Digital Learning Strategy: How can blended learning improve my multi-campus teaching?

Introduction

Many courses and subjects that teach to regional campuses are based in Bundoora with a diverse and distributed cohort. Maintaining students' satisfaction, equity, and accessibility in learning and teaching across campuses can be challenging.

This module is designed to guide you through pedagogical approaches and practical considerations for multi-campus teaching with active and engaging student activities.

  • Be able to apply a framework for developing your leanring activities in a blended environment
  • Be able to apply or customise models blended delivery for your multi campus requirements
  • Be able to identify key tools to structure the learning environment

Blended learning

Blended learning is a mix of face-to-face and online learning. It involves thoughtful, sometimes innovative, integration of face-to-face learning experiences with online learning experiences. Blended learning design is focused on interactions between teachers, students and resources that assist students to achieve intended learning outcomes. There are infinite ways in which the strengths of face-to-face and online learning environments can be combined to meet the specific needs of students in the context of the discipline.

Blended learning allows us to explore new and innovative ways to combine face-to-face and online experiences seamlessly and coherently, in a manner which responds to disciplinary variation and student learning needs.

[Source: Blended Learning at La Trobe]

Blended learning is useful in the management of assessment by provided opportunities to rethink assessment design, feedback and tools and materials to support assessment activities including self assessment, peer review and group work.

Step 1: Consider how the subject or course is similar or differentiated across the campuses

Option 1- Multi-campus teaching across several campuses

Completed shared/similar course curriculum and teaching across or campuses.

No differentiation in terms of learning content or activities.

Could include, for example, shared online content/resources, with local face-to-face teaching

Option 2 – Differentiated multi-campus teaching

Some shared course curriculum (learning content/activities), but also including local / contextualized content or resources based on location needs.

Option 3 – Separate courses

Distinct courses based on local/regional/rural targeted to a specific market or location (eg. not offered at metro, only offered regionally or vice-versa)

[Source: Macken, C. 2014. Video Conferencing at La Trobe]

Step 2: Think about how you want to deliver the course

Multi-campus teaching can be facilitated through a blended learning design to increase flexibility, equity and engagement for your students. Blended learning design ranges from online learning combined with face- to-face teaching, online learning and condensed or intense face-to-face teaching blocks or fully online learning.

Blended presentation and interaction Blended block mode Fully online

Activity focused face-to-face sessions blended with online resources.

For example, the flipped curriculum model combines:

  • short lecture podcasts, online resources, with
  • face-to-face tutorial/seminars for interaction and presentation of group work

Combination of:

  • intensive face-to-face sessions as one day or half days
  • weekly online tutorial/seminars for activities and interaction
  • online content and resources

Combination of:

  • short lecture podcasts, with online resources and learning activities
  • online tutorials (synchronous)
  • interaction via online collaboration, discussion forums and/or groupwork

[Source: Hannon, J., & Macken, C. 2014. Blended and Online Learning Toolkit]

Open Resource

Exemplar

Step 3: Design your learning

In designing blended and online learning, you can think about different modes of student engagement:

  • learner -teacher interaction (how learners engage with teachers)
  • learner - learner interaction (how learners engage with each other)
  • learner -content interaction (how learners engage with content)

A learning-centred approach demonstrates Biggs & Tang's (2007) orientation to teaching as a focus on "what the student does" (pp. 16-19). This emphasis on designing active learning follows Anderson's (2004) argument that fundamental to blended learning is an emphasis on interaction rather than content (p. 43). Hence designing learning is organised around modes of student engagement: learner-content interaction, learner-teacher interaction, and learner-learner interaction, (Anderson, 2004, pp. 4651).

[Source: Hannon, J., & Macken, C. 2014. Blended and Online Learning Toolkit]

Reading

Biggs, J and Tang, C. (2007) Teaching for Quality Learning at University, 3rd Edition, Buckingham: The Society for Research into Higher Education and Open University Press

Anderson, T. (2004). Toward a Theory of Online Learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning, Athabasca University, pp. 46-51.

Step 4: Decide what tools will support your desired outcomes

Learner-teacher interaction

Activity Considerations Tools
Essays, papers, reports, case studies, and other text-based activities

Students can write and submit reports, papers, essays or case studies online – collaboratively or individually

Students could author or co-author an interactive eBook or iBook

Students might work individually or collaboratively on a wiki to write a report or case study

Shorter writing tasks can demonstrate critical understanding and reduce marking burden.  Try a briefing paper annoted bibliography, three minute essay, book review or article.
Moodle Assignment (Online Text)
Moodle OU Wiki
Moodle Forum
Turntin (Text Submission)
Zotero*
Wordpress*
Blogger*
Creatavist*
Concept Maps and Venn Diagrams Concept Maps and Venn diagrams are concise expressions of knowledge and relationships enabling teachers to quickly assess students' grasp of key concepts. Creatly*
Mindmeister*
Venn Diagram Maker*
Posters and Presentations Posters provide and alternative for developing communication skills and provide and opportunity of peer learning. In large class assessment the poster offers a quick synthesis of understanding. Canva*
Piktochart*
Empressr*
Projeqt*
Slideshare*
Prezi*
Powerpoint
Curated Web Content Content curation allows student to synthesise and evaluate web content, developing crucial information literacy skills. Students can work individually or in collaborative knowledge construction activities. Storify*
ScoopIt*
TED-Ed*
Pinterest*
Padlet*
Dipity*
Web Conference/Synchronous web cast Does your lecture need to be a sychronous activity or can it be replaced by asynchronous events and activities affording more flexibility in your subject. Collaborate
Zoom*
Video and Podcast What are your requirements: guest lecture, interview, desktop recording, audio, video, high or low production and time frame. Echo Personal Capture
Camtasia
One Button Studio
LTLT video production (Strategic projects)
LTLT Tech Lending Library
Mobile phone
Camera
Discussions & Blogs Discussion and blogs can support learner-teacher interaction and opportunity for dialogue and feedback throughout the subject.Moodle Forum
Moodle OU Wiki
Wordpress*
Blogger*
Debates and Role Plays Debate and roleplays use simple online tools to support debate and roleplays create authentic scenarios for students to participate in.Moodle Discussion
Collaborate
Zoom*
Investigations & Field work, Surveys Web tours and curation and web-based applications can support student investigations and surveys. Poll Everywhere
Moodle Survey
Talis Aspire
LTU library catalogue
Formative assessment An interactive module can make use of a variety of resources and incorporate video, audio, weblinks, embedded online activities like flashcards, quizzes and games.  Moodle Lesson
Moodle Book
Moodle Quiz
Adobe Captivate*
Articulate Storyline*
3rd party SCORM package*

Open resources

Learner-learner interaction

ActivityConsiderationsTools
Group AssignmentsStudent work in groups on projects in wikis, on video collaboration and presentation sites. 

Moodle OU Wiki
Moodle Assignment
Prezi*
Slideshare*
YouTube* / Vimeo*
WeVideo*
TedEd*
Creatavist*
Flickr*
SoundCloud*
PowerPoint
Office Mix
Projeqt*

Empressr
Group Project ManagementGroups manage their groupwork and files through project management applications.

Freedcamp*
Slack*
Basecamp*

Trello*
Group CurationStudents work in groups in collaborative knowledge construction activities.

Moodle Glossary
ScoopIt*
Storify*
Padlet*

Pinterest*
Group meetingsStudents organise synchronous or asynchronous meetings to discuss project progress and requirements.

Collaborate
Ucroo
Zoom*
Google Hangouts*
Mightybell*

Facebook*
Moodle Forum
Peer created and reviewed questionsStudents explain their understanding of the subject through creation and, discussion and rating of related assessment questions.  
Peer Reviewed ProjectStudents provide anonymous qualitative and quantitative feedback to their peers on draft writing tasks.Peerwise*
Moodle Wiki

Learner-content interaction

Activity Considerations Tools
Review Video and Podcast What are your requirements: guest lecture, interview, desktop recording, audio, video, high or low production and time frame. Echo Personal Capture
Camtasia
Review Open Content Open education resources are not just videos but wholly online courses and modules. You can also produce OER resources and make them freely available or use an open platform that allows you to collaborate with another institution to produce resources. SLOW TV
Open Culture, SnagFIlms
Internet Archive, TED Talks
ABC Archives
197 YouTube Channels you should know about iTunes U
Academic Earth University of Washington Streaming Video Guide
The Age TV
Radio Lab This American LifeACMI Generator
Vimeo / YouTube
Readings Students access readings through library or online searches.Talis Aspire
Google Scholar
Case studies Students work through case studies or problem-based scenarios.Moodle Lesson
Moodle Book
Open Content (see open content above)Adobe Captivate*
Articulate Storyline*
3rd party SCORM package*
Self assessment Quizzes Quizzes and MCQ's offer students the ability to self assess their understanding of an activity, reading or multimedia content and automated provide feedback. Moodle Quiz
Moodle Lesson
Eportfolios Folios can be useful in documenting student learning. Combined with reflection, folios can assist students to develop their ability to self-assess. Students may select their best work for final assessment reducing the amount of assessment for teaching staff. PebblePad
Wordpress*
Behance*
Linkedin*
Evernote*
Reflection Blogs and reflective journals can encourage students to regularly assess their understanding and engage in the process of making judgments.  Like folios of eportfolios students may regularly keep a journal or blog and select best pieces for assessment Moodle OU Wiki
Moodle Assignment
PebblePad
Wordpress*
Blogger*
Moodle Forum (Blog mode with ratings)

Open resources

Please note: Applications indicated by * are web applications that may involve a cost or licensing and the university may not be able to provide technical support in the use of these applications. Many however are simple to use and provide good online support and resources. Where you are considering using these applications you should consider:

  • What additional functionality does this application provide to University applications?
  • What alternative will be provided/developed?
  • What are the implications for accessibility?
  • Where are your students going to get technical support

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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