shahd rashed
What is Blended Learning?
Blended Learning is an approach to learning and teaching which combines and aligns learning undertaken in face-to-face sessions with learning opportunities created online.
New types of learning activities challenge our thinking as to how learning might be facilitated, creating new etiquettes of learning and teaching, and shifting the locus of control from the teacher to the learner.
Blended Learning Strategy and targets
The University has adopted a blended learning approach to its learning and teaching which is outlined in the Blended Learning Strategy. The University also has aspirations about the way in which this approach is to be achieved and has set blended learning targets.
Blended Learning Approach
A Blended Learning approach is one, which in most cases, will enhance and extend the learning opportunities for our 21st Century learners. The JISC study In their own Words describes what uses and expectations learners have for learning and teaching with technology.
Blended Learning is a blanket term for an approach, and the University sees that the following types of blend will be most useful in providing a complete learning environment for our students. These are:
- full provision of module related documents in electronic format;
- regular formative assessment with feedback,
- that all face to face learning is interactive,
- opportunities to learn from each other collaboratively,
- electronic personal development planning,
- and, the opportunity to submit all appropriate summative assessments electronically.
The rationale for supporting each of these perspectives on blended learning is that every learner is able to:
- have 24/7 access to all learning content, and to ensure equality of access;
- gauge their progress against the learning outcomes, to receive supporting feedback on this progress, and for staff to have information on student progress;
- participate in, and engage with interactive learning opportunities in her or his face-to-face learning sessions. There is no expectation that this need necessarily involve the use of technologies.
- use asynchronous collaborative learning which extends the face to face learning, creating supportive learning networks, managed by learners at a time and place best suited to their needs;
- understand better her or his learning process, act on feedback, so as to become more effective and successful, as well as collecting evidence on achievement to enhance our learners employability;
- save time and paper, and provide feedback quickly to each learner
this is video
this another link about Blended Learning
http://www.qualityresearchinternational.com/glossary/blendedlearning.htm
http://www.pearsonschoolsystems.com/blog/?p=181
__________________________________________________________________________
salma
What is Blended Learning
1. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities.
2. "The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced instruction." By Purnima Valiathan
Link
video
_____________________________________________________________________________
bayan
How do I get learners to work as a group?
One of the great advantages of blended learning, in contrast with pure online, is that students have an opportunity to meet and get to know each other. In some of the Exemplars, students are doing traditional face-to-face subjects in parallel with blended or online subjects. Inevitably, relationships carry over:
'Our students know each other, they've been in classes together. When they do our online subjects, there are already groups and relationships. It means that, quite naturally, they work together and help each other if they get stuck.' In other Exemplars, students meet for the first time at the orientation or some other point early in the course. If well structured, these meetings can provide a good basis for relationship-building: But even when students do not meet face-to-face early on, you can still do a lot to relationships within the group:
'When they started, I also budded them up. I gave them the name of another student, so they each had a buddy who they could talk with. I got that idea from doing the FAMe course. I enjoyed having a buddy, and when we eventually met face-to-face, it build was nice.'
'I ran an exercise2 where everyone tells everyone else a little about themselves online. I thought it was fantastic what eventuated from this! It led to a few peer support groups [amongst people with common backgrounds].'
You can and, when appropriate, should play an active role in getting such groups started. The Exemplars illustrate a number of ways to do so:
even when, as in the case of OTEN3, it is possible to enroll students individually, it may be preferable to enroll them in groups, perhaps one group every few weeks, and encourage them to see themselves as peers and allies
· during the orientation, have people work on exercises in pairs
· nominate project groups, and get them to decide on their own team leader (responsibilities might include pulling together answers to a discussion topic; submitting group project work; liaising with the teacher when there are common queries; and general group maintenance tasks such as chasing up noncontributors)
· ensure that participants have each other's email addresses.
The Exemplars show that teachers are having mixed success with chats. A range of factors, from the group size, to whether students have keyboards skills, to their work commitments and availability, and their level of motivation, all impact on the success of chat sessions. While a number of these factors are outside your control, there are some things you can do to make chats work:
· at the beginning of the module, let students know that chats are an integral part of the course
· agree on a definite time for chat sessions, ensuring that it accommodates as many participants as possible
· provide a focus for the chat-a topic to consider, an issue to resolve
· don't overdo the number or duration of chats-as noted in Exemplar 1, it is better to have less chats (perhaps one every two or three weeks) but to put more effort into promoting the ones that are conducted.
more on this topic
Watch this video
__________________________________________________________________________
amani
Blended Learning Models
By Purnima Valiathan
The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. Unfortunately, there's no single formula that guarantees learning, but here are some guidelines from NIIT on how to order your learning activities.
NIIT categorizes blended learning into three models:
By Purnima Valiathan
The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. Unfortunately, there's no single formula that guarantees learning, but here are some guidelines from NIIT on how to order your learning activities.
NIIT categorizes blended learning into three models:
- skill-driven learning, which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
- attitude-driven learning, which mixes various events and delivery media to develop specific behaviors
- competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies.
link :
http://www.grayharriman.com/blended_learning.htm
_________________________________________________________
basma
Blended Learning Models
The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. Unfortunately, there's no single formula that guarantees learning, but here are some guidelines from NIIT on how to order your learning activities.
NIIT categorizes blended learning into three models:
- skill-driven learning, which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
- attitude-driven learning, which mixes various events and delivery media to develop specific behaviors
video
ليست هناك تعليقات:
إرسال تعليق