Who controls the 'blend' in Blended Learning?

CC-BY Flickr User WGreller

There are many definitions of Blended Learning on the web. For the sake of this post, we can go with a working definition of; 'a cooperative alignment of face-to-face and online learning and teaching activities'. So, this seems to be used interchangeably with terms such as 'eLearning' and 'Technology Enhanced Learning'.

So, who controls which parts of a course of study are to be engaged with in the classroom, and which parts are engaged with online? That's rhetorical, because typically, it's the tutor, and more typically, almost all of the teaching activities take place in the class, with some additional activities to be conducted as 'independent' or 'self-managed' learning.

This post argues these ways need to be rethought. Well actually, I (and other colleagues) have been arguing this point for a number of years. In 2009, I worked with a colleague in a curriculum development activity to design a completely online Perioperative Care module. During the process, we questioned how we could benefit the holistic learning and teaching experience by bringing together the face-to-face class with the online class, and offer much more freedom for learners to control their own 'blend' in the learning experience.

Essentially, we encouraged learners to decide which parts of the module they wanted to study online, and which parts they wanted to come to class for. With increasing financial demands on Faculty, these modules could be marketed as completely online modules, completely face-to-face modules, or a mix of both. Learners arrive at University with expectations related to the use of technology in learning and teaching, and have increasing demands on their time, whether it be through work or personal commitments. As they begin to pay more for their Higher Education, they will come to demand more for their investment (or debt, as it will be for many) - here, more could mean 'more choice', 'more flexibility' or just 'more'. We felt (and feel) that our approach could cater to these demands, and was termed 'Mode Neutral' during an Institutional Validation Event. The name kind of stuck (whether we like it or not). In earlier published work, we defined it as;

"A method that allows students to progress across modes of delivery (face-to-face, online and blended) at any point throughout their study based on their preferences, requirements, personal and professional commitments without compromising their learning"

We debated the key factors that would facilitate such a flexible and fluid learning arrangement, and identified three Dimensions; The Role of the Tutor, Curriculum Design, and Communication for Learning, and each are required to maximise the student experience.

As our thinking evolved, we realised that these dimensions are not simply 'present' or 'not present', but instead are present in various degrees - almost three dimensional. The degree to which the dimensions are present rely on the implementation of certain 'conditions', and therefore could be visualised;

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To summarise, our attempts challenge(d) the long standing approaches of tutor-controlled blended learning. Of course, there are significant workload implications in introducing such flexibility, but if this positively impacts upon the student experience, it's worth it.

Where do you stand on the term 'Blended Learning', and who should control this blend?

You can read about our more substantial thoughts, including details of conditions within each dimension, through;

Reed. P, Smith. B, Sherratt. C (2008) eLearning and Digital Media. Vol 5; No 3.

As always, I'd love to hear your thoughts....


This work by Peter Reed is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.

Communicating with Year Groups through Moodle

Year Tutors and Programme Leaders have a common challenge in easily communicating messages to large groups of students. This post discusses how you can use the Programme/Network Area in Moodle effectively to solve some of these challenges.

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You may not be aware that groups of students are automatically created in Programme/Network/School areas in Moodle based, on their year and mode of study. If you click into 'Groups' from the Administration menu (within a Programme/Network area), you will see students are grouped according to their 'Year of Study' and 'Type of Study', which means staff can target specific resources and activities to particular groups.

As you can see from the image on the right, students in the Computing & Digital Technology Network are grouped in multiple ways;

• The beginning of the group name relates to the Programme number (11398A), and the year instance (11/12). 
• Following that we have CH (Combined Hons) or UG (Undergraduate). In some areas you will see PG (Post-graduate) instead of UG.
• Then we have the Year of Study (1, 2, 3), which relates to University Levels 4, 5 and 6; alongside the Type of Study, broken down as Full-time (F), Part-time (P) or Sandwich (S). Also, where appropriate, we see indicators for partner college students (MN, SC, SP). 
• The number in parenthesis relates to the number of students in that particular group.

So what now?

Well now we know what (and who) they are, we can add the relevant groups into a Grouping, e.g. Level 4 students from across the Network (inc. CH, FT, PT and S). Then, we can create a forum that is only available to students in that particular Grouping, making it much easier to get messages out to specific cohorts of students more efficiently, and providing them with a platform to discuss academic (and perhaps non-academic) work. You can learn more about the difference between Groups & Groupings here.

The Computing & Digital Technology Network area has forums for each level that are really well used by students, and were identified as 'good practice' in the Students' Union Student 'Shout Out' event....

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Of course if you want to communicate with large numbers of students that are not automatically grouped, you could always create your own custom groups. The post on Moodle Groups & Groupings clarifies the difference between the two and demonstrates how easily you can create your own. Of course, you can always feel free to give me a shout to run through this with you.


This work by Peter Reed is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.

The importance of reflecting for, in, and on learning

How often do you take time out to reflect on the day's activities? Sometimes I find I haven't had time to think back about anything until the moment my head hits the pillow.

Well our students are just the same, only more often than not, they are not as experienced at understanding themselves and their actions. This is true not only of their day-to-day lives, but also in reflecting on their learning. And regardless of our teaching philosophies, whether we espouse Social Constructivist approaches or 'newer' models such as 'Connectivism' or 'Connected Learning', students can still attend lectures and lab sessions but not necessarily situate that learning in the wider context, or consider its practical application. Learners do not necessarily, and certainly not automatically, realise their tacit understanding, or engage in deep and meaningful learning.

Engaging learners in critical and transformative reflection therefore, is a key skill across many disciplines (see Schon, 1987; Driscoll, 1994; Brookfield, 1995; Fry, et.al, 1999; Johns, 2005; Biggs and Tang, 2007). The various models of reflection (which will seem common in teacher training or in healthcare),  encourage learners to reflect on solid experiences, but we can quite easily adapt these or create new models to encourage reflection on various topics. For example, I recently created a set of Heuristics (strictly speaking that's for (software) Evaluation), but they supported learner's reflection on coursework, and required them to score each Heuristic with either 0, 1 or 2 points. What's good here, is that the scores are not being assessed, but the reflections. To make this really 'transformational', I could get students to do this reflection before assessments, in order to enable 'feedforward' into other coursework pieces (see, I'm reflecting on my teaching whilst blogging about reflection).

You see, reflection is often emphasised in the vocations I mentioned above, but as far as I am concerned, everyone in every discipline should be reflective practitioners in order to continually improve in whatever job they do.

The technology to support such critical and transformational learning, is in abundance; generally the VLE (whether that's Moodle, WebCT, Blackboard, Sakai, or some other platform) offers a range of tools such as discussion forums, blogs, wikis and private journals. And if those tools aren't suited, free tools on the web might solve the problem - you can use Blogger, Wordpress or Posterous to create free blogs, and the likes of PBWorks to create wikis. Or even use YouTube as a way to record thoughts and reflections and share with peers (or even a global audience - I do this regularly; not in relation to learning, but rather my beloved Everton FC). None of these are technically difficult at all. No, really!

It is important to recognise however, that the technology is not the key player in encouraging reflection, meta-cognition or deep learning. It's probably the least important. Rather, we need to introduce learners to the concept of reflection beyond a basic recount of a situation, and provide a structure for them to engage thoughtfully. Technology comes in to support these processes and encourage learners to capture reflections anytime, anywhere. More open methods of sharing such reflections - think YouTube, Vimeo, or online Communities of Practice - enables learners to become creators of knowledge as well.

This concept of reflection, leading on to the construction and sharing of knowledge, reminds me of a quote from John Seeley Brown's recent keynote - Cultivating the Entrepreneurial Learner in the 21st Century - at the Digital Media and Learning (DML) 2012 conference;

"In a world of constant flux learning has as much to do with creating the new as learning the old and hence the tacit starts to take on increasing importance."

For me, taking the time to think about where we are, what we're doing, and how things could be different (better?) is critical to enhance learning and contribute to the creation of new knowledge.

What methods do you employ to encourage students to take stock of learning, sit back and reflect? What technologies do you use to support and encourage this?



This work by Peter Reed is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.

Technology Enhanced Learning Workshops

To date, most of the training sessions have been focussed around the technical aspects of how to do certain things in Moodle. Whilst there is an ongoing requirement for such training, many staff are ready to move beyond the basics and consider specific pedagogical approaches. For example, my recent blog post on 'The Flipped Classroom' (link) discusses an interesting approach to delivering the 'chalk and talk' elements online, freeing up time for more collaborative work in class.

To this end then, whilst some sessions will retain their 'procedural' elements, some will also be more thought provoking and attempt to apply theory and research to practice.
You can book your place on any of the sessions using the Eventbrite booking system below. If the dates are not convenient please let me know the sessions you would be interested in attending, and I would be happy to run them again. Also, if course teams are interesting in specific topics, I would love to help!

The next block of sessions include;

Basic Moodle Training - ideal for new staff or for those that just want to recap on the basic workings of Moodle. This session will reinforce some of the good practice elements we have looked at in other sessions.
When: 15th February, 12-1pm

Online Submission and Marking using Turnitin - many staff are keen to use Turnitin to create 'originality reports' for student assignments, but did you know you can use the Grademark features to actually leave feedback and grades online? This session will cover all of these aspects and will be of interest to any staff looking to implement online submission in their units.
When: 16th February, 12-1pm

Using Multimedia Resources in Teaching and Learning - Introducing multimedia resources can serve a number of objectives. Not only can it more suitably cater to different learning styles in the VARK spectrum, it can be used strategically to deliver instructive materials online, freeing up time in class (as discussed in the post about the Flipped Classroom). Furthermore, the use of video clips, screencasts and podcasts can provide a much-needed source for students to revisit in order to refresh and clarify understanding.
This session will discuss the various options available, including the services available openly on the web as well as those 'in-house', and provide the basis for specific one-to-one support to develop multimedia materials.
When: 21st February, 1-2pm

Introducing Online Social Constructivism using Discussion Forums -  the general accepted model of learning in contemporary education is based on social theories (Vygotsky), whereby the development of knowledge and understanding is most effective by reflecting on course content and personal experiences, and by sharing this and reflecting on the experience and understanding of others.
This session will consider how we can utilise discussion forums in Moodle to encourage student collaboration and cooperation in the online space.
When: 22nd February, 12-1pm


Using Quizzes for Formative and Summative Assessment - For some time, staff have been implementing online quizzes as both formative and summative assessment. This session is of interest to anybody looking to introduce these quizzes in their units, and will cover the basics of building a database of questions and randomly adding a number of questions to a quiz. We will also cover pre-requisites for setting up summative online quizzes.
When: 1st March, 12-1pm

Encouraging Reflection through the use of Blogs - reflecting upon topics is a great way for learners to personalise and 'internalise' concepts. Dedicated reflective activities using blogs can be a great development opportunity for learners and can even provide the basis for an ePortfolio.
This session will introduce models for reflective practice and introduce the technical aspects of creating a blog.
When: 7th March, 12-1pm

Introducing the concept of Open Education Resources - In recent years the HEA and JISC (Joint Information Systems Committee) have funded a number of projects to stimulate participation in the Open Education 'movement'. Academic staff often share resources informally amongst colleagues, whether that be full powerpoint slides or a video of a procedure. The OER movement encourages staff to make these resources available openly for academics and learners across the world through specific repositories.
This session will introduce the concept of OER, and identify some of the leaders in the movement, such as the Open University and MIT, as well as websites/repositories for staff to find reusable content in their teaching.
When: 13th March, 1-2pm


Please note: all sessions will be held in room C1:01.

Event Registration Online for Technology Enhanced Learning Workshops powered by Eventbrite

This work by Peter Reed is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.