Flexible and Distributed Learning Models Jane Lomas http://slidesha.re/1f0KFq2
Flexible and Distributed Learning • Flexible Learning – Learners learn and their own time, pace and place.
• Distributed Learning – Learning occurs independent of time and space – Distance Learning – Can be combination of traditional classroom with traditional distance learning
Khan, 2005
Learning Models • Fully Online • No face-to-face contact
• Blended Learning – A mixture of face-to-face and e-learning (Allan, 2007)
Learning Models • Flipped Classroom – Students prepare for the class beforehand – Class time dedicated to workshop/interactive activities – Increase class time for engaging instruction – It is NOT the same as homework – Enfield, 2013
Features of E-Learning Environments • • • • • •
Ease of Use Interactivity Multiple Expertise Collaborate Learning Authenticity Learner-Control Khan, 2005
Ease of Use • E-Learning Course must be well designed: – User-Friendly environment. – Reduce frustration from learner.
Khan, 2005
Ease of Use • To achieve this: – VLE (Moodle) – Simple point and click interface
– Browsers/Search Engines/Hyperlinks – Using current technologies learners familiar with
• Technical support important Khan, 2005
Interactivity • Learner must be engaged in learning activities. – Activities must encourage interaction with worthwhile tasks and with others: – Interact with tutors, peers and resources
Khan, 2005
Interactivity • To achieve this: – Communication – Email, Forums, Chat rooms
– Resources – Videos, Learning Objects, Quizzes and Surveys.
Khan, 2005
Multiple Expertise • Use outside experts to guest lecture: – Directly from sources – Represented on the Internet
Khan, 2005
Multiple Expertise • To achieve this: – Good source of recommended reading – Up to date links to the Web for expert resources – Relationship with colleagues who can guest lecture/share their resources
Khan, 2005
Collaborate Learning • Allows learners to work and learn together to accomplish goals. – Learners develop multiple skills: – Social, communication, critical thinking, leadership, negotiation, interpersonal and cooperative skills
Khan, 2005
Collaborate Learning • To achieve this: – Use of Collaborative Tools – Forums, Chat rooms, Blogs – Collaborative Tools • e.g. Glossary, Wiki, Graded Forums, Big Blue Button
– Google Docs or Hangout – Peer Assessment
Khan, 2005
Authenticity • Learners can address relevant real-life problems and situations. – Conferencing and collaboration technologies
Khan, 2005
Authenticity • To achieve this: – Links to current practice – Scenarios which link to real world problems
• Learners real-life experiences can add to the authenticity of collaboration Khan, 2005
Learner-Control • Students can determine their level of participation: • Facilitates learner responsibility: – Learner can actively engage in discussions or observe – Learner has ownership of their own learning
Khan, 2005
Assessment • Assessment should be equivalent no matter how they are accessed: – Most types of assessments can be replicated online or partially transformed.
• Participation does not need to be identical Phillips et al., 2004
Assessment • Important questions when designing assessment: – What is the purpose of the assessment? – What is the quality of the assessment in terms of validity, reliability and usefulness? – How and by whom is the assessment administered? – How and by whom is the assessment marked? Cummings, 2003
Assessment • Be valid, consistent and flexible – Meet the learning outcomes, cater for diverse learning styles (Cummings, 2003)
• Include a range of assessment tasks – Formative and Summative
• Access deeper learning • Where exams are required – Utilise open-book instead of closed-book
• Reduce opportunities for cheating Phillips et al., 2004
Tools Available • Moodle – Communication – Forums, Chatrooms
– Collaboration – Graded Forum, Glossary, Wiki, Dialog, Survey, Feedback, Database, Lesson, Scheduler, Big Blue Button
– Assessment – Assignment, Quizzes, Turnitin
• Online Tools – Blogging, Google Docs, Google Hangouts
References •
Allan, B. (2007) Blended Learning: tools for teaching and training. MyiLibrary [Online]. Available at: http://lib.myilibrary.com/?id=302450 (Accessed: 13 January 2014).
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Cummings, R. (2003) ‘Equivalent assessment: achievable reality or pipedream’, ATN Education and Assessment Conference. Adelaide. University of South Australia. Available at: http:// w3.unisa.edu.ac/evaluations/Full-papers/CummingsFull.doc (Accessed: 10 January 2014).
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Enfield, J. (2013) ‘Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN’, TechTrends: Linking Research & Practice to Improve Learning, 57, 6, p1427, EBSCO [Online]. Available at: http:// ehis.ebscohost.com/eds/detail?sid=5d179d29-b139-40ca-b737-ca4441158117%40sessionmgr198&vid=1&hid=106&bd . (Accessed: 13 January 2014).
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Khan, A. (2005) Managing E-Learning Strategies. London:Information Science Publishing.
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Phillips, R., Cummings, R., Lowe, K., Jonas-Dwyer, D. (2004) ‘Rethinking Flexible Learning in a Distributed Learning Environment: A University-Wide Initiative’, Educational Media International, 41, 3, p195-205, EBSCO [Online]. Available at: http://ehis.ebscohost.com/eds/detail?sid=aa0b233b-0a96-4f07-91e5-09ef07fefb0c%40sessionmgr4001&vid=12&hid=10 (Accessed 10 January 2014).