ＳＴＡＲ－ＲＩＮＧ

来源: BlogBus 原始链接: http://www.blogbus.com:80/blogbus/blog/diary.php?diaryid=234870 存档链接: https://web.archive.org/web/20040815231850id_/http://www.blogbus.com:80/blogbus/blog/diary.php?diaryid=234870

返回首页 | BLOGBUS 教育技术百科全书之blended learning learning circuits 教育技术研究方法 教育技术基础学习 EET（布卢姆学习分类） EET(自动性) 华师远教所BBS重整开张 EET(自主学习） EET(自动性） 有感双语课 <<<learning circuits | 返回首页 | 教育技术百科全书之blended learning ihobil 发表于 2004-06-24 对于blended learning的学习始于计算机的教育应用这门课，可是在搜索资料的时候回到了教育技术百科全书，个人认为EET的资料对我的学习起到很大的帮助。现将通过学习之后得出的一些关于blended learning的学习成果拿出来与大家分享。 Blended learning Abstract: Blended Learning is now a very popular word in corporate training and education. In this paper, we give a general introduction of blended learning. Blended learning is learning which combines online and face-to-face approaches. Its fundamental theories are cognitive theory and Constructivism. Guided by the fundamental theories, how to blend? When we blend, we have to consider institutional factors, Pedagogical factors and so on. Every coin has two sides, so does blended learning. At last we conclude the benefits and challenges of blended learning. 1. Introduction These years buzzwords have come gone in educational technology. Such as “constructivism,” “students-centered,” and “e-learning”. Nowadays blended learning comes. Blended learning is the development of e-learning, and it is very popular in training and education. 2.What is Blended Learning? The term “blended learning” is used to describe a solution that combines several different delivery methods. These can be a mix of various even-based activities such as face to face classrooms, live e-learning and software sharing, and self-paced learning. The teaching methodology has been developed through many stages. 3.The elements of blended learning There are five key ingredients emerge as important elements of a blended learning process (1) Live Events: Synchronous, instructor-led learning events in which all learners participate at the same time, such as in a live “virtual classroom.” (2) Self-Paced Learning: Learning experiences that the learner completes individually, at his own speed and on his own time, such as interactive, Internet-based or CD-ROM training. (3) Collaboration: Environments in which learners communicate with others, for example, e-mail, multi-threaded discussions or online chat. (4) Assessment: A measure of learners’ knowledge. Assessments can come before live or self-paced events, to determine prior knowledge, and post-assessments can occur following live or self-paced learning events, to measure learning transfer. (5) Performance Support Materials: On-the-job reference materials that enhance learning retention and transfer, including PDA downloads, and printable references, summaries, and job aids. Figure1: Ingredients for Blended Learning 4. Finding the right blend The main concern has been getting the right blend―providing learners with the right amount of each type of learning intervention. Blended learning has the potential to be a lot more than simply the proper mix of existing learning solutions. As to how to blend, we suggest Khan’s Octagonal Framework. It is a guide to plan, develop, deliver, manage, and evaluate blended learning programs. Khan’s Octagonal Framework enables one to select appropriate ingredients. Khan’s framework serves as a guide to plan, develop, deliver, manage, and evaluate blended learning programs. The framework has eight dimensions: institutional, pedagogical, technological, interface design, evaluation, management, resource support, and ethical. The following is an introduction to Khan’s Octagonal Framework. Khan’s Octagonal Framework l Institutional The Institutional dimension addresses issues concerning organizational, administrative, academic affairs, and student services. Personnel involved in the planning of a learning program could ask questions related to the preparedness of the organization, availability of content and infrastructure, and learners’ needs. l Pedagogical The Pedagogical dimension is concerned with the combination of content that has to be delivered (content analysis), the learner needs (audience analysis), and learning objectives (goal analysis). The pedagogical dimension also encompasses the design and strategy aspect of e-learning. This dimension addresses a scenario where all learning goals in a given program are listed and then the most appropriate delivery method is chosen. l Technological This dimension addresses the need for the most suitable learning management system (LMS) that would manage multiple delivery types and a learning content management system (LCMS) that catalogs the actual content (online content modules) for the learning program. Technical requirements, such as the server that supports the learning program, access to the server, bandwidth and accessibility, security, and other hardware, software, and infrastructure issues are addressed. l Interface Design The Interface Design dimension addresses factors related to the user interface of each element in the blended learning program. This will enable the learner to use each delivery type and switch between the different types. The usability of the user interface will need to be analyzed. Issues like content structure, navigation, graphics, and help also can be addressed in this dimension. l Evaluation The Evaluation dimension is concerned with the usability of a blended learning program. The program should have the capability to evaluate how effective a learning program has been as well as evaluating the performance of each learner. In a blended learning program, the appropriate evaluation method should be used for each delivery type. l Management The Management dimension deals with issues related to the management of a blended learning program, such as infrastructure and logistics to manage multiple delivery types. Delivering a blended learning program is more work than delivering the entire course in one delivery type. The management dimension also addresses issues like registration and notification, and scheduling of the different elements of the blend. l Resource Support The Resource Support dimension deals with making different types of resources (offline and online) available for learners as well as organizing them. Resource support could also be a counselor/tutor always available in person, via e-mail, or on a chat system. l Ethical The Ethical dimension identifies the ethical issues that need to be addressed when developing a blended learning program. Issues such as equal opportunity, cultural diversity, and nationality should be addressed. （ 2 ） Dimensions of the Blend Blended learning programs may include several forms of learning tools, such as real-time virtual/ collaboration software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded within the job-task environment, and knowledge management systems. Blended learning mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. This often is a mix of traditional instructor-led training, synchronous online conferencing or training, asynchronous self-paced study, and structured on-the-job training from an experienced worker or mentor. There are several dimensions of the blend. l Blending Offline and Online Learning At the simplest level, a blended learning experience combines offline and online forms of learning where the online learning usually means “over the Internet or Intranet” and offline learning happens in a more traditional classroom setting. We assume that even the offline learning offerings are managed through an online learning system. An example of this type of blending may include a learning program that provides study materials and research resources over the Web, while providing instructor-led, classroom training sessions as the main medium of instruction. l Blending Self-Paced and Live, Collaborative Learning Self-paced learning implies solitary, on-demand learning at a pace that is managed or controlled by the learner. Collaborative learning, on the other hand, implies a more dynamic communication among many learners that brings about knowledge sharing. The blending of self-paced and collaborative learning may include review of important literature on a regulatory change or new product followed by a moderated, live, online, peer-to-peer discussion of the material’s application to the learner’s job and customers. l Blending Structured and Unstructured Learning Not all forms of learning imply a premeditated, structured, or formal learning program with organized content in specific sequence like chapters in a textbook. In fact, most learning in the workplace occurs in an unstructured form via meetings, hallway conversations, or e-mail. A blended program design may look to actively capture conversations and documents from unstructured learning events into knowledge repositories available on demand, supporting the way knowledge-workers collaborate and work. l Blending Custom Content with Off-the-Shelf Content Off-the-shelf content is by definition generic―unaware of an organization’s unique context and requirements. However, generic content is much less expensive to buy and frequently has higher production values than custom content. Generic self-paced content can be customized today with a blend of live experiences (classroom or online) or with content customization. Industry standards such as SCORM (Shareable Content Object Reference Model) open the door to increasingly flexible blending of off-the-shelf and custom content, improving the user experience while minimizing cost. l Blended learning, Practice, and Performance Support Perhaps the finest form of blended learning is to supplement learning (organized prior to beginning a new job-task) with practice (using job-task or business process simulation models) and just-in-time performance support tools that facilitate the appropriate execution of job-tasks. Cutting-edge productivity tools provide ‘workspace’ environments that package together the computer based work, collaboration, and performance support tools. (3) Guideline of blended learning When we do blend, we should notice the following items. These are the basic principles that we should follow to give a effective blended learning. l Completely integrated instructional design ： A blended solution works when all the instructional components are considered holistically. What is less successful, for instance, are e-learning modules just "bolted on" to existing instructor-led training. A plan for blended delivery should include conducting the upfront analysis necessary, and ensuring the inclusion of these key components of successful instruction: interaction, instructional goals tied to performance, and learner engagement. l Each method delivering its best ： Each delivery method should be chosen for what it can deliver best. For instance, online training can often effectively provide learners with factual knowledge about a specific skill. However, the content and desired learning outcome should determine whether the practice of that skill is appropriately accomplished online, or best done in a classroom or authentic context. l Flexibility and Variety ： The choice of whether to offer alternative delivery options for the same instruction, or combine delivery methods will depend on a number of factors. Learners can often benefit from multiple delivery methods that accomplish the same learning objective. Barriers to access are eliminated, and learners have more choice in how they learn. In this part, we show guide to plan, develop, deliver, manage, and evaluate blended learning programs. According to this guide, we put forward several dimensions to blend, which can be seen as a specific model in blended learning. At the same time, during the process of blended learning, we must have some principles in mind. In this way, we can make blended learning better and more effective. 5.The benefits of blended learning The concept of "blending" grew out of the successes and failures of e-learning. So, besides the features of e-learning, blended has more unique benefits of itself. (1) We know that people learn in different ways, and different media applies to different people. Blended learning is to select the right combination of media that will drive highest teaching impact for the lowest possible cost. (2) Each media type has its own strengths and weakness. In blended learning, when it comes to how to blend, the first step is to looking at the media as options. These options are classroom teaching, web-based teaching, video and so on. Thus it is huge impact is possible. (3) Blended learning is a continuous process, rather than just a "learning event." For example, one of the simplest approaches of blended learning is to create electronic content and surround it with human, interactive content. It offers great potential and attraction for those designing, delivering, and learning and extending experience over time. (4) During blended learning, one can blend the self-paced (asynchronous) e-learning with the live classes (synchronous) together to make an advanced virtual classroom. This can engage students and make them feel a part of “class” but with some extent of freedom in self-paced study. (5) With blended learning, technology-delivered learning and the classroom come together to generate the best possible offering. 6.the challenges of blended learning However there are challenges of applying the blended learning. Teachers need to know what tools are available and understand how they can impact on their classroom teaching as well as me. They’d need to be sure that the mix or blend of learning tools, met the needs of the prescribed learning objectives. Teachers need to be computer literate and understand the impact that technology can have on the learning experience. They’d also need to ensure that any of the learning content, no matter in what way, shape or form it is presented is accurate and relevant. Teachers need to consider the leaner in the whole process, how would they need to adapt to learning in this new environment where it can be more confusing as there are so many tools that are being used to teach, train and educate. Teachers must motivate and support learners, build more support for online learning. Thus, blended learning requires more manpower and higher cost, which would constrain its large-scale applying. It requires more involvement of teacher and learner, such as there are more communication and coordinate work between teacher and learner, and we should take learner’s characteristics into account before designing the course, teachers should determine which course and which section of a course are appropriate to be learned online or by face-to-face, and the online course or related learning materials should be prepare in advance, and there must be appointed faculty to be responsible for each segment of the teaching process. There are still some issues in the blended learning to research in order to facilitate the teaching and the learning. Such as what are the best ways to blend delivery types? When to blend? What blends work best with what? What combination of tools and media will make the biggest impact for the lowest investment? 7.conclusion Blended Learning is not out of reach for anyone, learner or educator, it’s how you make the most use of the tools available to you, to enhance the learning experience for the learner and add value to business. Reference 1. Josh Bersin, What Works in Blended Learning www.learningcircuits.org 2. Harvey Singh, building effective blended learning programs 3. Encyclopedia of Educational Technology ,blended learning: choosing the right blend http://coe.sdsu.edu/eet/ 4. A background to blended e-learning http://www.kolieh.com/blended.htm 5. Jared M. Carman. Blended learning design: five key ingredients 2004-06-24 | Trackback(0) | 编辑 看了这些文字，有人说了以下一些话： 能不能将图片也贴上去呀。谢谢！ POST BY： [yangyubao] @ 2004-07-03 11:10 是图片贴不上去，我是全部粘贴的，但是没有显示出来。 POST BY： [ihobil] @ 2004-07-03 16:48 用粘贴不行的，你在插入图片的位置重新插入就可以了。工具栏中有个插入图片的按钮。 POST BY： [yangyubao] @ 2004-07-04 09:24