Implementing Blended Learning at HKU SPACE
- An Instructional Design Paradigm
Prof. T.M. Wong
Dr. Weiyuan Zhang
Ms. Jeanne Lam
Centre for Cyber Learning
HKU SPACE
15 July 2010
Introduction to e-Learning Development
at Centre for Cyber Learning
Prof. T.M. Wong
Deputy Director of HKU SPACE &
Head of Centre for Cyber Learning
e-Learning Development at HKU SPACE
F-T-F
Blended/
Integrated
SOUL
SOUL Platform
(1999)
1999
Blended/Integrated
Learning
2004
Centre for Cyber Learning
July 2009
2009
Organizational
Structure
Centre for Cyber Learning (CCL)
Head
Adviser
Prof. T. M. Wong
Prof. Enoch Young
Deputy Head
Dr. Weiyuan Zhang
Associate Head
Jeanne Lam
Management &
System Development
Multimedia Design
& Production
Instructional Design,
Research & Evaluation
Vision
To make HKU SPACE:
• An internationally-recognized centre for high-quality elearning development
• A regional centre of excellence in e-learning training and
consultancy for educational institutions and the business
sector
5
Goals
Within HKU SPACE
1. Establish e-learning infrastructure - develop
high-quality e-courses, and provide e-learning
services and training at HKU SPACE;
2. Develop an e-learning culture within
HKU SPACE for enhancing teaching for
HKU SPACE staff.
6
Goals
Outside HKU SPACE
Provide e-learning training programmes and
e-learning consultancy in the educational and
business sectors.
7
Major Tasks
of CCL
CCL Website
CCL website: http://ccl.hkuspace.hku.hk
9
Principles of e-Learning
Dr. Weiyuan Zhang
Head of HKU SPACE Research Centre &
Deputy Head of Centre for Cyber Learning
Introduction
•
2000: e-learning was not preferred at all
•
2005: e-learning components was preferred by some of students
•
2009: e-learning components were preferred by many of students
•
e-Learning in distance education institutions, conventional education,
continuing education, corporate training, primary and secondary
schools.
•
Two figures from mainland China:
–
2001 – 2008 invested 11.1 billion in developing e-learning in
primary and secondary schools in rural areas
–
Predicted e-learning market scale in corporate e-learning training:
72.3 billion in 2012.
11
11
e-Learning Modes
Content
Delivered
Online (%)
Type of Course
Typical Description
1 to 29%
Web Facilitated
30 to 79%
Blended Learning Course that blends online and face-to-face
delivery. Substantial proportion of the
content is delivered online, typically uses
online discussions, and typically has some
face-to-face meetings.
80+%
Online Learning
Source: (Allen and Seaman, 2007)
Course that uses web-based technology to
facilitate what is essentially a face-to-face
course. Uses a course management
system (CMS) or web pages to post the
syllabus and assignments, for example.
A course where most or all of the content
is delivered online. Typically has no faceto-face meetings.
12
Blended Learning
•
BL= combined teaching methods
•
BL= combined teaching media
Online
Face-toface
learning
Blended
Learning
(Old bottle with new wine)
13
13
Integrated Learning
•
“Blended” learning might not be the right terminology
•
Not just a mixture of teaching and learning modes
•
Integrate different modes in order to use the best of all
and minimize the weaknesses of each
•
More proper to use “Integrated Learning”
14
14
Principles of Integrated
Learning
Students
Interface
Teachers
Learner
Time
Learning
Outcomes
Learning
Content
Multi-media
Learning
Interaction
15
Staff Training
• Principles and methods
• Instructional design
• e-Learning and learners
• Course material design and writing
• e-Learning facilitation
• Multi-media design and production
• Open education resource utilization
• Student learning support
• Research and evaluation
• Quality assurance
Supplemental
QA Measures
• In line with HKU SPACE QA mechanism

Teacher Induction

Observation of teaching

Monitoring of learning progress

Teaching experience survey

Learning experience survey

facilities and services feedback.
• Trial use in integrated learning programme
17
Design of e-Learning Platform
Review of e-Learning
Platforms
• Sample: 17 e-learning platforms
WebCT, BlackBoard, FirstClass, FlexEducation,
ANGEL, Anlon,
Avilar WebMentor, BluePower, CentraOne,
Click2learn Aspen,
Dianda-online, eCollege, IVLE,
Learning Space, The Learning Manager, TopClass,
and Virtual Campus.
Common Features of e-Learning Platforms
Course content
functions
Communication and
collaboration functions
Management and administrative functions
Course management
functions
Administrative
functions
Course layout
template
Asynchronous communication:
Discussion forums
Module management
Secure login
Search tool for course
website
Asynchronous communication:
internal email
Quiz management
Technical support
Student homepage
Synchronous communication:
text-based chat
Grade management
Synchronous communication:
Audio/Video conferencing
Student tracking
File sharing
Workgroup
Whiteboard
Common Features
of e-Courses
Course
Communication
and
Collaboration
Administration
and Management
Technical support
Assignment
and
Assessment
Syllabus
Email
Course unit
management
FAQ
Receiving
assignments online
Online course
materials
Discussion forum
Announcements
Online technician
support
Submitting
assignments online
Video lectures on
demand
Teacher’s feedback
Grading
management
Online teacher
support
Online selfassessment
IP courseware
Whiteboard
Statistics of online
activities
Software
maintenance
Online exams
Links to
supplementary
materials
Workgroup
Online registration
Hardware
maintenance
Automatic grading
Course website
search engine
File sharing
Secure login
Technical training
Timetable for
assignments and
exams
Course notes
Student homepage
Shortcomings
•
•
•
•
Not flexible
Technology-driven approach
Teacher-centred approach
Not from educational and pedagogical
perspectives
• Expensive
Design of
New Platform
•
•
•
•
•
•
Flexible features
User-friendly
Pedagogy-driven approach
Student-centred approach
Six Interaction principles in e-learning
Cost-effectiveness
HKU SPACE
New Platform
Enhance functions of e-learning platforms

Course content functions

Communication and collaboration functions

Assignment and assessment functions

Administration and management functions
Develop new functions of e-learning platforms

Learning functions

Evaluation Functions
Functions of
e-Learning (1)
Course Content Functions
 e-Syllabus
 e-Course materials
 Audio and Video lectures
 Streaming courseware
 Links to supplementary materials
 Course website search engine
Functions of
e-Learning (2)
Communication and Collaboration










e-Discussion forum
Virtual classroom
e-working groups
e-file sharing
e-mail
Blog, Facebook
MSN; QQ
e-RSS (Really Simple Syndication)
Student homepage
Whiteboard
Functions of
e-Learning (3)
Administration and Management
 e-Calendar
 e-Registration
 e-Announcements
 e-Course content management
 e-Self-assessment management
 e-Grading management
 e-Statistics of teaching
Functions of
e-Learning (4)
Assignment and Assessment
 e-Timetable for assignments and exams
 e-Student’s self-assessment
Forum Grading
 e-Automatic grading
 e-Submitting assignments
 e-Receiving assignments
New Functions Under
Development (5)
Learning Functions
 e-Note making
 e-Reading points highlighting
 e-Tag
 e-Mind map
 e-Learning portfolios
e-Note
New Functions Under
Development (6)
Evaluation Functions
 e-Tracking of teaching activities
 e-Tracking of learning activities
 e-Observe teaching and learning process
 e-Evaluation from teachers
 e-Evaluation from peers
 e-Feedback area on the course website
 e-Survey on students learning experience
 e-Survey on teaching experience
Instructional Design in Integrated Learning
Ms. Jeanne Lam
Associate Head, Centre for Cyber Learning
Instructional Design
• Instructional Design is a system of developing
well-structured instructional materials and
learning activities to meet learning outcomes.
• It is also a systematic planning process which
includes needs assessment, development,
evaluation, implementation, and maintenance
of resources and programmes.
32
Instructional Design Models
• There are many instructional models such as
– ADDIE model
(Analyze, Design, Develop, Implement & Evaluate)
– Dick and Carey model
– Instructional Development Learning System (IDLS)
– and many more
Among those, the most commonly used is the ADDIE Model.
33
Instructional Design Steps
in HKU SPACE
1
• Create an overview of the course
2
• Write a redesigned lesson plan
3
• Prepare lesson materials
4
• Perform research and prepare resources
5
• Incorporate into LMS
6
• Review the created lessons materials
Step 1: Create an Overview
of the Course
• Develop initial plan
– Overall course structure
– Teaching and learning strategies
integrating learning objectives
– Teaching plan
– Assessment strategy
Step 1: Create an Overview
of the Course
Step 2: Write a Redesign
Lesson Plan
• How to perform each learning activity
– Teacher will be able to see what changes they
should make or have.
• How to deliver teaching materials
– Classroom / E-learning
– Before / During/ After the class
– Individual / Group
“What are the best tools and methods
I can use to make a productive and exciting lesson
for my students?”
Step 2: Write a Redesign
Lesson Plan
Step 2: Write a Redesign
Lesson Plan
In blended learning, it’s strongly recommended
to develop an outline concerning what can be done
before, during and after class.
Step 2: Write a Redesign
Lesson Plan
• Pre Class Activity
– Textbook reading & warm-up quiz
• Prepare for the coming class
• Contribute more in classroom lecture
• Learn and apply knowledge more effectively
• Classroom
– Video clip
– Group work and presentation
• Post Class Activity
– Chapter review
– Chapter exercise
• Additional Resources
Step 3: Prepare
Lesson Materials
“ Where it will make the lesson
easier or more effective?”
– Develop new multimedia
– Select or Modify existing lesson
materials
Step 3: Prepare
Lesson Materials
Step 3: Prepare
Lesson Materials
Step 3: Prepare
Lesson Materials
Step 4: Perform research &
Prepare resources
• Perform research
• Prepare extensive and quality educational
resources (e.g. OER)
• Provide more interesting learning
environment
• Consider two things:
– Develop critical attitude
– Link to learning objects and contents
Step 5: Incorporate
into LMS
• Incorporate into learning management system
Step 5: Incorporate
into LMS
Step 6: Review the Created
Lessons Materials
• Review created lessons and materials
– Check list
– Feedback list
• Check access to resources and quality
assurance of learning materials
Are you ready to implement your
course?
Conclusion
1
• Create an overview of the course
2
• Write a redesigned lesson plan
3
• Prepare lesson materials
4
• Perform research and prepare
resources
5
• Incorporate into LMS
6
• Review the created lessons materials
Conclusion
• Choose a suitable blend by carefully considering
the factors involved.
• Provide training or workshop to ensure the
quality of instruction in new learning
environment
• Different ways in implementation for different
institutes
• If done well, blended learning can provide
better results than can be achieved by using any
single learning method.
Mode 1
 With an appropriate mix of e-learning and traditional
classroom learning that enhances the students’
learning experience
Video Clip with PowerPoint
Presentation and Virtual
Whiteboard to illustrate the topic
Online quizzes with instant
answers for students to test their
immediate grasp of key concepts
Higher Diploma in Business (Accounting)
Mode 2
 To fulfill the e-learning requirements of the Nursing
Council of Hong Kong
Open Educational Resources
Additional learning resources
provided to enhance the learning
experience
Learning Experience Survey
Survey to collect the students’
views and opinions
Higher Diploma in Nursing
Mode 3
 As an extension and additional element for the
traditional methods of teaching
Flash Card
Revision exercise in a minigame format to raise
students’ interests
Bean Knowledge
Video produced by our team
to introduce Japanese
traditions and customs
Foundation Certificate in Japanese
Intermediate Certificate in Japanese