Activity 3: Blended Learning in Secondary Schools
Goal
Observe and respond to features of blended learning in Secondary schools.
Outcomes
- reflect and compare the state of E-demand around the globe
- consider how experiences of our NZ secondary school students need to and are changing in fundamental ways
- understand the transition between the conventional learning and e-learning and the challenges educators face
- describe the enablers that assist our e-learners to participate successfully in a blended learning environment
Reading
Refer to E-Demand around the Globe (Reading 21) in which Bonk provides a global overview on the state of e-Learning and Blended learning. He has tracked online learning for over two decades and in his ‘resistance and recap’ summary describes the rush of online programs that education organisations offered as a “time of pedagogical negligence” and asserts that in HE this is still true today. Bonk observes the most rapidly growing area of online learning is an ‘explosive growth in primary and secondary settings’ and he encourages us to embrace online learning via innovative, engaging and personalised learning. He asserts that e-Learning is ‘gold’ and successful gold mining is possible, what a great segway to Ken and OtagoNet!
Read Ken Pullar’s paper 'Personalising' learning for secondary students working in a ‘blended (distance/'f2f'/vocational) learning environment'.
.
Ken provides an insight into the process of changing a learning environment from a conventional learning environment to a blended learning environment in the New Zealand education environment, highlighting the importance of the role of the e-teacher, redesigning the method of teaching by adopting a personalising learning framework.
Read Ken Pullar’s paper 'Personalising' learning for secondary students working in a ‘blended (distance/'f2f'/vocational) learning environment'.
.
Ken provides an insight into the process of changing a learning environment from a conventional learning environment to a blended learning environment in the New Zealand education environment, highlighting the importance of the role of the e-teacher, redesigning the method of teaching by adopting a personalising learning framework.
| 'Personalising' learning for secondary students working in a ‘blended (distance/'f2f'/vocational) learning environment' |
Comparison of Conventional Learning and E-learning
Elearning is expanding opportunities for teaching and learning. As we have discovered its implementation can present real challenges for educators, particularly when they have to teach in a way they may not have experienced themselves, using technology that they are not familiar with. The report from the e-Learning Advisory Group (March 2002) draws a comparison between conventional learning and e-learning. The report is included below for your reference.
ELAG (E-learning Advisory Group). 2002. Highways and pathways. Exploring New Zealand’s e-learning opportunities. Report of the E-learning Advisory Group. Online: http://www.steo.govt.nz/download/e-learning.pdf.
| Highways and pathways. Exploring New Zealand’s e-learning opportunities. |
Activity: Collaborative Wiki Task
A collaborative wiki task, you may like to group together in your seminar group OR if you prefer to be an individual.
Follow this link or work in the embedded site below.
Follow this link or work in the embedded site below.
- Answer the question that Ken poses " how will we ensure a successful educational experience for all students working in a "blended learning ' environment? Wiki page : Creating a Successful Blended Learning Environment
- Reflecting on your own practice, research or experiences as an e-learner, outline the key roles and approaches teachers will need to adopt to be a successful e-educator. Wiki Page: Key Roles & Approaches of e-Educators
- Other thoughts and ideas Wiki Page : Blended Learning Challenges
- REMEMBER WIKI's are an environment designed to be collaborative.
