Here is my INTED presentation on blended learning and on-line leactures

1. The importance of learning and how
it can be approached…
Nick Halafihi
070213

2. What drives my teaching…
‘Nurturing students’ creativity in higher
education is best achieved through a process-
or activity-based curriculum that engages
students in challenging, novel and
unpredictable ways of working and learning’
Jackson 2003 in Jackson et al (2006:211)

3. Setting the scene…
• This study looked at using a Business Enterprise Theory (BET) module
to deliver a genuine blended learning approach in an academic and
engaging manner to 130 students (BA (Hons) Sport Business
Management degree).
• Adobe Connect was used to replace 2 traditional lectures. The first
online lecture had a total of 92 students logged into the
‘meeting’/lecture. The evidenced number of students online for this
‘meeting’/lecture was well above 100. This research was replicated
again in the following weeks with a similar amount of students (c100)
attending online and this time less than 88 attending the traditional
face-to-face lecture the following week

4. A variety of blended learning tools were
used…
• Adobe Connect
• Podcasts
• Prezi
• Panapto
• Blackboard 9-tracking and monitoring tool
• Online discussion groups
• Adobe Connect Home Page

6. http://leedsmet.adobeconnect.com/p2f8nbca0wz/

7. Pedagogy and Interactivity
• Jackson’s notion of pedagogy is derived from a theory
where creativity is the main focus being imaginative,
exploring and teaching where students use decision
making and problem solving skills are essential
(Jackson et al 2006).
• The majority of students were complimentary about
the use of a ‘blended learning’ approach and favoured
a system, which allowed an increased number of
students to make comments (as they can with the
‘chat box’, poll system and ‘status’ tools of Adobe
Connect) therefore engaging in the lecture in an
increased manner.

8. Podcast and Recording Lectures

9. http://replay.leedsmet.ac.uk/Panopto/Pages/Viewer/Defa
ult.aspx?id=ad5daaaf-f9d1-4826-b547-ce260e8d82d7

10. Review via Twitter

11. Feedback from Student Emails
‘For me it was fantastic to be involved with my course mates
even though I am 5000 miles away and that has really helped me
to feel like I am still connected with the course and university.
In terms of evaluating the lecture my first impression is that I
would imagine attendance would gain a positive benefit from this
style of lecturing. Furthermore it seems there is a greater and
more varied contribution from a wider range of students perhaps
those students who are less confident speaking in front of 100
people feel comfortable typing answers etc. I believe that this
style of lecture allows for a greater engagement with the material
being covered students can discuss, access Google and ask
questions of lecturers which definitely enhances the learning
experience. Finally I think this is a great way of delivering to a
large number of students and providing access for all learning
styles.’

12. Feedback from Student Emails
• Student 2
• ‘The lecture today was great, really positive way of learning I
thought, Should definitely use this more.’
• Student 3
• ‘Liked that! nicer to be in a more relaxing environment and still be
learning.’
• Student 4
• ‘Have a look at this
http://www.youtube.com/watch?v=85kpKmH6tWc
I've recorded a video for this lecture’
• Student 5
• ‘I thought the online adobe session was constructive as we can all
have a say in the session. I look forward to the next one.’

13. Bibliography:
• Ashwin, P (2012) Analysing Teaching-Learning interactions in Higher
Education. Continuum. London. JISK (2012)
• Curtis, W. and Pettigrew, A. (2009). Learning in Contemporary Culture.
Learning Matters. Exeter.
• Effective practice with E-Learning: A good practice guide in designing for
learning. [Internet] JISK. Available from:
http://www.jisc.ac.uk/media/documents/publications/effectivepracticeelearnin
g.pdf [Accessed 13 November 2012]
• Jackson, N, Oliver, M, Shaw, M and Wisdom, J (2006) Developing creativity
in Higher Education: An Imaginative Curriculum. Routledge. London
• Northedge, A (2003). ‘Enabling Participation in Academic Discourse’:
Teaching in Higher Education, 8, (2), 169-180.
• Winch, C and Gingell, J. (2008). Philosophy of Education. Routledge. London