Activity Eight - Blended Learning Strategy –Design Template Two

Blended Learning Strategy –Design Template Two

My second strategy is to improve the underpinning knowledge of our students by getting them to set up a reflective learning ePortfolio in the form of a blog. Part of the blog would be to have an open forum on-line for discussion around the tasks that the students are writing the blog about. Currently our students, both f2f and distance, are asked to care for animals over a two day period and answer questions about this in the written assessment. They are also required to video themselves completing particular tasks and attach this to the written assessment for marking.

An ePortfolio will enable the students to set up their reflective blog in any style they wish to. They are able to use a range of different media, written text, video and images can all be included. Using the three step Reflective framework to "Take Notice, Analyse, Take action" Hegarty (2013) the students will take responsibility for their own reflective learning. They will reflect about why they completed a task and what effect their actions had on the animals well being. "The ePortfolio

assists students to take increasing responsibility for their own learning. It encourages and enables the process of reflection, self-evaluation, and action planning as a process for lifelong learning" MOE (2010).

Formative assessments will provide continual feedback for the students to ensure they are caring for the animals correctly. Animal welfare should never be compromised. By monitoring the ePortfolio and the on-line discussion forum the facilitator will be able to offer positive feedback and assistance to keep the students motivated to complete the tasks. "Research has shown that formative practises raise standards and improve achievement" Rate (2008)

The ePortfolio allows for medium flexibility with the course and relates to three dimensions. Time, Delivery and logistics and Instructional approaches and resources. Rather than have to include the video of the specific tasks in the written assessment the video could be added to the portfolio and the students could talk through their refection if they are more comfortable with this.

References:

Ministry of Education Enabling E-Learning (2010)

Retrieved from:http://www.elearning.tki.org.nz/Teaching/Assessment/e-Portfolios

 

Rate,N (2008) Assessment for Learning & ePortfolios

Retrieved from: http://www.core-ed.org/sites/efellows.org.nz/files/nick-eportfolios.pdf

 

Wikieducator. Hegarty,B. (2013) Three Step Reflective Framework

Retrieved from:http://wikieducator.org/Hegarty_Reflective_Framework_and_Template

Activity Eight-Blended Learning Strategies- one

 Blended Learning Strategy- Design One Emailed directly to Bronwyn.
 

One subject included in the Certificate of Veterinary Nursing is "Apply skills and qualities of a salesperson in a retail situation" (US 11831). The f2f students are taught in a classroom situation using facilitated sessions, based on power-point presentation, and Role Plays. A focus using real life situations and different scenarios helps cement the theoretical knowledge. Distance students attend Block courses and are either in the veterinary industry or work placement in a veterinary clinic. Adobe sessions are offered to both, and the students can choose to attend or listen to the recording at a later date. Adding to this and including online forums for student’s, takes advantage of a blended learning approach. Engaging in varied platforms such as F2f learning, Role plays and discussion forums on-line will encourage students to discuss similarities and differences in various sales approaches Diaz and Brown (2012).

Looking at the Flexibility Continuum (Casey & Wilson, 2005) the course appears to be moderately flexible. Three dimensions of flexibility are addressed, Content, Instructional approaches and resources and Delivery and Logistics.

 

Dividing the students into small groups to take part in role plays will help those that find large classroom situations daunting. Role plays are acknowledged as a powerful teaching and learning tool in f2f teaching and on-line as it lets the students experience different scenarios in a safe environment with their peers Wikipedia (2013).

Role plays need to be fun and interesting to be effective learning tools. They are ideal when teaching Communication and Customer Service skills. When reviewing the role plays, either by peers or facilitator, students can be made aware of how their actions impact on others and review what they could do differently Piltz (2008).

Although a summative assessment is required by the NZQA, a formative assessment offers continual feedback to the students. Open forums can be monitored to target areas that need more support. By offering different options for presenting the practical part of the assessment encourages students to choose the medium they are most comfortable with.

References:

Casey. J.,& Wilson P. (2005) A Practical Guide to Providing Flexible Learning in Further and
Higher Education Retrieved from:

http://www.enhancementthemes.ac.uk/docs/publications/a-practical-guide-to-providing-flexible-learning-in-further-and-higher-education.pdf 

Diaz,V.,& Brown, M.(2010) "Blended Learning: A Report on the ELI Focus Session" 

ELI Paper 2: November, p. 10 Retrieved from:http://teaching.unsw.edu.au/online-teaching

Piltz, D.(2008) The Purpose of Role Playing in learning. Retrieved from: http://www.thelearningkey.com/PurposeofRolePlayingAug08.pdf

Wikipedia (2013) Retrieved from: http://en.wikipedia.org/wiki/Role-playing



 

 

 

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