if the Powerpoint narration fails

1. Linda Khatir (transcript of narration)
Strategies for incorporating blended learning into an HE environment
The title of the presentation opens up a range of questions, and I will not attempt to
answer them here, but merely offer one of them as a starting point for consideration:
• How/can blended learning create a valuable student-tutor experience?
Blended learning takes place already with students using Internet technology, smart
phones, blogs etc., interaction between students and tutors often taking place in these
spaces as well as 'physically' in the studio, workshop or lecture theatre, the university
existing alongside its counterpart on the web. Students juggling study with work, family,
and other commitments may find it more convenient to catch up on their studies while
travelling, using their iPhone or other device. Online access to key texts, podcasts and
other learning resources enables these students to participate and engage with their
peers, but this engagement is dependent on digitisation of textual, visual and audio
resources, as well as ease of access offsite.
As well as physically, students can attend lectures and workshops 'virtually', discuss
written work or studio practice via webcam or Skype, and these can be recorded and
made available online to other students at another time. Documentation and subsequent
critical discussion of these events bring into play the concept of reflection-on-practice for
both student and tutor.
Marking work - Written work may be sent to the tutor using email or Virtual Learning
Environments, for example Minerva and Turnitin, then returned with suggestions for
changes or further study. These systems sometimes allow for multiple authors, which
means more than one tutor can participate in the review. Some systems also provide a
trail of learning activity which can be viewed by others (for example heads of department
or external examiners).
Tutors and other staff may build an archive of digital resources for students, writing,
photographing, filming new materials, or selecting extracts from existing sources, storing
and sharing them through Dropbox or similar facilities.

2. Templates - When dealing with a cohort, the tutor can create standardised report forms or
templates for each unit, containing key points for review, and generic feedback terms or
'common' comments which might be adjusted depending on individual submissions.
Working with assignment templates means the tutor spends less time adding general
repetitive information and more time giving focused feedback on specific pieces of work.
Rigorous Documentation of tutorials gradually builds a visual and textual record of the
student's journey, and during assessment it is especially valuable to be able to look back
at works in progress as well as finished pieces. This also opens up the possibility of
methodological research for tutors. Documentation may take the form of digital images,
video and audio as well as written reports.
Possible changes in tutorial approaches - experienced tutors often work instinctively
when face-to-face with students, responding to their reactions and adjusting the flow of the
conversation accordingly, going off track and then pulling the subject back as necessary.
In working more remotely tutors may find they need to produce their lessons and feedback
more thoroughly, looking back at previous encounters in the studio, seminar or lecture,
and in so doing considering how they might have been more clear, motivational,
constructive or critical.
Tutors used to spontaneous verbal interaction may find this textual approach adds to their
workload in the short term, but regular documentation and reflection on their teaching
practice may help them become more student focussed, and will eventually provide a
valuable resource, saving time in the long term. It may also open up new avenues for
pedagogical and artistic research.
Practice and theory: In creative subjects there is often a false separation between a
student's practice and writing, with different tutors teaching different elements in different
offices, different buildings and different sites. Regular documentation of both parts of the
learning experience within the same environment (for example a dedicated blog) may
mean that different tutors are able to access both elements and begin to appreciate the
students' juggling of practice and theory. This might take the form of a digital research
journal with images of the work in progress, accompanied by notes and images relating to
their research into art and artists. This can be accompanied by critical reviews,
dissertation drafts etc. which can be shared with the relevant tutors, enabling them to

3. follow the students' thought processes and engage in conversations that are more relevant
and valuable, offering feedback, advice and sources for further study. In these instances
the tutor/student and tutor/tutor relationship becomes more focused, and the
teaching/learning experience holistic and transparent.
Physical interaction - online discussion between the tutor and student at home or
elsewhere is clearly not the same as the face-to-face tutorial, but it is a valuable
supplement, offering flexibility in terms of time and resources. Where students are unable
to physically attend lectures, training sessions, or studio critiques, virtual contact offers the
opportunity to participate from a distance, enabling immersion in the university experience,
and lessening the sense of disengagement and the risk of students dropping out before
completion.
Distance learners might physically attend group sessions at certain points during the year,
for example, hands-on workshops on specific techniques and safe use of tools, group
critiques of practical work and exhibitions, workshop sessions involving collaborative
working, gallery visits and so on, but in terms of more regular contact and sharing of ideas,
many will use social web platforms, forums, blogs, podcasts and networks like Facebook
which offer easier and faster access to information; these sites enabling informal
interaction in contrast to the formal learning environment of the university.
This list (taken from the JISC website*) describes some of the tools available for blended
learning:
Blogs: reflective journals, either closed between tutor and student or open for comment by
peers and/or other selected audiences
Wikis: content creation and development by groups of students; lecture supplement
and/or replacement by tutors, with or without embedded video
Social bookmarking: expansion of tutors’ initial reading lists, sometimes with scope for
commentaries on the texts
Social networking: for hosting discussion or project groups and answering queries. Such
groups are being established by students as well as by staff
*(from 'Higher Education in a Web 2.0 World'
http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf)

4. The advantage of student access to these platforms is a more flexible approach to the
concept of attendance, and enhancement of the learning experience for part-time,
distanced and physically disabled learners. This flexibility in terms of time and space may
seem problematic for those more used to physical attendance during lectures, seminars
and group sessions, and often entails student-led rather than tutor-led sessions.
Web 2.0 technologies might not be able to fully replace the traditional concept of the
university where an individual enjoys physical and mental interaction with staff, peers,
materials and activities in 'real' space and place, but working remotely (for at least part of
their studies) means that time, rooms, studios, libraries and other facilities are freed up,
offering newly flexible and open spaces for a range of activities.
To wrap up, I quote short extracts from the abovementioned paper 'Higher Education in a
Web 2.0 World' published by JISC, which emphasise the need for tutors to keep abreast of
technological advances, in effect to keep up with their students.
Addressing the digital divide from the student perspective means ensuring access to
technology for all and the development of practical skills in its use. This is a basic
entitlement. For staff it means ensuring technical proficiency, reflection on approaches to
learning and teaching, and the development of practice, and skills in practice, of e-
pedagogy – learning with and/or through technology – so that when they choose to use
technology, they can do so effectively.
Tackling information literacies from the student point of view means ensuring they possess
the skills and understanding to search, authenticate and critically evaluate material from
the range of appropriate sources, and attribute it as necessary ... ... For staff, the
requirement is to maintain the currency of skills in the face of the development of web-
based information sources.
Strategies for supporting blended learning in an HE Art & Design context:
• Availability of online learning resources, tutorials and assessment
• Accessible technical training and support for tutors as well as students
• Structured course material relevant to blended learning
• Online forum for discussion

5. These strategies may seem simplistic but are nevertheless vital if students are to engage
in, and benefit from the learning experience. These needs are not specific to Art and
Design, but apply to all students and tutors in Higher Education
Requirements/leads to:
• A combination of self-paced e-learning and face-to-face contact
• A range of learning strategies and delivery methods
• Supportive and critical interaction between students and tutors
• The sense of community
• Ease of communication and a shared learning experience
Conclusion: The impetus for change comes from the students themselves, and the
Higher Education system must keep pace with them, and relate to the lives they are
leading and the tools they are using. Social interaction between students and tutors is an
essential and relevant part of today's learning experience and can be achieved through
blended learning within a creative and flexible environment. (end)