Blended Learning Essentials: Getting Started
This is my fourth reflective blog on Blended Learning Essentials course writing what I have learnt during the week and what I think of it whilst also bearing in mind this is my note to reflect when I need to in future. I like sharing what I learn and hopefully this blog will help. I am enjoying the course so far and I believe there will be a follow up to this course next year which would be great to do.
This course is offered on FutureLearn as part of MOOC from the University of Leeds in England which started four weeks ago. If you are reading this and interested to do the course, there is still time to enrol and complete last four weeks worth of contents and catch up. Here is the link if you wish to find out more and enrol: https://www.futurelearn.com/courses/blended-learning-getting-started
We have completed the fourth week of the Blended Learning Essential Getting Started and this week involved creating our first blended learning activity and to peer review the assignments. It was a challenging task for me to say the least as I have never developed or planned blended learning sessions and I am sure many felt the same. One thing I have learnt during the course of planning my blended learning activity was that it would have easily been a flipped classroom session I was creating instead which I later learnt, flipped is part of the blended learning component. I am not sure if I understand right but it felt like the blended learning and the flipped classroom have some similarity to the methodology.
Here is the brief note on blended learning and a flipped classroom as I understand from the course.
Blended learning takes place both online and in face to face classroom blended together. Use of emerging online learning technology meant the facilitators are able to offer diverse learning methods to deliver and maximise learning experience for students. Whilst in the flipped classroom, students complete set of exercises outside of the class and when they attend face to face class, the class time is used for practical problem-solving and discussion.
I like the DADDIE model to aid planning blended learning courses to work through the iterative loop as detailed below:
D – Define the intended learning outcomes
A – Analyse the learners’ needs, expectations and requirements
D – Design the course sequence, learning outcomes, activities and assessment
D – Develop the resources, learning activities, and tests
I – Implement them, making sure they are accessible, inclusive and usable
E – Evaluate the course with learners to check that it is effective in achieving the learning outcomes, and to discover any additional outcomes
Here are some useful pdf shared on the course site from the Jisc Repository and the link to search further resources http://repository.jisc.ac.uk/
The Jisc Repository is a digital archive of research and enterprise output produced by Jisc funded projects and other Jisc activities.
- Making it Happen: Embedding digital technologies in curriculum activities – link (PDF)
- Managing Curriculum Change: Transforming curriculum design and delivery through technology – link (PDF)
- A holistic approach to embedding technology in curriculum design and planning processes – link (PDF). To follow up the reference to the SOLA model for planning blended learning there is a brief reference here. To access you will need to log-in as a guest.
Here are some useful pdf shared on the course site from the Excellence Gateway to search for resources throughout education and training sector, check the link provided. http://www.excellencegateway.org.uk/
- Leading wholescale curriculum redesign – link (PDF)
- NIACE: A New Curriculum for Difficult Times – link (PDF)
Check my reflective blog along with few others below which were posted on FutureLearn: