Flexible and distributed learning models
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Transcript of Flexible and distributed learning models
Flexible and Distributed Learning Models
Jane Lomas
Flexible and Distributed Learning
• Flexible Learning– Learners learn and their own time, pace and
place.
• Distributed Learning– Learning occurs independent of time and space
• Distance Learning• Can be combination of traditional classroom with
traditional distance learning
Khan, 2005
Learning Models
• Fully Online• No face-to-face contact
• Blended Learning– A mixture of face-to-face and e-learning
(Allan, 2007)
Learning Models
• Flipped Classroom– Students prepare for the class beforehand– Class time dedicated to
workshop/interactive activities– Increase class time for engaging
instruction• It is NOT the same as homework
Enfield, 2013
Features of E-Learning Environments
• Ease of Use• Interactivity• Multiple Expertise• Collaborate Learning• Authenticity• Learner-Control
Khan, 2005
Ease of Use
• E-Learning Course must be well designed:
– User-Friendly environment.– Reduce frustration from learner.
Khan, 2005
Ease of Use
• To achieve this:– VLE (Moodle)
• Simple point and click interface
– Browsers/Search Engines/Hyperlinks• Using current technologies learners familiar
with
• Technical support important
Khan, 2005
Interactivity
• Learner must be engaged in learning activities.
– Activities must encourage interaction with worthwhile tasks and with others:• Interact with tutors, peers and resources
Khan, 2005
Interactivity
• To achieve this:– Communication
• Email, Forums, Chat rooms
– Resources• Videos, Learning Objects, Quizzes and
Surveys.
Khan, 2005
Multiple Expertise
• Use outside experts to guest lecture:
– Directly from sources– Represented on the Internet
Khan, 2005
Multiple Expertise
• To achieve this:– Good source of recommended reading– Up to date links to the Web for expert
resources– Relationship with colleagues who can
guest lecture/share their resources
Khan, 2005
Collaborate Learning
• Allows learners to work and learn together to accomplish goals.
– Learners develop multiple skills:• Social, communication, critical thinking,
leadership, negotiation, interpersonal and cooperative skills
Khan, 2005
Collaborate Learning
• To achieve this:– Use of Collaborative Tools
• Forums, Chat rooms, Blogs• Collaborative Tools
– e.g. Glossary, Wiki, Graded Forums, Big Blue Button
• Google Docs or Hangout• Peer Assessment
Khan, 2005
Authenticity
• Learners can address relevant real-life problems and situations.
– Conferencing and collaboration technologies
Khan, 2005
Authenticity
• To achieve this:– Links to current practice– Scenarios which link to real world problems
• Learners real-life experiences can add to the authenticity of collaboration
Khan, 2005
Learner-Control
• Students can determine their level of participation:
• Facilitates learner responsibility:– Learner can actively engage in discussions
or observe– Learner has ownership of their own
learning
Khan, 2005
Assessment
• Assessment should be equivalent no matter how they are accessed:– Most types of assessments can be
replicated online or partially transformed.
• Participation does not need to be identical
Phillips et al., 2004
Assessment
• Important questions when designing assessment:– What is the purpose of the assessment?– What is the quality of the assessment in terms of
validity, reliability and usefulness? – How and by whom is the assessment
administered? – How and by whom is the assessment marked?
Cummings, 2003
Assessment
• Be valid, consistent and flexible– Meet the learning outcomes, cater for diverse
learning styles (Cummings, 2003)
• Include a range of assessment tasks– Formative and Summative
• Access deeper learning• Where exams are required
– Utilise open-book instead of closed-book
• Reduce opportunities for cheating
Phillips et al., 2004
Tools Available
• Moodle– Communication
• Forums, Chatrooms
– Collaboration• Graded Forum, Glossary, Wiki, Dialog, Survey, Feedback, Database,
Lesson, Scheduler, Big Blue Button
– Assessment• Assignment, Quizzes, Turnitin
• Online Tools– Blogging, Google Docs, Google Hangouts
References
• Allan, B. (2007) Blended Learning: tools for teaching and training. MyiLibrary [Online]. Available at: http://lib.myilibrary.com/?id=302450 (Accessed: 13 January 2014).
• Cummings, R. (2003) ‘Equivalent assessment: achievable reality or pipedream’, ATN Education and Assessment Conference. Adelaide. University of South Australia. Available at: http://w3.unisa.edu.ac/evaluations/Full-papers/CummingsFull.doc (Accessed: 10 January 2014).
• Enfield, J. (2013) ‘Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN’, TechTrends: Linking Research & Practice to Improve Learning, 57, 6, p14-27, EBSCO [Online]. Available at: http://ehis.ebscohost.com/eds/detail?sid=5d179d29-b139-40ca-b737-ca4441158117%40sessionmgr198&vid=1&hid=106&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=afh&AN=91587618. (Accessed: 13 January 2014).
• Khan, A. (2005) Managing E-Learning Strategies. London:Information Science Publishing.
• Phillips, R., Cummings, R., Lowe, K., Jonas-Dwyer, D. (2004) ‘Rethinking Flexible Learning in a Distributed Learning Environment: A University-Wide Initiative’, Educational Media International, 41, 3, p195-205, EBSCO [Online]. Available at: http://ehis.ebscohost.com/eds/detail?sid=aa0b233b-0a96-4f07-91e5-09ef07fefb0c%40sessionmgr4001&vid=12&hid=101&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=afh&AN=13911039 (Accessed 10 January 2014).