On this page we explore some terminology and learning experiences which can be used to deliver learning within our Block and Blend pedagogy.
|Active Blended Learning IS||Active Blended Learning Is NOT|
|learner-centered and interaction-heavy, with a mix of learner-lecturer, learner-learner and learner-content interactions.||one way transmission of knowledge|
|students having access to a range of media, constructing their own understanding of the subject knowledge||students simply receiving information|
|students turning up to a session having engaged with the learning materials and tools, ready to be collaborative and productive in the session||students turning up to a session in order to be taught|
|students having the opportunity to be guided by their lecturers and peers as they apply their subject knowledge to real-world problems and scenarios||students only working independently for the more cognitively-demanding tasks, such as problem solving|
|using Brightspace to create an engaging module, with narrative and flow, so that students can move seamlessly from topic to topic and use a range of tools.||using Brightspace as a content dump or file repository|
|using Brightspace as an integral part of how the learning is delivered||using the online content as a bolt on|
|something that you develop in conjunction with your course team and the support available to you from Digital Learning Designers, Academic Skills Advisors and Learning & Teaching Librarians.||something you come up with on your own|
|is tweaked and enhanced in response to feedback from students and the engagement data||built once and left alone|
|understanding that face-to-face tuition is just one small part of how we can help learners to progress and develop. If we use the full range of tools available to us, they can make progress just as well (and ideally better) than before.||completely reliant on face-to-face tuition|
There are many ways in which University of Suffolk course teams and Schools have sought to develop course learning communities, some of which are briefly explored below:
Course and Module teams are expected to plan the tutor structured learning that is set for their students with care and consideration. Further guidance on this will be emerging in the coming months based on the Block and Blend pilot work, and will be integrated into the course blueprint.Storyboards are a valuable tool for planning learning activities. An example story board is provided to illustrate how these can encapsulate a module’s planned learning, and further guidance and support on the use of storyboards.
While structuring learning around defined content ensures students are exposed to the key elements of the curriculum, Problem Based Learning recognises that students’ ability to seek out and apply the theory and practice pertinent to specific situations is also a key skill. In many more advanced areas of subjects, encompassing a variety of subject specialisms, it is impractical to cover them all to any consistent depth. By employing problem based learning, students will explore those parts that are relevant to the particular problems they are set, developing skills in independent learning, as well as communication skills where this learning needs to be communicated with their peers.
Problem based learning can take a variety of forms, but essentially it centres around the use of one or more, usually complex and open ended, problems or scenarios as the driver(s) for the students’ learning activities. Students are usually required to work in groups to seek to resolve the problem over a prolonged period of time. As the students gain deeper insights into the problem, they each take responsibility for finding and sharing further information to support further resolution. The tutor provides guidance and signposting for the group, adapting their input to the group’s progress and needs.
In completing the work, students can gain experience of, and develop skills in:
A Coaching culture is one which encourages a growth mindset in individuals. Through coaching conversations coachees can develop their sense of self efficacy, awareness and as a result can benefit from:
The University has developed the Personal Academic Coach model to replace the Personal Tutorial system as a way of providing specific time for coaching conversations with our students, but the ethos of coaching and coaching style conversations can be embedded into learning teaching and assessment activity more broadly.