2Definition e-Learning learning at all levels, both formal and non-formal, that uses an information network-the Internet, an intranet (LAN) or extranet (WAN) - whether wholly or in part, for course delivery, interaction and/or facilitation.Blended Learninglearning models that combine traditional classroom practice with e-learning solutions.
5Strength and Weakness Time Flexibility Human Touch Participation Computer mediated learning environmentTraditional classroomTimeAsynchronousSynchronousFlexibilityAny time/any placeFix time/fix placeHuman TouchHumanImpersonalParticipationLimit number,dominate studentAll, equalQuality of reflectionDeep and thoughtful reflectionImmediate responseSpontaneitynot encourage rapid chain ideasGeneration of rapid chain ofassociated ideas
6To MIX the best effective elements from both worlds Why Blended Learning ?To MIX the best effective elements from both worldsGraham, Allen, and Ure (2003, 2005)
7Blended Learning Benefits? Direct benefitsImproved learningIncrease access and flexibility (access to learning resources, flexible time and place)Increased cost-effectiveness (utilize existing resources, ease of revision)Graham, Allen, and Ure (2003, 2005)
8Blended Learning Benefits? (cont.) Indirect benefitsPrepare students to meet the 21st century worker needed skill (Technological literacy, Information literacy, Cultural literacy, Global awareness)Improve learner thinking skill (Inventive Thinking (Adaptability, Curiosity, Creativity, Risk-taking, High-order thinking, problem solving)Improve cooperative skill (effective communication, Team work, Collaboration and interpersonal skills, personal and social responsibility, interactive communication, productivity skill)Empower learners for lifelong learning
9How to Blended ? Blended Learning design based on 1. Instruction problem solving Approach2. Systematic design ApproachGraham, Allen, and Ure (2003, 2005)
10How we learn… Learning from Knowledge PARTICIPATION Share Artifact (Reflective Thought, Concept Map)& DiscussLearning from Knowledge CONSTRUCTIONReflective Thinking, Concept MapLearning from Knowledge ACQUISITION
11Learning is improved when Learning are ActiveLearning are ContextualLearning are Social
12Conditions for learning KnowledgeretentionAuthentic /ContextualLearner ActivePrior knowledgeLearnerLearningLearnedLearning stylesKnowledgeTransferRich Interaction (Learner-Content,Learner-Teacher,Learner-Peer)Motivationlevel
15Role of multimedia courseware INPUTPROCESSOUTPUTLearnerLearningLearnedLearner characteristicsCognitive informationprocessingAchievement- Flexible,- Customizable,- Support majorlearning stylesSupport- Engage- MotivateLearnerprior knowledgeMultimedia coursewareSatisfactionAssessSupplementAccessible throughthe design learningenvironmentLearning environment
16Apply in real world Reflection, Elaboration แบบทดสอบก่อน-หลังการเรียนกิจกรรมการระหว่างเรียนการให้ข้อมูลป้อนกลับที่เหมาะสมPractice,Apply in real world Reflection, Elaborationคำถามแทรก, การให้ข้อมูลป้อนกลับInteractivityข้อความ ภาพ ภาพเคลื่อนไหวเสียงที่สัมพันธ์กันLong term memory(permanent)Dual codingShort term memory(working memory)Solving problemผู้เรียนควบคุมการทำงานบทเรียนSelf-pace,Rehearsal,Learning styleIntrinsic motivationคอร์สแวร์บทเรียนE-learningSensory motor(ตา หู มือ)ActivatedMotivationภาพ เสียงภาพเคลื่อนไหว
22Collaborative learning with Wiki Class Hot WordCollaborative FAQsCollaborative Report WritingClass Hot ListStudents work together to create a book mark pages (Hot List) that point to useful references all over the WebCollaborative FAQsStudents meet questions, they add the question to be one of the FAQs list, if someone know answer then he will answer, but if someone know more detail he will add more..Demo FAQ pageCollaborative report writingDiscuss the structure of the page and then create the structure. Distributed the role and start to edit. During the edit phase every one can see the progress of another and the theme can be controlแสดง WIki -> Project1
26Blended learning design #1 1.1. Clarify the terminal learning objectives1.2. Define the content1. Analyse Content1.3. Separate content to small topics1.4. Define instructional objectives for each topics1.5. Define learning experience for each topics(Continue to step 2)
27Blended learning design #2 2.1.What kind of learning experience shouldstudent have?2. Define learning experience2.2. What kind of interaction expected ?2.3. What teaching strategy/method shall we use?2.4. Do they need authentic experience ?
30Blended learning design #3 3.1. Who is the learner (demographic)?3.2. What are their technology competency level ?3. Know Learner3.3. Do they convenience access to computer and internet ?3.4. What are their characteristics relate to learning ?
31Blended learning design #4 4.1. What type of technology available ?4.2. How much time for teaching andlearning process ?4. Analyse Context4.3. Do we have appropriate teacher to students ratio ?4.4. What kind of resources do we have ?
32Blended learning design #5 Choose the instructional model, strategy and methodsDeclare the instructional eventsChoose the mode of instruction base on the effective practice and appropriate to the context (technology, time, resources)Reconcile the blended5. Design Blended Learning
33Concern.. concern.. concern Clear identification of how ICT will be used to meet specific subject objectives to improve pupils’ achievement;Ensuring that pupils have adequate ICT skills to achieve those objectives;Planned match of pedagogy with the identified purpose of ICT activities and learning outcomes.
34Prepare.. Prepare.. and prepare.. Technology checkedPrepare learner “how to learn”Set the policy and let everyone know the policyParticipants guidebookMonitor probe and feedback frequentlyFlexible and supportive
35The Four Es of Blended Learning Teachers should make sure that ICT:Ensures that the learning outcomes can be achieved;Enables the learner;Eases and supports the task;Enhances the task’s quality and value.Barker and Franklin (1998)