แนวคิดการใช้เรียนการสอนแบบผสมผสาน...

โครงการสั�มมนา การพั�ฒนาคณาจารย์�เพั��อการเร�ย์นการสัอนย์�คใหม�: การจ�ดการเร�ย์นการสัอนแบบผสัมผสัาน

สั�าน�กบร หารวิ ชาการ จ�ฬาลงกรณ�มหาวิ ทย์าล�ย์

แนวคิ�ดการใช้�เร�ยนการสอนแบบผสมแนวคิ�ดการใช้�เร�ยนการสอนแบบผสมผสานผสาน

((Blended Learning)Blended Learning) เพื่��อเพื่��มคิ�ณภาพื่การเพื่��อเพื่��มคิ�ณภาพื่การเร�ยนร��เร�ยนร��

ผศ. ดร. อน�ช้�ย ธี�ระเร�องไช้ยศร�คิณะเภส�ช้ศาสตร$ จุ�ฬาลงกรณ$มหาว�ทยาล�ย

จุ�ดการส�มมนาโดย ส+าน�กบร�หารว�ช้าการ

28-29 พื่ฤษภาคิม 2550โรงแรม ศ�ภาล�ย ป่/าส�ก ร�สอร$ท สระบ�ร�

DefinitionDefinition

e-Learninglearning at all levels, both formal and non-formal, that uses an information network-the Internet, an intranet (LAN) or extranet (WAN) - whether wholly or in part, for course delivery, interaction and/or facilitation.

Blended Learninglearning models that combine traditional classroom practice with e-learning solutions.

การแบ�งระด�บการใช'อ�เล ร�นน งการแบ�งระด�บการใช'อ�เล ร�นน ง

• ระด�บท�� 1 Knowledge Database สั�าหร�บน สั ตภาย์ในใช'อ�เล ร�นน งเสัร ม/ประกอบการเร�ย์นการสัอน น�าเอกสัารประกอบการสัอน แหล�งข้'อม,ลควิามร, ' และช�องทางการต ดต�อสั��อสัารควิามร, 'ระหวิ�างอาจารย์�-น สั ต

• ระด�บท�� 2 e-Learning enhanced course สั�าหร�บน สั ตภาย์ในใช'อ�เล ร�นน งเต มเต-มการเร�ย์นการสัอน เป.นก จกรรมการเร�ย์น เพั��อเพั �มค�ณภาพัการเร�ย์นร, '

• ระด�บท�� 3 e-Learning Hybrid course สั�าหร�บบ�คคลภาย์นอกใช'อ�เล ร�นน งในล�กษณะการศึ1กษาทางไกล ร�วิมก�บการเร�ย์นการสัอนในช�3นเร�ย์นบ'าง

• ระด�บท�� 4 e-Learning based course สั�าหร�บบ�คคลภาย์นอกใช'อ�เล ร�นน งในล�กษณะการศึ1กษาทางไกลเต-มระบบ

Strength and WeaknessStrength and Weakness

Flexibility

Computer mediated learning environment

Traditional classroom

Asynchronous Synchronous

Any time/any place Fix time/fix place

Human TouchImpersonal Human

ParticipationAll, equal

Limit number, dominate student

Quality of reflectionDeep and thoughtful reflection Immediate

response Spontaneity

Generation of rapid chain of

associated ideas

not encourage rapid chain

WhyWhy Blended Learning ?Blended Learning ?

Graham, Allen, and Ure (2003, 2005)

To MIX the best To MIX the best effective elements effective elements from both worldsfrom both worlds

Blended Learning Blended Learning BenefitsBenefits??

Direct benefitsDirect benefits

• Improved learning • Increase access and flexibility (access

to learning resources, flexible time and place)

• Increased cost-effectiveness (utilize existing resources, ease of revision)

Blended Learning Blended Learning BenefitsBenefits? (cont.)? (cont.)

Indirect benefitsIndirect benefits• Prepare students to meet the 21st century

worker needed skill (Technological literacy, Information literacy, Cultural literacy, Global awareness)

• Improve learner thinking skill (Inventive Thinking (Adaptability, Curiosity, Creativity, Risk-taking, High-order thinking, problem solving)

• Improve cooperative skill (effective communication, Team work, Collaboration and interpersonal skills, personal and social responsibility, interactive communication, productivity skill)

• Empower learners for lifelong learning

How toHow to Blended ?Blended ?

Blended Learning design based on

2. Systematic design Approach2. Systematic design Approach

1. Instruction problem solving Approach1. Instruction problem solving Approach

How we learn…How we learn…

Learning from Knowledge Learning from Knowledge ACQUISITIONACQUISITION

Learning from Learning from Knowledge Knowledge CONSTRUCTIONCONSTRUCTION

Learning from Learning from Knowledge Knowledge PARTICIPATIONPARTICIPATION

Reflective Thinking, Concept Map

Share Artifact (Reflective Thought, Concept Map) & Discuss

Learning is improved whenLearning is improved when

• Learning are Active

• Learning are Contextual

• Learning are Social

LearnerLearner LearningLearning LearnedLearned

Prior knowledge

Learning styles

Motivationlevel

Authentic /Contextual

LearnerActive

Rich Interaction(Learner-Content,Learner-Teacher,Learner-Peer)

Conditions for learningConditions for learning

Knowledgeretention

KnowledgeTransfer

ผ��เร�ยนท�กคินม�คิวามแตกต0างก�น

MotivationMotivation

Role of multimedia coursewareRole of multimedia courseware

INPUTINPUT PROCESSPROCESS OUTPUTOUTPUT

Learner characteristics

LearnerLearner LearningLearning LearnedLearned

Cognitive informationprocessing

Achievement

Multimedia coursewareMultimedia courseware Satisfaction

Learning environment

Learner prior knowledge

- Flexible,- Customizable,- Support major learning styles

Support

- Engage- Motivate

-Assess-Supplement -Accessible through

the design learning environment

า ห, ม

�อ)

Long term memory(permanent)

คิอร$สแวร$บทเร�ยนคิอร$สแวร$บทเร�ยนE-learningE-learning

ภาพั เสั�ย์งภาพัเคล��อนไหวิ

MotivationActivated

ผ,'เร�ย์นควิบค�มการท�างานบทเร�ย์น

Self-pace, Rehearsal,Learning style

ข้'อควิาม ภาพั ภาพัเคล��อนไหวิ

เสั�ย์งท��สั�มพั�นธ์�ก�น

Dual coding

Practice,Apply in real world

Reflection, Elaboration

Solving problem

แบบทดสัอบก�อน-หล�งการเร�ย์นก จกรรมการระหวิ�างเร�ย์น

การให'ข้'อม,ลป6อนกล�บท��เหมาะสัม

ค�าถามแทรก, การให'ข้'อม,ลป6อนกล�บ Interactivity

Passiv

Classification of Technology toolsClassification of Technology tools

Narrative tools

Interactive tools

Communicative tools

Productive tools

multimedia lesson, streaming video/audio

CAI/WBI Lesson, Simulation, Educational games

CMC (chat / web board), Audio/Video conferences

Web log, WikiMicroworld

Collaborative Writing Hypertext (Wiki)Collaborative Writing Hypertext (Wiki)

History Database

Log edit

Roll back

EditEdit

Create new

Controlpermission

Linked back

Collaborative learning with WikiCollaborative learning with Wiki

• Class Hot Word

• Collaborative FAQs

• Collaborative Report Writing

Personal Journal (Blogs)Personal Journal (Blogs)

PersonalJournal

Writing

Diary /Period

ReadingUnderstanding / TrustGet closure / cyclic self disclosure

comments

PersonalKnowledge

Management

ContentContent

LearnerLearner

ContextContext

Blended LearningLesson Plan

-Learning objectives-Content domain

-Technology skill-Learning Skill

-Technology-Time-Teacher (s)-Resource (s)

ExperienceExperience

• Cognitive / Affective / Psychomotor level

• Interaction type /level

• Teaching methods• Authentic/ Virtual

Blended Learning Design step (Draft) 9 May 2007

Blended learning design #1Blended learning design #1

1.1. Clarify the terminal learning objectives

1.2. Define the content

1.3. Separate content to small topics

1.4. Define instructional objectives for each topics

1.5. Define learning experience for each topics(Continue to step 2)

2.1.What kind of learning experience should student have?

2.2. What kind of interaction expected ?

2.4. Do they need authentic experience ?

2.3. What teaching strategy/method shall we use?

3.1. Who is the learner (demographic)?

3.2. What are their technology competency level ?

3.3. Do they convenience access to computer and internet ?

3.4. What are their characteristics relate to learning ?

4.1. What type of technology available ?

4.2. How much time for teaching and learning process ?

4.3. Do we have appropriate teacher to students ratio ?

4.4. What kind of resources do we have ?

• Choose the instructional model, strategy and methods

• Declare the instructional events

• Choose the mode of instruction base on the effective practice and appropriate to the context (technology, time, resources)

• Reconcile the blended

• Clear identification of how ICT will be used to meet specific subject objectives to improve pupils’ achievement;

• Ensuring that pupils have adequate ICT skills to achieve those objectives;

• Planned match of pedagogy with the identified purpose of ICT activities and learning outcomes.

Concern.. concern.. concernConcern.. concern.. concern

Prepare.. Prepare.. and prepare..Prepare.. Prepare.. and prepare..

• Technology checked

• Prepare learner “how to learn”

• Set the policy and let everyone know the policy

• Participants guidebook

• Monitor probe and feedback frequently

• Flexible and supportive

The Four Es of Blended LearningThe Four Es of Blended Learning

Teachers should make sure that ICT:•Ensures that the learning outcomes can be

achieved;

•Enables the learner;

•Eases and supports the task;

•Enhances the task’s quality and value.

Barker and Franklin (1998)

แนวคิดการใช้เรียนการสอนแบบผสมผสาน...

Documents

Blended Learning

Freiräume für wissenschaftliche Weiterbildung Blended ... · 3 Lernorganisation – Blended Learning Berufsbegleitende Weiterbildung durch Blended Learning Die im Rahmen des Teilprojektes

Pocket Learning 4 - Blended Learning

Blended Learning 2.0

Succesvol blended-learning

Blended Learning - IT Seminare | Training | Workshops · >> Blended Learning - 2 - Lernen und Entwickeln Blended Learning In Blended Learning Konzepten werden die Vorteile von E-Learning

Blended Learning - ph-karlsruhe.de · Präsenzlehre E-Learning Blended Learning Deﬁnitionen ZIM - Mediendidaktik & Mediensupport Einführung in Blended Learning, Referent: Stefan

Curso Blended-Learning

Inovasi blended learning

Blended - Hybrid Learning

Blended Learning Konkret

Blended learning

PENERAPAN BLENDED LEARNING DALAM ... - … workshop, bimbingan teknis, ... Secara substansial materi keguruan identik dengan . Blended Learning Blended Learning, Blended Learning,

Blended Learning - Tec

Presentatie Blended Learning

Garis Panduan Blended Learning

Blended Learning EF - Supportstelle Weiterbildung · Werkstatt „Neue Formate“ Blended Learning 2 Eine konkrete Einschätzung des Aufwands bei der Konzeption eines Blended Learning-Angebots

Blended learning ()

Blended learning, tudásszervezés, hálózatalapú …p2014-25.palyazat.ektf.hu/public/uploads/6-blended...BLENDED LEARNING, TUDÁSSZERVEZÉS, HÁLÓZATALAPÚ TUDÁSMEGOSZTÁS 6 4

BLENDED LEARNING - UMM