Blended Learning   Tags: educational_technology, elearn, faculty, lms, teaching_and_learning. blended_learning  

The hope is this guide will be a dynamic and collaborative tool to present the research and reports on eLearning and Blended Delivery that matter most to the Mohawk community,

Here is a basic subject guide, its aim to grow and develop based on your input and feedback. There are opportunities in the guide itself to contribute and vote, but feel free to contact me, Peggy French, directly if you have recommendations or questions.

Happy eLearning!

These two documents provide a global glimpse of how courses could grow into blended delivery. They are a good starting point for people new to Mohawk's blended learning initiative.

Please note, the Spring 2010 presentation is a recent sample and targets blended delivery. Previous to my re-assignment to eLearning Services in the Centre for Teaching and Learning, presentations to Administrations were also facilitated by Pat Anderchek and Andrew Connery.

The education and creativity expert, Sir Ken Robinson, gets illustrative help from RSA Animate to explore the changing landscape of education. Although not specifically on blended delivery, the benefits of, and reasoning behind, blended learning support his call for a shift in understanding.

Mohawk's move toward blended delivery strives to achieve the flexibility in learning students demand and deserve. Rich, online learning environments support and reinforce learning at each student's point of need and deliver learning materials suited to every learning style. Embracing blended delivery (a reduction in f2f time) combines flexibility with a rich, online learning environment – key ingredients for student success.

Beyond improving and customizing the learning experience for students, blended learning facilitates other college priorities. Sustainability achieved by: paperless learning materials, assessment, and evaluation; relieved congestion of commuters; and less wear and tear on physical spaces; is an invaluable by-product of blended learning.

It may seem strange to define something by what it is not, but, in this case, it might be helpful.

It should also be noted what blended delivery is not. According to the University of Manitoba, blended delivery is not:

• A conventional f2f (face-to-face) lecture based class, where the Power Point slides used for the lectures or course notes are put online
• A conventional f2f lecture or seminar based course in which online discussions are enabled as an option for students. The discussions are not assessed nor do they replace any f2f activity.
• A conventional f2f lecture based class, where all assignments (e.g. papers) and tests (e.g. multiple auto-marked quizzes or exams) are completed and submitted online
• An online course with no f2f component
• A conventional f2f lecture/seminar course in which students are required to do internet research for an assignment
• A fully online course with scheduled technology mediated synchronous communication
• A course is offered completely online but the final exam is f2f at a specific location at a specific time.

If you have used any of the following and considered your course blended, it is time to re-think. Connecting with Peggy French or your area's Instructional Technologist in the Centre for Teaching and Learning is a wonderful start.

The Communications Department approached one of Mohawk's keen and competent faculty, Rhonda Dynes, to blog about her experiences with blended delivery. Read her thoughts, tips, and reflections.

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