Even before the COVID-19 pandemic, schools and universities had already embraced technology in their teaching and learning practices. The extent to which technology was integrated in teaching and learning obviously varied from country to country and even from institution to institution. Bates (2015) [1] identifies various ways in which technology is used to deploy education: online learning, blended learning, flipped learning, hybrid learning, flexible learning, and ODL. Institutions used these different forms of provision to varying degrees, depending on the technology available, institutional policy on use of technology and the ability of staff and students to use the technology. Once considered somewhat esoteric and out of the mainstream of conventional education, these forms of education are now assuming greater significance and, in some cases, becoming mainstream themselves.
Learning activity 1: Use of technology in education
You should spend 20 – 30 minutes on this activity.
- Of the various ways in which technology is used mentioned by Bates, which one is closest to the model you use in your context?
- Name two advantages of using that model to the teacher and two advantages to the student.
- Post your answer in the discussion forum.
- Also, read the responses by your peers to gain insights on how technology is used in other contexts.
Our reflection and feedback on Use of technology in education
You will probably see from the discussion forum that in most contexts, educational institutions use the blended learning approach, which is given different names in different places. Educational institutions take advantage of available technologies to deliver education in various innovative ways. In many institutions, especially open schools, technology is used to support blended learning, an approach to teaching and learning which involves using a combination of independent and face-to-face sessions. Other terms that are used to refer to blended learning are flipped learning and hybrid learning. The balance between independent and face-to-face learning varies from context to context, and it is very difficult to prescribe.
ICT infrastructure is the most important single factor that determines the success of blended learning. Where blended learning is used, it is important to ensure that what learners do when they learn independently is complementary to what they learn during face-to-face encounters. During independent learning, learners usually want to use technology to look for information, to communicate with their peers, and to compile write-ups to share back in face-to-face session, or even to send to the teacher in advance.
Learning activity 2: Technology used in teaching and learning
You need about 10 minutes to write down the software and hardware technology you use and another 10 minutes to share with your peers.
- Write down the hardware and software you use to support teaching and learning in your context.
- Share with your peers some of the challenges you face in accessing these technologies and how they affect learning.
- You can share in the discussion forum or you can talk to a peer face-to-face or even on WhatsApp.
Garrison and Vaughan (2008) [2] define blended learning as the “thoughtful fusion of face-to-face and online learning experiences.” This suggests that there is seamless integration of learning that happens out of class and that which happens during class and for this to happen, the teacher needs to do a lot of planning. Although learning that happens out of class is independent, it has to be structured.
Figure 4 below illustrates how out of class and in-class learning should be seamlessly integrated and build on each other.
Figure 4: Blending before, during and after-class learning
Learning activity 3: Designing a blended learning lesson
You will need about 40 minutes to do this activity.
- Design a lesson on a topic of your choice which requires learners to prepare for a class in advance; show during and after class activities learners will engage in. The lesson should show the seamless integration of the learning activities and how the teacher knows what learning took place outside the classroom. You can do this activity alone or with a colleague.
- If you are working with a colleague, you can share and critique your lessons together. If you are working alone, you can raise questions or briefly describe the main activities of your lesson in the discussion forum.
Reflection and feedback on Designing a blended learning lesson
Your lesson should have demonstrated that what learners learn independently before class is seamlessly related to what they will learn during class and followed up with what they will do after the class.
Common ICT infrastructure needed to support education
Investing in ICT infrastructure is essential to support blended learning. In many countries, this is a shared responsibility between education institutions, the government and the private sector. This is because of the wide range of infrastructure that is needed to create a conducive ICT environment for learners to work with technology. Ideally, technology does not only have to be available in the classroom environment, it has to be ubiquitous – in the school premises, at home and in the community. For example, learners need to have ready access to computers or tablets or smart phones at home, which they interact with on a regular basis. They need to have access to affordable Wi-Fi to encourage them to search for content and access learning resources availed electronically by their teachers. They also need to access the same facilities at school. Schools usually invest in learning management systems (LMSs), like Moodle where they upload materials for remote access by students.
Learning activity 4: Use of Learning Management Systems to support learning
It should take you 30 minutes to do this activity.
- What LMS do you use in your context?
- Post in the discussion forum how you support your learners using your institutional LMS.
- Read what your peers post in the forum and compare with your posts. What other support activities do your peers do in Moodle which you did not list?
Notes
- ↑ Bates, T. (2015) What do we mean by quality when teaching in a digital age? In Teaching in a digital age. Tony Bates Associates: https://opentextbc.ca/teachinginadigitalage/chapter/11-1-what-do-we-mean-by-quality-when-teaching-in-a-digital-age/. Accessed on 10 December 2021
- ↑ Garrison, D. R. & Vaughan, N. D. (2008) Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Even before the COVID-19 pandemic, schools and universities had already embraced technology in their teaching and learning practices. The extent to which technology was integrated in teaching and learning obviously varied from country to country and even from institution to institution. Bates (2015) [1] identifies various ways in which technology is used to deploy education: online learning, blended learning, flipped learning, hybrid learning, flexible learning, and ODL. Institutions used these different forms of provision to varying degrees, depending on the technology available, institutional policy on use of technology and the ability of staff and students to use the technology. Once considered somewhat esoteric and out of the mainstream of conventional education, these forms of education are now assuming greater significance and, in some cases, becoming mainstream themselves.
Learning activity 1: Use of technology in education
You should spend 20 – 30 minutes on this activity.
Our reflection and feedback on Use of technology in education
You will probably see from the discussion forum that in most contexts, educational institutions use the blended learning approach, which is given different names in different places. Educational institutions take advantage of available technologies to deliver education in various innovative ways. In many institutions, especially open schools, technology is used to support blended learning, an approach to teaching and learning which involves using a combination of independent and face-to-face sessions. Other terms that are used to refer to blended learning are flipped learning and hybrid learning. The balance between independent and face-to-face learning varies from context to context, and it is very difficult to prescribe.
ICT infrastructure is the most important single factor that determines the success of blended learning. Where blended learning is used, it is important to ensure that what learners do when they learn independently is complementary to what they learn during face-to-face encounters. During independent learning, learners usually want to use technology to look for information, to communicate with their peers, and to compile write-ups to share back in face-to-face session, or even to send to the teacher in advance.
Learning activity 2: Technology used in teaching and learning
You need about 10 minutes to write down the software and hardware technology you use and another 10 minutes to share with your peers.
Garrison and Vaughan (2008) [2] define blended learning as the “thoughtful fusion of face-to-face and online learning experiences.” This suggests that there is seamless integration of learning that happens out of class and that which happens during class and for this to happen, the teacher needs to do a lot of planning. Although learning that happens out of class is independent, it has to be structured.
Figure 4 below illustrates how out of class and in-class learning should be seamlessly integrated and build on each other.
Figure 4: Blending before, during and after-class learning
Learning activity 3: Designing a blended learning lesson
You will need about 40 minutes to do this activity.
Reflection and feedback on Designing a blended learning lesson
Your lesson should have demonstrated that what learners learn independently before class is seamlessly related to what they will learn during class and followed up with what they will do after the class.
Common ICT infrastructure needed to support education
Investing in ICT infrastructure is essential to support blended learning. In many countries, this is a shared responsibility between education institutions, the government and the private sector. This is because of the wide range of infrastructure that is needed to create a conducive ICT environment for learners to work with technology. Ideally, technology does not only have to be available in the classroom environment, it has to be ubiquitous – in the school premises, at home and in the community. For example, learners need to have ready access to computers or tablets or smart phones at home, which they interact with on a regular basis. They need to have access to affordable Wi-Fi to encourage them to search for content and access learning resources availed electronically by their teachers. They also need to access the same facilities at school. Schools usually invest in learning management systems (LMSs), like Moodle where they upload materials for remote access by students.
Learning activity 4: Use of Learning Management Systems to support learning
It should take you 30 minutes to do this activity.
Notes
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