Page 69 - BLENDED LEARNING

Designing the blend
As described earlier, the course is split into three blocks of eight weeks online
(group with moderator) – two weeks face-to-face (group with workshop tutor) –
three months online (individual participants with tutor).

The online section
The materials for the initial online units of the course are built within a Moodle LMS
platform. This material is delivered in (at present) ten units each of four to five tasks.
Many of the tasks incorporate Web 2.0 type tools which are embedded into the
task templates to add an element of social interactivity. They also give participants
experience of using the same tools as learners that they will then use as teachers
to construct learning.

Some examples of the kinds of tools used are:
Tricider https://tricider.com/ This web-based tool enables a form of information
crowdsourcing. Users can create questionnaires which recipients not only answer
but also contribute to and comment on. The tool is used within the course itself to
brainstorm teaching ideas for the various tools presented.

MailVu http://mailvu.com/ This is a web-based tool that enables asynchronous video
communication. The user can record up to ten minutes of spoken monologue and
then very easily send it via email. It does not require any form of software as it works
within the user’s web browser and does not require any form of registration, so is
quick and simple for teachers and students to use. The tutor and participants on
the course use this tool for communication and information sharing and then devise
tasks to use with their students.
VYou http://vyou.com/ This allows registered users to create their own communication
video booth. They simply record an introduction video clip which loops continuously,
giving the impression that the person is available online for questions. Visitors to the
booth can then write questions and send them to the owner of the booth, who replies
with a video message. This tool is used within the course to add a human presence
to the online environment and to answer any questions that course participants have.
The participants then create their own booth and use it with their own students.

The participants on the course have the opportunity to evaluate activities and
exercises already created with these tools and decide which can best be used
within their teaching context.
The course also has built-in study resources which include links to related online
journals and blogs, embedded video clips of lectures, talks and presentations from
various web-based sources, and custom-made video tutorials to help develop digital
skills, which help to provide background reading and a theoretical perspective to
the course.

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