scholarly journals An IMS-Learning Design Editor for a Higher Education Blended Learning Scenario

2008 ◽  
Author(s):  
Rocío García-Robles ◽  
Laura Ferrer ◽  
Daniel Cagigas
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Design

scholarly journals Creating blended learning experiences requires more than digital skills

2019 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Bettina Kathrin Schwenger
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Active Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Research Review ◽  
Learning Design ◽  
Digital Literacies ◽  
Tertiary Institutions

With growing diversity and larger numbers of enrolled students in classes, online learning can open up new possibilities in New Zealand’s tertiary institutions to improve teaching and enhance students’ learning. Tertiary institutions have reacted with changed expectations about pedagogical approaches and practices, by, for example, integrating more online learning technologies, and by reconsidering the course design and learning environment (Conole, 2016; Johnson, Adams Becker, Estrada & Freeman, 2015). Consequently, teachers increasingly teach online as part of a course and need to engage large number of students with a broad range of skills and knowledge, including many who are first in their family to learn formally at tertiary level.   Teachers may work with certain areas of online technologies and digital literacies, for example deposit information online for students to read, but they often do not feel confident to facilitate active learning (Ako & Synapsys, 2018; Boelens, de Wever & Voet, 2017) and to offer tasks that aim to engage students collaboratively online. Kirkwood (2014) points out that teachers question how an online tool can be used but may consider less the rationale for the use of a certain pedagogical strategy for which a tool could be used. Digital literacies are more than gaining isolated technological skills (Johnson et al., 2015) as this presentation will share, based on the findings of a collaboration with two teachers in a first-year undergraduate course in Education. In the presentation, we will discuss recommendations for sustainable teacher development that enable blended learning design with opportunities for students to actively create instead of consuming information and that is likely to enhance their experiences of blended learning. The recommendations include underpinning skills and areas such as supporting learning for Māori and non-Māori students by using online affordances for pedagogical practices to, for example, integrate formative feedback, self-assessment, foster active learning online and independent learning.   References   Ako Aotearoa & Synapsys (2018). Technology in learning: Benchmarking and developing sector capability. Wellington, New Zealand: Ako Aotearoa Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1–18. doi:10.1016/j.edurev.2017.06.001 Conole, G. (2016). Theoretical underpinnings of learning design. In J. Dalziel (Ed.), Learning design: Conceptualizing a framework for teaching and learning online (pp. 42–62). New York, NY: Routledge. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 Higher education edition. Austin, TX: The New Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-horizon-report-2015-higher-education-edition/ Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning, 29(3), 206–221.

scholarly journals Engagerende didaktiske design i blendede læringsrum – et grundlag for facilitering af læreprocesser

2016 ◽  
Vol 9 (16) ◽  
Author(s):  
Ulla Konnerup ◽  
Susanne Dau
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teacher Learning ◽  
Research Question ◽  
College Education ◽  
Learning Processes ◽  
Learning Design ◽  
Educational Design ◽  
Physical Environments ◽  
Ecological Thinking

Abstrakt Med udgangspunkt i to cases, fra henholdsvis et forløb fra en professionsuddannelse og et forløb fra en masteruddannelse i ikt og læring, begge designet som Blended Learning, adresserer vi den retoriske problematik, der ligger i begrebet BL. Vi skelner mellem didaktik og læring, hvor didaktik forstås som undervisningstilrettelæggelse, gennemførelse og evaluering, og læring forstås som en proces, der involverer en mental og/eller kropslig ændring afhængig af samspillet med det omgivende fysiske og sociale læringsrum. Dermed lægges op til en læringsøkologisk tænkning, hvor entiteter i de virtuelle og fysiske miljøer motiverer til forskellige aktiviteter. Forskningsspørgsmålet som stilles er: Hvilke didaktiske design i de blendede læringsmiljøer motiverer studerendes engagement, og hvad betyder fællesskabet i fysiske og virtuelle miljøer for dette engagement? De to cases afslører, hvorledes didaktisk design nødvendigvis må facilitere etableringen af forpligtende fællesskaber, gennem de studerendes engagement. Abstract Based on two case studies of Blended Learning (BL) courses in higher education; a university college education and a master's programme at a university, we will discuss the concept of Blended Learning. We distinguish between the teachers learning design and the students learning processes, where the teacher learning design includes planning, implementation and assessment, and learning includes a mental and/or an embodied change or development. We introduce a learning ecological thinking where entities in the virtual and physical environments motivate different activities. The research question addressed is; which learning design of Blended Learning encourages student involvement in the learning process, and what influence does the community in physical and online environments have for the commitment among the participants? The two cases reveal how educational design must necessarily facilitate the establishment of binding communities through the students’ engagement.

"You Can Take Out of it What You Want"

2010 ◽  
pp. 285-304 ◽  
Author(s):  
Debbie Holley ◽  
Lyn Greaves ◽  
Claire Bradley ◽  
John Cook
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Design ◽  
Global Learning ◽  
Higher Education Funding ◽  
Personalised Learning ◽  
Digital World ◽  
The University

This chapter shows how a suite of learning objects were developed by the Centre for Excellence in Teaching and Learning for Reusable Learning Objects (www.RLO-CETL.ac.uk), one of 74 CETLs being funded by the UK’s Higher Education Funding Council for England. The learning objects were used to support students within a blended learning context. It shows student personalised learning: learning that can be any time (in the 24 hour digital world), any place (the university experienced in the home or workplace), any where (limited only by the students choice and internet access – trains, boats, planes, global learning). It focuses on two case studies at UK Higher Education institutions that demonstrate any time, any place learning. London Metropolitan University (London Met) and Thames Valley University (TVU), have both used and reused learning objects in different contexts. In each case study the background and the resulting blended learning design is outlined, followed by evaluation data illustrating the student experience and how the learning design and the learning objects have encouraged personalised learning. The chapter concludes with the start of the third iteration of use – to facilitate informal learning ‘any where’, through the incorporation of learning objects that can be used on mobile phones.

Learning Design in Higher Education

2022 ◽  
pp. 259-288
Author(s):  
Maria Toro-Troconis ◽  
Katharine J. Reedy ◽  
Julie Voce ◽  
Ellie Bates ◽  
Lizzie Mills ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Good Practice ◽  
Scale Up ◽  
Learning Design ◽  
Higher Education Curriculum ◽  
Learning And Teaching ◽  
Learning Modules ◽  
Key Factor

This chapter presents the findings from four case studies by higher education curriculum teams who used the CoDesignS Learning Design Framework for designing online or blended learning modules as part of the Learning Design Bootcamp and/or an institutional community of practice (CoP). The aim of the bootcamp was to inspire and empower learning technologists, learning designers, and academics from different disciplines to acquire a learning design mindset. The learning design journeys of each team are explored and analysed. The CoDesignS Framework enabled the teams to develop their designs and to systematically scale up learning design practices within their organisations. The sharing of good practice through the Learning Design Bootcamp and institutional CoPs was a key factor in the development of educator identity and confidence. Together, the framework and CoPs positively impacted culture and mindset, resulting in improved quality of learning and teaching and enhanced student experience and outcomes.

scholarly journals Design approach to blended learning in teaching EFL for Indonesian university students

2020 ◽  
Vol 1 (2) ◽  
pp. 14-30
Author(s):  
Nila Kurnia Sari
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Design Approach ◽  
Learning Design ◽  
State University ◽  
Approaches To Teaching ◽  
Blended Courses ◽  
Blended Course

With the rapidly increasing involvement of technology in the teaching and learning process in higher education, lecturers are constantly on the lookout for better ways to integrate technology into their classes. Blended learning emerged in 2000 and has been one of the most popular approaches to teaching EFL. Despite having been around for years, not many people fully understand the principle behind it and how to design an effective blended course. Such is the case in most higher education institutions in Indonesia. This article reports on the result of a survey-based research in which the aim was to investigate how EFL lecturers in Yogyakarta State University, Indonesia design their blended courses. As many as 9 lecturers were involved as respondents in an online survey, an interview, and documents inspection. The data from the survey were then analyzed using two major theories of blended learning design approach by Lai, M., Lam, K. M., & Lim, C. P. (2016) and Alammary, Sheard, and Carbone (2014). The findings revealed that EFL lecturers designed their blended learning based on the principle of extension by Lai, M., Lam, K. M., & Lim, C. P. (2016) and the low-impact model Alammary, Sheard, and Carbone (2014) was preferred to the other models.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Consolidating The System Of Fostering Students’ Linguistic Skills At Philological Higher Education Institutions Of Specilized In Teaching English Based On The Approach Of Blended Learning

2020 ◽  
Vol 2 (09) ◽  
pp. 579-585
Author(s):  
Azizov Solijon Uchmas o’g’li
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Information Technologies ◽  
Higher Education Institutions ◽  
Teaching English ◽  
Educational Materials ◽  
Specific System ◽  
Modern Education ◽  
Linguistic Skills ◽  
Listening And Speaking

The quality and content are constantly increasing their relevance in the conditions of modern education. If quality can be understood as means and educational materials which are used in the process, the content is a sign of the diversity of these materials and a factor which takes into account the age, abilities and chances of learners. Taking into account these two important factors, the theoretical and practical bases of combining modern information technologies in improving the quality and content of the system of blended learning at philological higher education institutions of specialized in teaching English are described in detail. In addition, the paths and stages of creating a specific system that runs continuously, combining the effective and reasonable functions of social networking services (SNS) and messengers in consolidating the quality and content indicators of blended learning, are gradually illustrated. Besides that, by combining online educational materials with traditional place-based classroom methods at philological higher education institutions which are specialized in teaching English based on the approach of blended learning, the system of fostering students’ linguistic skills, such as reading, writing, listening, and speaking can be optimized and modernized according to the results of this research in the article.

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