This PowerPoint helps students to consider the concept of infinity.
Blended Learning: Putting Policy and Principles into Practice
1. Blended Learning:
Putting Policy and Principles into Practice
Professor Mark Brown
Director, National Institute for Digital Learning
18th November 2014
2. Outline…
1. Let’s dance
2. Dancing with purpose
3. Choreographing the best moves
3. Key message…
“The problem is not making up the steps but
deciding which ones to keep.”
Mikhail Baryshnikov
https://www.flickr.com/photos/59015064@N02/9316044012/
4. 1. Let’s dance…
“At its simplest, blended learning is the
integration of classroom face-to-face
learning experiences with online learning
experiences”
(Garrison & Kanuka, 2004, p.96).
5. 1. Let’s dance…
“. . . an opportunity to fundamentally
redesign how we approach teaching and
learning in ways that higher education
institutions may benefit from increased
effectiveness, convenience and
efficiency”
(Vaughan, 2012).
Blended learning is…
8. 1. Let’s dance…
Adaptive blends…
“Because no two students have the same needs
and no two teachers arrive at their best
performance in the same way, theoretical
exclusivity and didactic single-mindedness can
be trusted to make even the best educational ideas
fail”.
17. 1. Let’s dance…
“These studies answer the ‘‘big’’ questions (e.g.,
is DE/OL more effective than classroom
instruction?), but they generally fail to establish an
alignment of evidence that addresses the ‘‘do’s’’
and ‘‘don’ts’’ of instruction via rigorous research.”
(p.89).
Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., & Abrami, P.
(2014). A meta-analysis of blended learning and technology use in
higher education: from the general to the applied. Journal of Computing
in Higher Education, 26:87–122.
18. 1. Let’s dance…
The inconvenient truth is…
Blended learning has become a popular construct that
means different things to different people…
Arguably the concept has done little to
disrupt the ‘old normal’ and the familiar
tap, tap, tap of the same dance
routine continues to reinforce
traditional educational outcomes.
https://www.flickr.com/photos/mspsfamily/
19. 1. Let’s dance…
A really
B O L D
[ Blended | On-line | Digital ]
Re-conception of Campus-based Teaching
24. 2. Dancing with purpose…
Place of Learning
(Where Learning Occurrs)
Mode of Learning
(How Learning Occurs)
Pace of Learning
(When Learning Occurs)
Learner-Content
Interaction
Learner-learner
Interaction
Teacher-Learner
Interaction
Blending
Framework
25. Learning by sharing
(Connectivist)
Learning by listening
(Instructionist)
Learning by doing
(Constructivist)
Learning by making
(Constructionist)
(Brown, 2010)
2. Dancing with purpose…
26. Learning by sharing
(Connectivist)
Learning by listening
(Instructionist)
Learning by doing
(Constructivist)
Still has a role
even in flipped classrooms
Learning by making
(Constructionist)
(Brown, 2010)
2. Dancing with purpose…
27. 2. Dancing with purpose…
Acquisition
Blended
Learning
Design
Culture
Synchronous Asynchronous
Participation
Blending with purpose for a seamless digital learning experience
28. 2. Dancing with purpose…
On Campus
in Class
Acquisition
Blended
Learning
Design
Culture
Synchronous Asynchronous
Participation
Blending with purpose for a seamless digital learning experience
31. 2. Dancing with purpose…
On Campus
in Class
Acquisition
Synchronous Asynchronous
Participation
On Campus
out of Class
Blended
Learning
Design
Culture
Blending with purpose for a seamless digital learning experience
37. 2. Dancing with purpose…
Off Campus
in Class
Blended
Learning
Design
Culture
Synchronous Asynchronous
Off Campus
out of Class
On Campus
in Class
Acquisition
Participation
On Campus
out of Class
Blending with purpose for a seamless digital learning experience
38. Metaphorically how can we design the most
appropriate blends to foster active,
academically challenging, and pedagogically
delightful performances?
https://www.flickr.com/photos/umtad/
2. Dancing with purpose…
41. 3. Choreographing the best moves…
Conceptualise
What do we want to design, who for and why?
TThhee
77CCss DDeessiiggnn
FFrraammeewwoorrkk
Consolidate
Evaluate and embed your design
42. 3. Choreographing the best moves…
A transformative learning design culture involves…
• Making explicit choices
• Adopting a principled approach
• Winning the hearts and minds of teachers
• Providing the design tools for new pedagogies
• Giving responsibility for quality back to teachers
• Building distributed leadership at the
programme level
43. 3. Choreographing the best moves…
The Epigeum course will
help teachers learn how to design
their own unique dance that students can truly enjoy!
45. Conclusion
What do we mean by blended learning?
How do we translate the principles of
blended learning into practice?
How can we ensure our staff stay at the
cutting edge of innovations in blended
learning?
47. Conclusion
Blending for active learning is not a single
dance!
It requires visionary choreographers to skillfully
plan the moves of a whole dance troop to get
the best out of individual dancers in order to
produce a truly great performance.
48. Contact details…
Professor Mark Brown
Director, National Institute for Digital Learning
mark.brown@dcu.ie
@mbrownz
http://www.slideshare.net/mbrownz
Editor's Notes
Student success remains a major issue
Definitions of success are problematic
We need more insights from the learner’s voice