Page 70 - BLENDED LEARNING

The face-to-face element
Because of the enforced limitations of the limited block of face-to-face time (the
two-week attendance at Bell Teacher Campus) the initial online part of the course
has been designed to prepare participants. Technology has been used to create
a ‘flipped’ approach to instruction within a connected online platform with the
tasks helping to develop and support participants’ autonomous learning through
video-based instruction in the use of technology. This use of the online block as
a preparation for the face-to-face block should ensure that participants come to
the face-to-face course with a reasonably consistent level of ability. They can then
focus on the more pedagogical and creative aspects of course creation during the
face-to-face workshops. The final part of the course, which goes back to the online
mode should give them the chance to reflect on their learning and build up their
background reading, but they will be able to view what they read in the light of the
practical experience and understanding that they have built up during the course.

Teacher and learner roles and interaction
The first element of the course – online – has been developed around learning tasks
which encourage participants to actively investigate aspects of technology use within
the context they work. These tasks vary from exploring recommended background
reading and viewing, researching different types of web-based tools and creating
learning activities and materials for their students.

Having completed the tasks they should then reflect on them and share their
reflections with their peers in online discussion forums. The main focus of the
interaction within these forums is peer-to-peer, though these are tutor-moderated
and it is the role of the tutor to stimulate discussion and interaction, draw
participants’ attention to salient points and additional reading and resources,
and summarise and tie up discussions.

The second element of the course – face-to-face – is much more workshop based.
Participants meet together for tutor-facilitated hands-on sessions which focus
on developing the use of technology to create and share engaging content and
explore how this can be used in varying contexts. Here the tutor acts as facilitator
and technical support, helping participants to develop their own materials as they
develop their technical skills and pedagogical understanding.

The third element of the course – online – is the more academic part of the course.
Participants complete academic assignments which encourage them to reflect on
their experiences of applying blended learning materials with their students and their
reading and research into the pedagogical foundations as well as to formulate their
ideas in such a way that they contribute to the professional field of English Language
Teaching. Their assignments for this final part of the course include action research
projects and more literature-based research which they can use to frame their more
practical experiences from the course. Here the tutor’s role reverts back to a more
traditional one, offering support by reading through elements of the participants’
academic work and offering feedback and support online.

66 | A blended learning teacher development course A blended learning teacher development course | 67