Blended Learning Basics
•Download as PPTX, PDF•
0 likes•385 views
a presentation for school teachers on the basics of blended learning.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Blended Learning Basics
Similar to Blended Learning Basics (20)
More from m nagaRAJU
More from m nagaRAJU (20)
Recently uploaded
Recently uploaded (20)
Blended Learning Basics
- 2. Contents 01 02 03 04 Component of Blended Learning Blended Learning – What is it? Need for Blending Why Blend? Blending Skills How to Blend? Technologies, Tools, Tips Challenges and Solutions m nagaRAJU
- 4. m nagaRAJU bLearning (Hybrid Learning / Flexible Learning / Technology-mediated instruction / Web-enhance d instruction / Mixed-mode instruction)
- 5. m nagaRAJU bLearning deliberate and effective integration of Online Learning Face-to- face Learning to instigate and support learning a hybrid Modes of delivery Rotation Flex Enhanced Virtual Self-Blend
- 7. Is it your Complaint? m nagaRAJU I need more time to finish syllabus My students are many different skill levels My students are far below average level My students are not interested in lectures My students do not attend classes regularly
- 8. bLearning – the New Mr Fixit m nagaRAJU Different learning problems require different teaching solutions. Different learning styles Different learning preferences Different learning backgrounds Different learning opportunities
- 9. bLearning Advantages 01 03 02 04 Higher student retention and bidire ctional information flow.Greater stu dent engagement & achievement. Studies show improved outcomes Meet the needs of auditory, verbal, visual, kinesthetic, social, solitary, logical learners. Meet styles of learning Reduction of seat time. Classroom time can focus on deeper analysis or discussion of the topics Strategic technology integration Student interests, time, pace, place and path are taken into consideration. Student Ownership of Learning m nagaRAJU Best of both worlds. Be together, be apart
- 11. m nagaRAJU Blending Human with Technology Mobility Structure Tracking Economy Self-study Global reach Personalization Motivation Feedback Relevance Discipline Soft Skills Peer learning Human Capital Technology
- 12. m nagaRAJU Blending Synchronous & Asynchronous Synchronous Same time, same place Same time, different places Asynchronous Different times, different places Blended Learning
- 13. m nagaRAJU Blending for a Purpose What variables decide the right blend?
- 14. m nagaRAJU Right Blend Depends on Course objectives Course content Learner profiles Needs Competencies Learning styles Attitudes Location Teacher competencies Resources available C
- 15. m nagaRAJU Right Blend Needs Elasticity Methodology Learning Environment Media
- 17. m nagaRAJU How Essential? 1. Is training a ‘cost’ or an ‘investment’? 2. What problems can technology solve? time budget pace perfection Technology goes where the trainer cannot.
- 18. Skill Upgradation -40 Teachers will not be replaced by technology, but teachers who don’t use technology will be replaced by those who do. - Sheryl Nussbaum Beach If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. - John Dewey m nagaRAJU
- 19. Skill Upgradation Best Good Better Develop capacity and skills to deliver better Make adjustments to teaching-learning process Meet expectations for teachers and students Connect content and lessons to standards Establish best practices Utilize data effectively Better than the Best m nagaRAJU
- 20. m nagaRAJU Some Guidelines Start small (tons of tools may confuse you) Use it with a purpose, not just for the sake of using it Make it interactive, responsive Give and get feedback Create effective support system Track learner progress
- 22. m nagaRAJU The Beginnings 1. Most competencies are generic. Use what you already have (think how you can teach part of your lesson with technology) 2. Turn on the cell phones (students to tweet with a hashtag to keep track) 3. Send interesting work home (pre-assign a video to watch or a set of questions to do online) 4. Create some in-class group work (from homework assignments to huge projects) 5. Organize some online study sessions, allow personalization and flexibility (involve every student right from their mobile device) 6. Use a variety of teaching tools, combine online with in-class (the more, the better)
- 23. Udemy An online learning and teaching model, 13 million students in 190 countries, 40,000 courses, 80 languages Coursera Build skills with courses, certificates and degrees online from world-class universities Khan Academy Free world-class education for anyone, personalized learning, trusted content, tools to empower teachers Virtual Learning Environments m nagaRAJU
- 24. Edmodo A free social learning environment to share class materials, collaborate with students, and keep parents informed. Eduflow A new LMS that allows educators to create courses and lessons, track student progress, and integrate group discussion. Answer Pad A free visual and student-based response system to blend learning and assess students in real-time on browser-based devices. Resources for bLearning m nagaRAJU
- 25. GoClass Uses a web interface and mobile app to create digital lessons, blend learning, and generate detailed reports. Kahoot An engaging, game-based site, students take control of their learning and teachers track student development. Edpuzzle Allows educators to flip a lesson by editing a video and adding questions. Ideal for self-paced learning. Resources for bLearning m nagaRAJU
- 26. MySimpleShow A very popular site for creating beautiful looking explainer videos/slides hows, as well as to "flip" or "blend" learning. Otus Educators can build device-friendly lessons, manage and track student performance, take attendance and notes, grade, communicate and more. Parlay Take classroom engagement to the next level through virtual hand raise s, data-driven class discussions, best practices and more. Resources for bLearning m nagaRAJU
- 27. m nagaRAJU LMS for bLearning Edmodo Moodle Blackboard Google Classroom
- 28. m nagaRAJU Using an LMS Keep things organized All-in-one teaching-learning arena Overview of test scores and progress Graphical analytics Create dynamic feedback Allows fluid movement
Editor's Notes
- One way to think about how to blend your learning in a language classroom is to first think about all the things that a student needs to do to learn a language, and then think about which things technology can do well and what things a face-to-face context can do well.
- Many have raised questions about whether to resume face-to-face learning experiences or stick to strictly online learning this season in a way that is both physically safe and educationally sound for students and faculty members. A number of institutions still face significant increasing pressure to re-open from students and their families. This raises questions about the college student experience, both inside and outside of the classroom. Institutions now must question whether hybrid methods of learning are any better than moving forward with purely online learning, or returning to in-person classes.
- bLearning should be a fundamental shift in instructional strategy. It is more than just combining an online component to traditional classroom instruction. It is not different from learning. It is a form of learning. Explosion of countless tools and technologies on the education scene. New ways to deliver, enhance and assess content. Education and assessment need to be redesigned to transform the flow and function of teaching / learning. Teachers need customizable instructional delivery models to retain teacher authenticity and to demonstrate teacher’s interest and investment in learner experience. Meeting different needs and learning styles. ❖ Provide more flexibility with regard to when and where students choose to learn ❖ Both instructors and students have the opportunity to develop their technology skills. ❖ Students prefer courses that have some online components. ❖ Enhance learning by allowing the use of pedagogical strategies that are not possible without learning technologies.
- flexibility is the most important. It is really unsettling to change from a routine that works decently (i.e. whole group instruction) Teachers will now need new skills to learn how to support students who are learning different things, at different paces, through different approaches. They will need to be able to facilitate different learning opportunities for students--such as one-on-one tutoring, small-group instruction, project-based learning, and lectures. Teachers will need to be able to communicate via a variety of mediums, explore, identify, and use a variety of online tools to meet student needs, and be able to do basic troubleshooting— such as helping students reset passwords, download plug-ins, and so forth. For many teachers, being able to teach effectively offline as well as online will be critical.
- Collaboration: With effective collaboration, comes strong communication skills. Blended learning gives opportunities to students to go beyond basic understanding and really see the content in action through various learning experiences and cross content collaborative projects that are not possible without the technology support at hand. Engagement: Students are more likely to stay engaged when working on lessons that are personalized for their needs. Rotating through independent, small group and teacher-led centers can foster students’ ability to monitor their own engagement when they are working online away from the teacher. Content: When well implemented, blended learning can give students choice around the path and pace at which they are able to connect with content. Teachers are also able to have more one on one time with students to push rigorous analysis of the content in new and exciting ways. Beyond the classroom, blended also opens opportunities for more students to have access to high-level, rigorous curriculum because of all of the open source content Academic Ownership: An inherent advantage to personalizing students’ learning is they are required to take more ownership over their education. Even if things aren’t fully personalized, great educators in blended classrooms ensure students can explain their reasoning, articulate why they are attempting tasks or reviewing content online vs. in person. • Improved student academic outcomes • Increased student ownership of learning • Increased student engagement • Improved teacher satisfaction4 • Increased teacher retention
- Integrating digital content (differentiated path and pace) Small group instruction (aligned to student needs and learning goals) Student reflection (awareness of student progress) Data driven decisions (frequent assessments of instructional decisions)
- Integrating digital content (differentiated path and pace) Small group instruction (aligned to student needs and learning goals) Student reflection (awareness of student progress) Data driven decisions (frequent assessments of instructional decisions)
- Do not waste your valued time reinventing all your lesson plans to work with technology. Instead, sit down with your lesson plans and think about how you can teach part of your lesson plans with technology. Today is the day you throw those ‘No Cell Phones’ sign away. Although cellphones have the potential for distraction, they are also a piece of technology we all know how to use (and students WANT to use) and one that you can easily incorporate into your classroom. Break from your lesson for a brainstorming session. You can send students the video link or worksheet in an email, and then your students can be prepped and ready for the class discussion. For example, send a message to your students with the link to an online documentary. Learning to collaborate is a key life skill. Give students a question and allow them all to respond to the question on the shared Doc. Students will be able to see how easily their work can be shared, and both you and your students will be ready for their next big project.
- Encourage students to maintain an e-portfolio.
- Standards and methods that have been studiously crafted to teach in f2f sessions cannot simply be doubled-clicked into an online environment. An LMS will usually allow the instructor to create dynamic feedback depending on the answer a learner will give to a specific question. For instance, in a multiple-choice test if the learner chooses answer B over the correct answer C, the appropriate feedback will be given back to the learner, indicating fault in the thought process, or hints as to why another answer would be more appropriate. an LMS gives the instructor an overview of test scores, progress, and growth with graphical representation to make the analysis even easier to grasp especially when the class size is very large. That way, an instructor has the ability to analyze which students scored the highest/ lowest, and which questions were hardest/ easiest for the majority of students. Reporting is a handy tool that allows the instructor to see trends and act upon them to improve the curriculum.