https://www.spreaker.com/show/peter-northups-podcastenSociety & CultureCopyright Peter Northuphttps://d3wo5wojvuv7l.cloudfront.net/images.spreaker.com/cloudinary/s--QADW8y8T--/w_1000,h_800,c_fit,l_text:Lato_157_bold:Peter%20Northup%20s%20podcast/images.spreaker.com/default/show-1400x1400-20190801.jpghttps://www.spreaker.com/show/peter-northups-podcastSun, 08 Nov 2020 21:05:29 +0000Peter NorthupPeter Northuppeter.northup@gmail.comcleanepisodicPeter Northuppeter.northup@gmail.comNohttps://www.spreaker.com/user/13444237/peter-northup-blended-learning-the-reall
Transcript:

Hello, listeners. I'm Peter Northup, and this is a brief summary of chapter six of "The really useful eLearning Instruction Manual" edited by Ron Hubbard.

Chapter 6, written by Julie Wedgwood, addresses Blended Learning, and does so in the context of workplace rather than in-school training.

In short, Blended Learning means using a mix of teaching methods and resources, and often specifically means a blend of face to face and electronic techniques.

Done right, a good blend can bring a number of advantages, including more learner autonomy, geographical and temporal flexibility, more opportunities for exploration and experimentation regarding the subject matter, and more structured systems of reflection and feedback.

Those looking for a collection of premade "blends" will be disappointed. Instead, Wedgwood focuses on the process, because, as she puts it, it's "not about how many cool technology tools you can use, it is about selecting appropriate media for the subject, audience, and context. Very often, less is more."

Wedgwood's preferred process is Clive Shepherd's 3-step approach, which starts by asking some key questions about the desired goals: What needs to be learned? By whom? Why? When? What do they already know? How will they use this knowledge? How will we know that they know it?

With clear goals and constraints in place, the teacher moves on to design a "learning journey" that selects methods appropriate to each stage, from Gathering information, to Expanding knowledge beyond the minimum required, to Exercising and Practising what has been learned, to Applying it in "real world" situations, to Reflecting on what was learned, and finally Reviewing the learning process itself.

Only when methods for the journey have been chosen does the teacher select the learning resources. Wedgwood suggests that classifying activities & resources as either Absorb, Do, or Connect can help match activities to journey-stages, with Absorb furnishing new knowledge, Do giving opportunities to use the knowledge, and Connect making connections both between new and existing skills and across different learners. For example, one might Absorb knowledge by reading an eBook, then Do something with that knowledge by summarizing it in an audio recording, then Connect with other learners by giving feedback on each others' summaries.

By categorizing methods, activities, and resources by learning journey stage and activity or resource type, Wedgwood argues, teachers will find it easier to use the right technique at the right pedagogical moment, rather than simply throwing things together. In addition, this will provide a schema that helps instructors organize their stock of existing methods and resources. Despite the name, a good blend is not simply a matter of throwing ingredients together into a kitchen blender and pressing the button, but requires careful thought to selection and timing. Learners, too, should experience a blend not as a chopped-up mix of arbitrary media, but as a curated journey. If this makes the name "blended learning" a misnomer, so be it.]]>https://api.spreaker.com/episode/41864694Sun, 08 Nov 2020 20:33:35 +0000Peter NorthupPeter Northup, Blended Learning (The Really Useful eLearning Instcruction Manual, Chapter 6, Julie Wedgwood) Transcript: Hello, listeners. I'm Peter Northup, and this is a brief summary of chapter six of "The really useful eLearning Instruction...
Transcript:

Hello, listeners. I'm Peter Northup, and this is a brief summary of chapter six of "The really useful eLearning Instruction Manual" edited by Ron Hubbard.

Chapter 6, written by Julie Wedgwood, addresses Blended Learning, and does so in the context of workplace rather than in-school training.

In short, Blended Learning means using a mix of teaching methods and resources, and often specifically means a blend of face to face and electronic techniques.

Done right, a good blend can bring a number of advantages, including more learner autonomy, geographical and temporal flexibility, more opportunities for exploration and experimentation regarding the subject matter, and more structured systems of reflection and feedback.

Those looking for a collection of premade "blends" will be disappointed. Instead, Wedgwood focuses on the process, because, as she puts it, it's "not about how many cool technology tools you can use, it is about selecting appropriate media for the subject, audience, and context. Very often, less is more."

Wedgwood's preferred process is Clive Shepherd's 3-step approach, which starts by asking some key questions about the desired goals: What needs to be learned? By whom? Why? When? What do they already know? How will they use this knowledge? How will we know that they know it?

With clear goals and constraints in place, the teacher moves on to design a "learning journey" that selects methods appropriate to each stage, from Gathering information, to Expanding knowledge beyond the minimum required, to Exercising and Practising what has been learned, to Applying it in "real world" situations, to Reflecting on what was learned, and finally Reviewing the learning process itself.

Only when methods for the journey have been chosen does the teacher select the learning resources. Wedgwood suggests that classifying activities & resources as either Absorb, Do, or Connect can help match activities to journey-stages, with Absorb furnishing new knowledge, Do giving opportunities to use the knowledge, and Connect making connections both between new and existing skills and across different learners. For example, one might Absorb knowledge by reading an eBook, then Do something with that knowledge by summarizing it in an audio recording, then Connect with other learners by giving feedback on each others' summaries.

By categorizing methods, activities, and resources by learning journey stage and activity or resource type, Wedgwood argues, teachers will find it easier to use the right technique at the right pedagogical moment, rather than simply throwing things together. In addition, this will provide a schema that helps instructors organize their stock of existing methods and resources. Despite the name, a good blend is not simply a matter of throwing ingredients together into a kitchen blender and pressing the button, but requires careful thought to selection and timing. Learners, too, should experience a blend not as a chopped-up mix of arbitrary media, but as a curated journey. If this makes the name "blended learning" a misnomer, so be it.]]>186cleanfullPeter NorthupPeter Northup, Blended Learning (The Really Useful eLearning Instcruction Manual, Chapter 6, Julie Wedgwood) Transcript: Hello, listeners. I'm Peter Northup, and this is a brief summary of chapter six of "The really useful eLearning Instruction Manual" edited by Ron Hubbard. Chapter 6, written by Julie Wedgwood, addresses Blended Learning, and does so in the context of workplace rather than in-school training. In short, Blended Learning means using a mix of teaching methods and resources, and often specifically means a blend of face to face and electronic techniques. Done right, a good blend can bring a number of advantages, including more learner autonomy, geographical and temporal flexibility, more opportunities for exploration and experimentation regarding the subject matter, and more structured systems of reflection and feedback. Those looking for a collection of premade "blends" will be disappointed. Instead, Wedgwood focuses on the process, because, as she puts it, it's "not about how many cool technology tools you can use, it is about selecting appropriate media for the subject, audience, and context. Very often, less is more." Wedgwood's preferred process is Clive Shepherd's 3-step approach, which starts by asking some key questions about the desired goals: What needs to be learned? By whom? Why? When? What do they already know? How will they use this knowledge? How will we know that they know it? With clear goals and constraints in place, the teacher moves on to design a "learning journey" that selects methods appropriate to each stage, from Gathering information, to Expanding knowledge beyond the minimum required, to Exercising and Practising what has been learned, to Applying it in "real world" situations, to Reflecting on what was learned, and finally Reviewing the learning process itself. Only when methods for the journey have been chosen does the teacher select the learning resources. Wedgwood suggests that classifying activities & resources as either Absorb, Do, or Connect can help match activities to journey-stages, with Absorb furnishing new knowledge, Do giving opportunities to use the knowledge, and Connect making connections both between new and existing skills and across different learners. For example, one might Absorb knowledge by reading an eBook, then Do something with that knowledge by summarizing it in an audio recording, then Connect with other learners by giving feedback on each others' summaries. By categorizing methods, activities, and resources by learning journey stage and activity or resource type, Wedgwood argues, teachers will find it easier to use the right technique at the right pedagogical moment, rather than simply throwing things together. In addition, this will provide a schema that helps instructors organize their stock of existing methods and resources. Despite the name, a good blend is not simply a matter of throwing ingredients together into a kitchen blender and pressing the button, but requires careful thought to selection and timing. Learners, too, should experience a blend not as a chopped-up mix of arbitrary media, but as a curated journey. If this makes the name "blended learning" a misnomer, so be it.No