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Preparing for blended learning - notes and reflection

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Edited by Jonathan Vernon, Friday, 2 May 2014, 14:35

 

Fig 1.1 Exponential growth in PC memory

From 'Preparing for blended e-learning' Littlejohn and Pegler, 2007

By 2012 shoulld we show the Amazon Rainforest or the biosphere of the entire planet?

 

Writing before 2007, the authors Alison Littlejohn and Chris Pegler make the concept of blended e-learning sound like anathema to Tertiary Education ywt this is how learning beyond Tertiary Education has always occured - not formal teaching, but learning through participation, through a mixture of books, workshops, and formal or informal passing on of knowledge from those who know to those who don't. From lawyers to accountants, management consultants to marketing managers, further applied career learning and training occurs through professional associations and certification, internal training departments and HR and working with external suppliers - external whether they provide 'external' courses at a bespoke conference centre or because they provide modules or courses online.

'Students are motivated by solving problems based on real-world activities that may be carried out non-sequentially and interactively. Such problems contrast with the sequential orchestration of tasks frequently planned as 'formal' education'. (Littlejohn and Pegler, 2007 Kindle Location 6%)

See Chapter 8 for 'Information Literacy'

The locus of control shifts from the teacher to the learner.

We can achieve this through student analytics. The issue is how to start the process as there are restrictions on just how much, at least in tertiary education, you are allowed to know about your students. In business it should start with thorough, creditable psychometric testing with tailoring of continual professional development to the individual, within the context of their job specification and department.

Towards 'tailored content based on preferences, performance and permissions' (Littlejohn and Pegler, Kindle Location 8%) However, if the learning is tailored, how do you tailor assessment and make it equitable? This sounds like supervision of a D.Phil student.

Chapter 1 What is blended e-learning?

  • choice/access
  • online synchronicity/ or with a tutor, tutor group, cohort or institution - and beyond.
  • downloaded and mobile

NOT the immersion in games that in 1999/2000 companies such as JWM Creative (Worth Media) were creating - bespoke, specialist and expensive one offs.

DIAGRAM

  • Add slider from simple to complex
  • Just in time
  • Blogs
  • in touch with 'study buddies'

 

 

 

 

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Design Museum

Preparing for blended e-learning

Visible to anyone in the world
Edited by Jonathan Vernon, Wednesday, 19 Sep 2012, 05:00

Published in 2007, researched and written over the previous 3-5 years, this book intimates the way things are going - or should I say, the way things have gone already?

The world of e-learning is one that moves fast, so fast that the creation of e-learning has become an integrated global industry - companies, often UK based (even with a Brighton bias) span the globe like international management consultancies, law firms or firms of accountants - indeed, the clients are often international law firms, management consultants, accounts and their clients. Does advertising and PR come into this too? Probably. Internal communications? Certainly.

In 'Preparing for blended e-learning' (2007) the authors Alison Littlejohn and Chris Pegler say that the 'integration of our physical world with the digital domain is becoming ubquitous'. At least two decades ago intergration was already occurring, initially internally, through intranets. Leading businesses knew that educating the 'workforce' was vital so they had learning centres, while the likes of Unipart (UGC) had their own 'university' with faculties and a culture of continual learning. Industry was ahead of tertiary education then and feels light years ahead now with learning created collaboratively on wiki platforms, often using Open Source software with colleagues in different time zones. There is a shift to globalisation in tertiary education, with Business Schools such as Insead, but also with integrated, international universities such as Phoenix buying up or buying into universities around the planet - create an undergraduate course in Geography, a blended e-learning package, and put into onto a campus in North America and South, in Europe and the Middle East, the Far East and Australasia ...

'Learners and teachers increasingly are integrating physical and electronic resources, tools and environments within mainstream educational settings. Yet, these new environments are not yet having a major impact on learning. This is partly because the 'blending' of 'real' and 'virtual' domains - or 'blended learning' - is challenging for most teachers, yet it is becoming an essential skill for effective teaching'. (Littlejohn and Pegler, 2006 L287, Kindle Version)

I'd like to see a corporate e-learning agency create blended e-learning for a university - and to blend this in several additional directions courtesy of social learning back into secondary education, forwards into the workplace and sideways into the community and home. Perhaps I should call it 'smudged learning' - it happens anyway, at least in our household. It's surprising how helpful teenagers can be to their parents who work online - and it is us, the parents, who appear to click them in the right direction of for resources and tools for homework. I wanted Adsense on my blog(s) my son was happy to oblige - for a cut, which more than takes care of his pocket money.

'Blending ... centres on the integration of different types of resources and activities within a range of learning environments where learners can interact and build ideas'. (Littlejohn and Pegler, 2006: L341)

We're in it together like a small community in a medieval market town (actually, I live in one of these, Lewes) where the hubbub of the market spills out into the home and schools. All blended e-learning is doing is returning us to a more social, holistic and humanistic way of learning.

Welcome to the blended world.

What new - the drivers for change:

Costs (spreading them, making it count)

Sustainable (shared, flexible resources. In effect, one book can be shared by all)

Methodologies (still about learning outcomes, but treating each student as much as possible as a unique and vulnerable vessel of possibilities - not a cohort, or label)

Complexity (shared through collaboration in a wiki. Academics find this hardest of all, the idea that their mind , or at least parts of it, are open source, to be shared, not held back by barriers of time, tradition and intellectual arrogance. They too are a vessel and in its purest sense their emptying the contents of their heads into the heads of others is what it is all about)

Ethical issues (when is exposure a good thing? How much should we or do we reveal about ourselves? Knowing who your students are should only be seen as a extraordinarily developmental opportunity, not an invasion of privacy).

REFERENCE

Littlejohn, A., and Pegler, C. (2007) 'Preparing for blended e-learning' (2007)

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