Introducing Blended and Distance Learning
This 50 minute session introduces some of the differences between on campus and off-campus learning and teaching activities and will cover ten top tips for getting started with blended and distance learning programmes. It is aimed at staff who are interested in moving to more blended or even wholly distance short courses or programmes and want an opportunity to explore the differences in practice.
The session is a precursor to more in depth workshops covering issues identified by attendees as warranting further attention and support
47% of programme directors would like to further develop online and distance learning on their programmes, and 71% of programme directors prefer to explore this in a group workshop.
This event will be of interest to:
Module convenors and programme directors interested in developing blended and distant approaches to delivery with a view to enhancing NSS scores for learning resources and learning community.
By successfully engaging with this event, the participant will:
have an increased understanding of the pedagogic differences between on-campus and off-campus design of teaching and learning activities.
Conole, G. and Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education. 2005(1), Part 9. link
Galley, R. (2015) Learning Design at The Open University. Introducing methods for enhancing curriculum innovation and quality. link
Garrison, D. R. (2007) Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues. Journal of Asynchronous Learning Networks, 11 (1) pp. 61-72. link
Laurillard, D. (2001) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. Routledge, 2nd edition.
Salmon, G. (2013) E-tivities, the key to active online learning. Routledge, 2nd edition.
Salmon, G. (2011) E-moderating, the key to teaching and learning online. Routledge, 3rd edition.
Simpson, O. (2013). Student retention in distance education: are we failing our students? Open Learning: The Journal of Open, Distance and e-Learning, 28(2) pp. 105–119.
Watling, S. (2016) e-teaching as companion to e-learning; supporting digital pedagogies and practice with academics in higher education. In Compass: Journal of Learning and Teaching, University of Greenwich, 8 (12) 2016 link
UK Professional Standards Framework (HEA, 2011) outlines the core Activities (A), Knowledge (K) and Values (V) that underpin teaching and learning activity in HE. This event supports the following:
- A1: Design and plan learning activities and/or programmes of study
- A2: Teach and/or support learning
- A3: Assess and give feedback to learners
- A4: Develop effective learning environments and approaches to student support and guidance
- A5: Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
- K3: How students learn, both generally and within their subject/disciplinary area(s)
- K4: The use and value of appropriate learning technologies
- V1: Respect individual learners and diverse learning communities
- V2: Promote participation in higher education and equality of opportunity for learners
If this session has already taken place, please contact firstname.lastname@example.org to be added to a waiting list for a second run.
All workshop resources (including Panopto recordings) will be available online. Details will be given in due course.