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Aug 26
2009
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Shaking Up Blended LearningPosted by Patrick Batty in TOPYX Academic, Social Networking, mLearning, Interactyx, eLearning 2.0   |
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Blended Learning as a concept is widely used in the academic, corporate and non profit sectors throughout the world. We're seeing a great deal of change in it's utilization, and in my blog today, I'll try to highlight some of the changes.
Historically, as Margaret Driscoll pointed out in her paper for IBM Global Services "Blended Learning: Let's Get Beyond the Hype" when institutions consider blending learning they are considering four slightly different scenarios.
- To combine or mix modes of web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal.
- To combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology.
- To combine any form of instructional technology (e.g., video, audio, web-based training ) with face-to-face instructor-led training.
- To mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working.
All four approaches are valid and properly implemented can have the desired results.
Pazos, Azpiazu, Silva &Rodriguez-Paton, stated back in 2002 that:
"The conventional education system has focused on transmitting the teacher's knowledge (what the teacher knows, which is not necessarily what he or she should know) to students. However, it has paid less attention to the other aspect of education, namely, learning.
Learning is the acquisition of new mental schemata, knowledge, abilities, skills, etc, which can be used to solve problems potentially more successfully, furthering decision making on the basis of experience, which elevates ‘doing' as a basis for achieving an effective understanding of the knowledge."
Definitely, times have changed since 2002, and we're seeing a very dramatic shift from this hierarchical approach in 2009.
Improvements in technology, combined with a gradual shift in approach by institutions are now enabling a much broader, more dynamic approach to how courses are presented and how real Learning can occur.
The desire for this shift by learners is very strong. Students are tech savvy and are looking for their schools to keep up with them. They're constantly interacting with tools like Facebook and Twitter, and they're excited when their courses take advantage of such technology. They keep blogs, are active in forums, post photos and videos to a variety sites.
In general, they are connected!
For an institution, therefore, no longer is simply offering varying components of course material online a valid approach to blended learning. An institution should look at taking advantage of the student’s enthusiasm for the various online tools and sites, harness that energy, and enable the students to utilize the tools in their day to day course experience.
Whether in a classroom or an online environment, students want to actively engage in questioning, and discussing the material with their peers and their instructors. True understanding comes from being able to see, organize, articulate, question and discuss the material, unrestricted by time and distance.
Overall, blended learning is changing.
Technology, desire, and the will to make it happen are enabling the change. It doesn't replace quality instruction but implemented properly, it definitely can facilitate quality learning.
I look forward to your thoughts.
Also, you are welcome to join our free, live webinar covering social networking in the classroom! Details below:
Social Networking around the Classroom
Thursday, September 3, 2009
2:00pm - 3:00pm ET
Register Here - Space is Limited
Until next week,
Patrick Batty
Vice President, Academic Solutions
Interactyx Limited
patrick.batty@interactyx.com
www.interactyx.com
Comments (1)
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The future of the blended learning will take place in any physical location and under the supervision of a teacher or teachers inside and outside the physical location. Computer led instruction will be tasked with providing the foundational knowledge of skills, concepts and content for students. Computers will leverage resources from such places as the internet, broadcast media, educational institutions and student collaborative networks. Assessments will be provided at the end of lessons and courses that will check student understanding and possible misconceptions; then individual learning paths will be set that work toward filling in the gaps.
Teacher supervised time will be used to focus more on extending the content or skills learned using simulations, projects, problems or group tasks with a focus on application. Teachers or panels of educators will evaluate student performance on the outcomes, strategies used and/or innovations created. Student collaboration, through the use of platforms similar to the current social networks, will focus on this application phase by creating groups tasked with solving these specified tasks. Web conferencing will be common practice through tools like WebEx or Skype. Even virtual classrooms or presentations will be completed in such environments like Second Life.
This may sound like the distant future, but the reality is that all of these tools and conditions currently exist. It is just a question of time, leadership, creativity and fortitude that will bring it to reality now.
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