done.

Just make a reservation for one of the 24auditoria with the fixed lecture capture system viaKULoket.

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)

Increase efficacy by:

Asking questions after 15min (span of

attention)

Have short breaks

Facilitate short interactions

Communicate the objectives

Provide structure

For ex. see 9 events of instructions, multimedia

theory, etc.

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)

Putting theory into practice:

• Learning theories (How do studentslearn?) socio constructivism,connectivism, etc.

• Learning and Education (How can wesupport the learning of the students?) 7 principles, 9 events, etc.

• Instructional Design (How can wedesign an environment the includes theneeded support?) ADDIE, 4C-ID, etc.

• Multimedia principles (What are theconsequences of using a particularmedium in the process?) Multimediatheory, etc.

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)

Blended Learning on program level

“An innovative project within a certain faculty

aims for introducing the use of technology,

activating teaching methods, etc. in the

curriculum of different programs.”

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)

Blended Learning

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)

Actors

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)

Educational Development

(Hicks, 2006)

SUPPORT (IN) THE FACULTY!!Vision

Communication

Action plan

Change management

Additional information?

STIJN VAN LAER• stijn.vanlaer@kuleuven.be• Twitter: Stijn.Van.Laer• be.linkedin.com/in/stijnvanlaer

Referenties

• Bower, M. (2011). Synchronous collaboration competencies in web‐conferencingenvironments–their impact on the learning process. Distance Education, 32(1),63-83.

• Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessingautomated capture and access in the classroom. ACM Transactions onComputer-Human Interaction (TOCHI), 11(2), 121-155.

• Clark, Richard E. (1994). Media will Never Influence Learning. EducationalTechnology Research and Development, 42(2), 21-29.

• Dillemans, R., Lowyck, J., Van derPerre, G., Claeys, C., & Elen, J. (1998). Newtechnologies for learning: Contribution of ICT to innovation in education. LeuvenUniversity Press.

• Driscoll, M. (2002) Blended Learning: let’s get beyond the hype, E-learning, 1March. http://elearningmag.com/ltimagazine

• Elen, J. (2000). Technologie voor en van het onderwijs: een inleiding inonderwijstechno-logische inzichten en realisaties. Acco.

• Gagné, Robert Mills, and Marcy Perkins Driscoll. Essentials of learning forinstruction. Hinsdale, IL: Dryden Press, 1975.

• Hicks, Owen. "Integration of central and departmental development—reflections from Australian universities." The International Journal for AcademicDevelopment 4.1 (1999): 43-51.

• Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructionalmethods on the quality of online discussion. British Journal of EducationalTechnology, 38(2), 260-271.

• Kietzmann, J. H., Hermkens, K., McCarthy, I. P., & Silvestre, B. S. (2011). Socialmedia? Get serious! Understanding the functional building blocks of socialmedia. Business horizons, 54(3), 241-251.

• Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effect ofinstructor intervention on student participation in online discussion forums.Computers & Education, 40(3), 237-253.

• McDonald, H., & Ingvarson, L. (1997). Technology: A catalyst for educationalchange. Journal of Curriculum Studies, 29(5), 513-528.

• Mullamphy, D. A., Higgins, P., Belward, S., & Ward, L. M. (2010). To screencast ornot to screencast. ANZIAM Journal, 51, C446-C460.

• Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’be redeemed. E-learning,2(1), 17-26.

• Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the Anatomy of aScreencast: Uncovering Common Elements and Instructional Strategies.International Review Of Research In Open & Distance Learning, 11(3).

• Sugrue, B., & Clark, R. E. (2000). Media selection for training. Training andretraining: A handbook for business, industry, government, and the military, 208-234.

BLENDED LEARNING

• Defining the concept

• Role of technology

BL @ Course level

• Framework of quality assurance for course (re)design

• Teaching methods and ICT

BL @ Program level

• Framework of quality assurance for program (re)design

• Educational development

Getting to know the concept (from our point of view)