Design of Blended Learning Activities
Design of blended
learning activities:
Issues and perspectives
An ASCILITE workshop
By
Allison Littlejohn
Chair of Learning Technology
International Centre for Research on
Learning
University of Dundee, Scotland, UK
a.littlejohn@dundee.ac.uk
Design of Blended Learning Activities
Blended learning: the ‘best of both worlds’?
 The role of electronic learning environments in
supporting blended learning
 Difficulties in blending activities in real and virtual
environments
 Strategies for effective course design (scenarios)
 Future learning environments
Design of Blended Learning Activities
Identifying the problems

List up to three problems you experience in trying to
design and implement blended learning activities for your
students

Is there anything you do when planning blended learning
activities that other tutors might find useful?
Design of Blended Learning Activities
Extending
reputation
The
Vision
role of electronic learning
environments?
Increased access
to learning
online
Increased choice
within the learning
and teaching
environment
“From Classroom teaching to Flexible Learning”,
University of Monash Guide
www.celts.monash.edu.au/hedu/flexible-learning-guides.html
off campus
on campus
face-to-face
Design of Blended Learning Activities
The role of electronic learning environments?
“ New technology makes
access possible to a vast
range of digital resources.
Scenario 3
The environment makes
some activities possible
and constrains others but
it does not change the
fundamental processes
of human learning”
Boud (2001)
.
Design of Blended Learning Activities
The role of electronic learning environments?
A VLE is a collection
of tools that support:
Scenario 3
eAdministration
course calendars and info
link to student records
eContent
content management
assignment management
eLearning
discussion fora
test banks with feedback
Design of Blended Learning Activities
How can a VLE support flexible learning?
 Can support
interaction and
communication
(tutors and peers)
 Can link activities on
and off campus
 Can allow better
management of
learning resources
Design of Blended Learning Activities
What are the problems in using a VLE?
 Can support
interaction and
Scenario
3
communication
(tutors and peers)
Focus on content
delivery not student
interaction
 Can link activities on
and off campus
No clear link between
learning activities in
real & virtual space
(Goodyear, 2002)
(Crook and Barrowcliff, 2002)
 Can allow better
management of
learning resources
Difficult to transport
resources & courses
(Koper, 2003… and many others!!!)
Design of Blended Learning Activities
What are the problems in using a VLE?
Scenario 3
Focus on content
delivery not student
interaction
(Goodyear, 2002)
No clear link between
learning activities in
real & virtual space
(Crook and Barrowcliff, 2002)
Difficult to transport
resources & courses
(Koper, 2003… and many others!!!)
Design of Blended Learning Activities
What are the problems in using a VLE?
Scenario 3
Focus on content
delivery not student
interaction
(Goodyear, 2002)
No clear link between
learning activities in
real & virtual space
(Crook and Barrowcliff, 2002)
Difficult to transport
resources & courses
(Koper, 2003… and many others!!!)
Photo of Glasgow Caledonian Learning Cafe
Design of Blended Learning Activities
What are the problems in using a VLE?
Scenario 3
Focus on content
delivery not student
interaction
(Goodyear, 2002)
No clear link between
learning activities in
real & virtual space
(Crook and Barrowcliff, 2002)
Difficult to transport
resources & courses
(Koper, 2003… and many others!!!)
Design of Blended Learning Activities
What are the problems in using a VLE?
Scenario 3
Focus on content
delivery not student
interaction
(Goodyear, 2002)
No clear link between
learning activities in
real & virtual space
(Crook and Barrowcliff, 2002)
Difficult to transport
resources & courses
(Koper, 2003… and many others!!!)
Design of Blended Learning Activities
Strategies for effective learning design?
 Can support
interaction and
Scenario
3
communication
(tutors and students)
Focus on content
delivery not student
interaction
 Can link activities on
and off campus
No clear link between
learning activities in
real & virtual space
(Goodyear, 2002)
(Crook and Barrowcliff, 2002)
 Can allow better
management of
learning resources
Difficult to transport
resources & courses
(Koper, 2003… and many others!!!)
Design of Blended Learning Activities
Strategies for effective learning design?
 Can support
“People engage in
interaction and
activities with resources”
Scenario
3
communication
Koper (2003) Reusing Online Resources,
(tutors and students) Chapt 5
 Can link activities on
and off campus
 Can allow better
management of
learning resources
Design of Blended Learning Activities
Extending
reputation
Strategies
design?
Vision for effective learning
• design learning
activities around desired
outcomes
“People engage in
activities with resources”
Koper (2003) Reusing Online Resources,
Chapt 5
• source learning resources
that help students with
activities
tutor
• assign roles to tutors and
students
students
• decide how students will
receive feedback
resources
feedback
Design of Blended Learning Activities
Extending
reputation
Strategies
design?
Vision for effective learning
Can design courses
by mapping::
• activities
(inc assessment)
“People engage in
activities with resources”
Koper (2003) Reusing Online Resources,
Chapt 5
tutor
resources
• resources
• people
• feedback
students
feedback
Design of Blended Learning Activities
Scenario 1: Supporting learner interaction
Students can download
a course reading from
Scenario 3
Blackboard…
and discuss ideas
using an online bulletin
board
Photo of Glasgow Caledonian Learning Cafe
Design of Blended Learning Activities
Scenario 1: Supporting learner interaction
Tutor
Activities
Student
Activities
Resources
Download article
Koper (2003)
Moderate
discussion
Group discussion online
Scenario 3
One group member to
summarize discussion
Photo of Glasgow Caledonian Learning Cafe
Discussion board
Feedback
Feedback from
peers and tutor
Design of Blended Learning Activities
Scenario 1: Supporting learner interaction
Tutor
Activities
Student
Activities
Resources
Download article
Koper
(2003)
Moderate
discussion
Group discussion face-toface
One group member to
summarize discussion
Discussion
board
Feedback from
peers and tutor
comment
on
summaries
Submit summary to
discussion board
Group should comment on
summaries of 2 other groups
Discussion
board
Summary
Feedback from
peers and tutor
online
Scenario 3
f2f
online
Photo of Glasgow Caledonian Learning Cafe
Feedback
Design of Blended Learning Activities
Scenario
4
Scenario
2: Providing
a focal point
Student groups are given a
collaborative project task.
They
provide
Scenario
3 a weekly
progress report (online) in
which they reflect upon
their progress and
recommend future actions.
The students choose when
and where to interact.
Photo of Glasgow Caledonian Learning Cafe
Design of Blended Learning Activities
Scenario
4
Scenario
2: Providing
a focal point
Scenario 3
Design of Blended Learning Activities
Scenario
4
Scenario
2: Providing
a focal point
F2F
Tutor activities
Student Activities
Resources
Lecture on product
design
Take notes
Greirson (2003)
Assign roles to
team members
Articles and
simulations
ePort
Make sure students
Scenario
3
can access ePortfolio
Feedback
From tutor
and peers
Plan project tasks
F2F
Meet with students if
required
Monitor & reflect
on progress
Feedback
from
peers
Make decision on
future goals
ePort
Monitor student
progress
Provide weekly
progress report in
ePortfolio
Uploaded
resources
shared between
groups
Feedback
from tutor,
peers
Highlight future
tasks and goals
F2F
Students present
group project
Group
presentation
Peers and
tutor
Design of Blended Learning Activities
Scenario
4
Scenario
3: Sharing
and managing resources
Student groups are given a
group project task.
Resources
sourced by
Scenario 3
students are uploaded to a
shared workspace using
wireless technology.
Resources are shared
within and across project
teams.
Photo of Glasgow Caledonian Learning Cafe
Design of Blended Learning Activities
Scenario
4
Scenario
3: Sharing
and managing resources
Scenario 3
Design of Blended Learning Activities
Scenario
4
Scenario
3: Sharing
and managing resources
Scenario 3
Design of Blended Learning Activities
Scenario
4
Scenario
3: Sharing
and managing resources
Tutor
Student
Resources
F2F
Lecture on product
design.
Take notes
Greirson (2003)
Workspace
Make sure students can
access workspace
Access task and
resources
Series of online
articles and
simulations
Scenario 3
Assign roles to
team members
F2F
Task students: upload
the resources sourced
Learn
information
literacy skills
Monitor student progress Upload
resources
View resources
uploaded by
others
F2F
Students present final
concept
Group
presentation
From
tutor and
other
students
From
tutor,
peers
and
librarian
Information literacy
workshop
Workspace
Feedback
Uploaded
resources shared
across groups
Feedback
from
tutor,
peers
Peers
and tutor
Task 1: devise an activity
Design of Blended Learning Activities
Design a learning activity by answering the following questions:
Specify the overall aim of the course:
 who are the learners?
 why use technology?
 how will these activities be integrated into mainstream teaching?
Define the learning objectives
 what are the core concepts?
 what activities will students undertake to learn these concepts?
Outline the assessment and feedback processes
 how will you know the students have understood each concept?
 how will students interact with each other/ the tutor/ resources ?
 what feedback do they get and from whom/what ?
 how is the technology adding value this process?
Design of Blended Learning Activities
Task 2: Build a lesson plan using ‘LDlite’
Tutor
Activities
Student
Activities
Resources
Download article
Koper
(2003)
Moderate
discussion
Group discussion face-toface
One group member to
summarize discussion
Discussion
board
Feedback from
peers and tutor
comment
on
summaries
Submit summary to
discussion board
Group should comment on
summaries of 2 other groups
Discussion
board
Summary
Feedback from
peers and tutor
online
Scenario 3
f2f
online
Photo of Glasgow Caledonian Learning Cafe
Feedback
Design of Blended Learning Activities
Task 3: Present your ideas
Scenario 3
Scenario
Why is 4this approach useful?
Design of Blended Learning Activities
1. Sustainable approach:
learning designs and
resources
Scenario can
3 be reused.
2. Accessible approach:
resources can be
replaced or repurposed.
3. Emphasis on
learner interaction.
Scenario
Why is 4this approach useful?
Design of Blended Learning Activities
What can be reused?
•Scenario
resources
3
• activities
• designs
These ‘learning designs’ can
“assist the…teacher to build
up their own range of tasks,
tools or materials that can
draw on a collected body of
experience”.
(McAndrew, 2004)
Design of Blended Learning Activities
What sorts of learning environments?
Learning Activity Management System – LAMS – being developed at Macquarie University, Australia
Design of Blended Learning Activities
What sorts of learning environments?
Design of Blended Learning Activities
What sorts of learning environments?
Design of Blended Learning Activities
Scenario 4– the best of both worlds?
Summary
Integrating ‘real’ and
‘virtual’ learning
Scenario 3
requires:
• flexible environments
• effective planning
• imagination
Design of Blended Learning Activities
Design of blended
learning activities:
Issues and perspectives
An ASCILITE workshop
By
Allison Littlejohn
Chair of Learning Technology
International Centre for Research on
Learning
University of Dundee, Scotland, UK
a.littlejohn@dundee.ac.uk