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UWS Blended Learning Strategy

UWS Blended Learning Strategy. Discussions with UWS Schools August-September 2012. The UWS student learning experience. Reflects the characteristics of the UWS student cohort Offers an on-campus experience

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UWS Blended Learning Strategy

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  1. UWS Blended Learning Strategy Discussions with UWS Schools August-September 2012

  2. The UWS student learning experience • Reflects the characteristics of the UWS student cohort • Offers an on-campus experience • Progressively prepares students for an increasing amount of blended and fully online delivery • Uses blended learning options that enhance student learning within a discipline context • Includes a range of ways in which staff interact with students in different blended modes • Offers fully off-campus/online as an option (units and courses) if and where appropriate

  3. Definition of blended learning@UWS • “Blended learning at UWS refers to a strategic and systematic approach to combining times and modes of learning, integrating the best aspects of face-to-face and online interactions for each discipline, using appropriate ICTs.” • The blend might include blending • face to face and online learning activities and formats • traditional timetabled classes with different modes (e.g., intensive/weekend/external/trimester) • well established forms of technology (e.g., ppts online or lecture capture) and/or with social media and emerging technologies • other forms of learning e.g., simulations, group activity, and site based learning • specific purpose time and mode blends • Other blends might include…. please add more

  4. Key Principles • pedagogy is the central consideration in learning design • blended approaches improve student learning • student learning should be scaffolded with an emphasis on face-to-face in first year towards a more blended delivery model over the life of a course; • a strategy for approaching the delivery of different types of units in a whole of course context; • streamlining unit offerings; • flexible approaches to meeting the needs of the range of UWS student cohorts; and • need to teach students about how to use technology and flexible options for their learning

  5. Learner characteristicsand learning needs

  6. Blended Learning Framework 1: First Year Unit • Retain focus on face to face delivery • Introduce students to online environments by providing lectures online • Provide support via online discussion boards and face-to-face programs such as PASS and intensive assistance • Where high risk unit, increase proportion of face to face Y1 Y2 Y3 Face to Face Online

  7. Blended Learning Framework 2: Standard Unit (Usually Year 2/3) • Introduce flexibility with blended learning and fully online options • Focus moves to self-study, with face to face tutorials/workshops where higher risk unit • Interaction between learners in Online or Face-to-face groups • Support for fully online students to navigate the environment • Face to face programs such as PASS and intensive assistance where higher risk unit • May include other blends eg simulations, site-based learning Y1 Y2 Y3 Online Face to Face Online & other blend Fully Online

  8. Blended Learning Framework 3: Integrative Unit • Mixed delivery with resources online and opportunities for face-to-face problem solving • Emphasis on independent learning (online, workplace or on campus) • Online toolkit of resources to support learning Y1 Y2 Y3 Face to Face Online Online & other blend

  9. Blended Learning Framework 4: (Other/additional) Y1 Y2 Y3 Online & other blend Fully Online Face to Face Online

  10. UWS Blended Learning Framework • Progressively introducing online elements • Introducing flexibility with fully online and blended learning options • Additional support for identified high risk units • Program flexibility by adjusting delivery to learning context and learner requirements Y1 Y2 Y3 Online & other blend Face to Face Online Fully Online

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