Strategies

Flexible Learning

Flexibility, when incorporated into curriculum design enables people more choice in their learning.

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For this topic you will be investigating a range of possible strategies, within the five dimensions (time, delivery and logistics, entry requirements, content and instructional approaches and resources) of flexibility (Casey & Wilson, 2005).

Blended learning appears to be preferred by students. However, not everyone can attend classes on campus, and you may wish to try web conferencing. It can be fun and supportive for students. Being an online facilitator does require different skills, and you are advised to get some training and mentoring so you are effective in this type of classroom. Some people may prefer to study without interacting with the class, therefore your materials need to be self-explanatory. A mix of online and paper-based or media materials (e.g., CDRom) may be necessary. The combination of strategies used in flexible learning is generally dependent on several factors: the direction of the organisation, the lecturer's teaching preferences and skills, and most importantly of all, the needs and preferences of the students. However, the approach which is chosen may be driven by tradition and financial constraints or organisational policies, and not by sound pedagogical practice.

Activity Eight: Flexible learning strategies for your context.

Part One: Explore a variety of strategies. Talk to colleagues about the strategies they use for teaching and learning. Developing A Blended Learning Strategy: Instructional Media & Pedagogical Considerations. This has 72 slides and you will need to pause each one to read it. Investigate the Gallery of Strategies on the Australian Flexible framework site. This is about eLearning but many strategies are applicable in all areas of learning. Perhaps ready-made learning objects from the Australian Flexible Learning Toolboxes. may be of interest. For example, automotive, horticulture, electrotechnology, hospitality, IT, Tourism, and lots more. Explore a variety of alternatives. For example, if you are interested in virtual reality simulations, scenario-based learning, distance or problem-based or project-based learning, or mobile learning etc., take time to look into designing strategies for these learning methods. Discuss options with the course facilitator and participants. Refer again to: the flexibility grid - Table 2.2, p. 7 & 8, and also Appendix 3, p. 41-44 in A practical guide to providing flexible learning in further and higher education by Casey, J. & Wilson, P. (2005). Part Two: Design and describe strategies for your context. Use the Template for Blended Learning Strategies - you can access the word version on Moodle. Post your strategies to your blog, explaining why they are going to enhance flexibility for your learners - this post underpins assessment 1. Hint: you can upload your completed template to Scribd and insert a hyperlink to it on your blog. It is best to save as a pdf or Rich Text file.

• Resource - Word version of the Template for Blended Learning Strategies is on Moodle.
• Example of blended learning strategies using the template.

Reading

Two readings are recommended. Sahin reports on a study where blended learning approaches enhanced student performance in a footwear design course. Heinz and Proctor present two models for designing blended learning and a definition. Sahin, M. (2010). Blended learning in vocational education: An experimental study. International Journal of Vocational and Technical Education, 2(6), 95-101. Retrieved from http://www.academicjournals.org/IJVTE. Heinze, A. & C. Procter (2004). Reflections on the use of blended learning. Education in a Changing Environment. University of Salford, Salford, Education Development Unit. Retrieved from http://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtf