Strategies
|
Work in progress, expect frequent changes. Help and feedback is welcome. See discussion page. |
|
Flexible Learning
Flexibility, when incorporated into curriculum design enables people more choice in their learning.
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.
|
- Resource - Template for Blended Learning Strategies is on Moodle.
- Example of blended learning strategies using the template
.
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.
|
