Week
4 presented.
In week 4 we looked at:
Designing Blended Learning
DADDIE Model – framework
for the design process
Define – what is the
purpose, what are the outcomes?
Analysis – who is the
recipient or learner, what are their needs?
Design – needs to be
engaging, involve learner, flexible
Develop – create the
materials and content
Implement – setting such
as classroom or independent learning
Evaluate – measure
success rate
A case
study at Border College was presented: here they use moodle to provide a
structure to build courses. The features of moodle allow the staff to develop
multi-media and interactive components. They use Mahara as an eportfolio tool
that allows students to upload their work.
One
technique used is storytelling – the content is presented as a quest or
adventure that the learner has to follow, working through the material
presented.
Assessment
How can
digital technology enhance the assessment process. This section looked at
TurnItIn. This is used at my university, however it is not something the
library is involved in.
The
course looked at a range of tools and techniques that could be used to provide
feedback to leaners. Consider techniques that:
- Help students to pay attention eg personalised audio or video feedback
- Reduces teachers workload
- Provides students with something of lasting value
- Provides students with alternative ways of showing what they have learnt
- Provides a personal way of giving feed-back on poor quality work
A
Flipped Approach
This
section of the week looked at a flipped approach to teaching, sometimes called
flipped learning, flipped classroom or flipped approach.
In this
situation part of the learning activities are completed outside the classroom
by learners independently, in their own time, at their own pace. This can allow
for more personal face-to-face activities or discussions within class.
Collaboration,
Interaction and Shared Working
The
course stresses the importance of learning as a social process, involving
discussion with others to provide opportunities for checking and confirming
what is being understood. It is suggested that digital tools can extend
discussion beyond the classroom. For example the use of online forums allow
learners time to think before adding their contribution.
A range
of social media tools could also be used as platforms allowing learners to hold
discussions and share ideas.
Consider:
It is important to
consider how blended learning and the use of technology can help students to
learn more effectively and in a demonstrable way.
The DADDIE model
provides us with a framework to use when designing our etutorials – we already
consider many of the steps in our script template. We need to think more
creatively to promote active learning as opposed to passive learning.
Assessment is a
difficult step for us as library skills are not assessed within the subject
curriculum. However we need to think of ways of providing feedback to learners
about their completion of our learning activities and allowing them to
demonstrate these and include them in their portfolios.
