Week 9: Blended Learning

My critique on two Definitions of Blended Learning

Blended learning is a systematic process of selecting appropriate learning and teaching strategies, technology and media to achieve learning outcomes set (adapted from Dick, Carey, & Carey, 2009; Holden & Westfall, 2010)

Strengths

·         This definition is more generalised, so the party which is going to establish blended learning can structure the course in their own way

·         Torrisi-Steele (2011) stresses that in this type of definitions teaching and learning aims are inherent

Weakness

·         It is more vague and formless.

·         It identifies almost any teaching endeavour as blended learning (Torrisi-Steele, 2011)

Blended learning is 'a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised physical environment; and the modalities along each student’s learning path within a course are connected to provide an integrated learning experience’ (UNSW Faculty of Medicine)

Strengths

·         This definition provides more specific characteristics of blended learning.

·         As highlighted by Torrisi-Steele (2011), the key ideas/concepts of blended learning is acquired from this definition (eg: flexibility, integration, variation, transformation, interaction)

·         Garrison & Vaughan (2008), advocates the idea of 'integration' rather than superficial approach, since it allows room for re-examination of existing approach and subsequent adoption of the new approach

Weakness

·         Too many words for definition. A simple and meaningful definition is always better

·         According to Torrisi-Steele (2011), this definitions place emphasis solely on the presence of both f2f interaction and technology rather than on the potential pedagogical impact.

My Definition of blended learning Proposed for VC

Blended learning is a student centred systematic integration of enriched f2f interaction with best of online technologies.

Why adopt blended learning

Driscoll (2002) & Singh (2003) emphasizes on the benefits of blended learning on the university administrators, faculties and students.

For administrators, blended learning…

·         offers a learner-centered pedagogy

·         may integrate with the strategic plan

·         improves classroom utilization

·         can help match delivery to academic need

·         can help fill under-enrolled courses and programs.

For faculty, blended learning….

·         gives access to new resources

·         introduces them to online learning

·         is an opportunity for faculty development and lets them experiment with new pedagogies and techniques

·         helps meet student expectations and build student skills

·         allows for more flexible scheduling

·         retains the face-to-face aspect faculty may cherish

For students, blended learning…

·         meets expectations for utilizing technology

·         develops independent learning skills

·         offers increased flexibility and convenience

·         provides better access to those with job, family, or distance barriers

·         helps reduce educational costs

From my experiences of teaching, assessing and/or providing feedback in a blended or open mode.

At the beginning it took time and new skills to engage in the online community and to develop course materials but once the initial preparation and readiness was over it was more convenient to organize and automate learning activities. In addition, blended learning provided me to work in more flexible schedules and got access to new resources and skills. The new teaching approach made me achieve the teaching objectives more efficiently and effectively. Through blended learning student participation and engagement was enhanced. I also experienced the efficiency in documenting online group and individual work and participation for assessment purpose. In general, I found the change of my role as a traditional teacher to a more student centered facilitator.

Quadrants related to Staff Engagement and Method of Delivery

According to the quadrants related to staff engagement and method of delivery proposed by Marshall (2014), the courses currently offered in VC mainly stands in the traditional University Courses. However few online distant course characteristics are found. With shift in the HE paradigm it is expected that the courses will shift from fully delivered on campus courses to partially delivered online courses. I do not yet see the trend where all the courses might be shifted to fully delivered courses.

Use of SECTIONS tool in Adopting New Technology

SECTIONS tool offered by Bates & Poole (2003) to help in technology selection seems perfect in choosing the technology which is appropriate for the courses in VC. Most of the time, good guidance in the selection of the appropriate technologies is neglected. Due to this time and money is wasted by falling for the glossy technologies which are not well planned for the possibilities of implementation. However, SECTIONS framework considers the main aspects related to adopting technology. This tool guides us to think critically towards the factors in which the technology might affect.

Levels of Engagement Across the Institution

This tool will help institutions

·         To in cooperate technology into teaching and learning

·         To encourage its staffs to be up to date with the varieties and the use of latest enhancement of educational technologies (hardware's and software's)

·         To assess the extent in which the staffs are using technology (frequency and quality of technology use).

·         To guide the staffs to be techno friendly

References

Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning,1(4).

Garrison, R., & Vaughan, H. (2008). Blended learning in higher education: Framework, principles and  guidelines. San Francisco: Jossey-Bass

Singh, H. (2003). Building effective blended learning programs. Educational technology-saddle brook then englewood cliffs nj-, 43(6), 51-54.

Torrisi-Steele, G. (2011). This Thing Called Blended Learning — A Definition and Planning Approach. In Krause, K., Buckridge, M., Grimmer, C.and Purbrick-Illek, S.(Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34, 360 – 371.

Week 8: Quality Assurance

Assurance and improvement of quality processes and outcomes in higher education in Maldives

The Maldives Accreditation Board (MAB) was created in August 2000 with a mandate to enhance the quality of post-secondary qualifications awarded in recognition of educational attainments (Maldives Qualification Authority (MQA), 2014).

MQA (2014) reported that on 2001,  MAB established the Maldives National Qualifications Framework (MNQF) with a view to provide learners, employers and education providers with qualifications that are nationally standardized and quality assured.

With the rapid growth of post-secondary education, it became increasingly clear that the existing time based framework needed to be replaced by a competency based framework in order to enhance the quality of qualifications and align it with internationally accepted standards (Baartman, Bastiaens, Kirschner, & van der Vleuten, 2007).

According to MQA (2014), the process of revising the framework began in 2005. After extensive research and discussions with experts and concerned authorities, the process was completed in February 2009 and the strengthened MNQF came into effect when MAB formally endorsed it in September 2009.

The migration from a time based to a competency based system is one of the fundamental features of the strengthened framework. In the new framework, quality and content are given precedence over duration and hours (Baartman et al., 2007).

Figure 1: Maldives National Quality Framework (Source: http://www.mqa.gov.mv/)

In addition to increasing the relevance and quality of post-school education and training in the Maldives, the strengthened MNQF incorporates a broader and more coherent technical and vocational qualification. Baartman et al., (2007) identifies that this provides the opportunity to put in place sustainable and strategic solutions for national human resource development needs.Furthermore, the establishment of a national technical and vocational qualifications system based on national competency standards makes possible considerable flexibility in worker skills acquisition (Cowling, Newman, & Leigh, 1999). MQA (2014) suggests that one of the primary focuses of the strengthened MNQF is the unified qualifications system which guarantees more international recognition for the qualifications and the skills and knowledge of Maldivian citizens.

The framework is internationally benchmarked, flexible, and responsive to the national, economic and social development of the Maldives. As a key step to promote international benchmarking of the qualifications, the Maldives Accreditation Board aligned qualifications to its 10 level framework using the level descriptors of the Scottish Credit and Qualifications Framework (SCQF). The assigning of levels to all MAB accredited courses and qualifications would inadvertently facilitate student pathways for a smooth progression of qualifications and encourage life-long learning (Cowling et al., 1999). Also this means that all qualifications no matter which area, can be recognized.

In addition, the Maldives Accreditation Board aims to formally benchmark the qualifications with the frameworks in the UK (including Scotland), with the new framework in Malaysia, with the vocational frameworks in Sri Lanka and Singapore and with the frameworks in Australia and New Zealand. Using the mechanism provided by new European Qualifications Framework, it is possible to determine the alignment of levels with Frameworks in all EU member states.

MQA (2014) highlights the main objective of the strengthened MNQF as to bring all recognized qualifications into a single unified structure with systems to support:  

• ·         National competency standards setting.
• ·         Quality assurance of teaching, assessment and certification.
• ·         Student and learner support and reporting.

Impact of MNQF on Villa College

MNQF facilitated the development of a quality assurance mechanism for Villa College. According to Qasim (2014), MNQF assisted VC to

·         Offer standard-based training with measurable outcomes.

·         Provide training for nationally-recognized qualifications.

·         Transfer academic credits between qualifications and institutions.

·         Establish programs and courses recognized by employers, educational institutions, and the general public.

·         Assurance of the quality of the qualifications.

·         Education and training that are relevant for the industries in Maldives.

·         Validate the quality of their courses and certificates.

References

Baartman, L. K., Bastiaens, T. J., Kirschner, P. A., & van der Vleuten, C. P. (2007). Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks. Educational Research Review, 2(2), 114-129.

Cowling, A., Newman, K., & Leigh, S. (1999). Developing a competency framework to support training in evidence-based healthcare. International Journal of Health Care Quality Assurance, 12(4), 149-160

Maldives Qualification Authority (2014). Maldives National Qualification Framework. Retrieved on May 8th, 2014 from http://www.mqa.gov.mv/

Qasim, M. (2014). Personal communication with Villa College, Dean of Faculty of Education.

Week 7: Student Demographics

Hi all

This week I am going to identify and analyze the students demographic in our country and its impact on Villa College. Disappointingly, there are not studies accessible to evidence my analysis, therefore, graphics are limited. However, with my experience and the websites available I will try my best to describe the trend in student demographics in Maldives and its impact on Villa College.

Similar to all the other countries there is a huge increase in the student's demographics in the Maldives. In the early days (40 years back), majority of the populations was given an average of 4.7 years of school education (Ministry of Education, 2014). In Male' (capital city), there were few schools with experienced teachers. In the Islands, the seniors taught how to read and write basic Math, English, Dhivehi (mother tongue) and Arabic.  Very few elite students had the opportunity to complete grade 10 and also from these students a handful were able to access tertiary education from overseas. By then there was no tertiary education institution in Maldives. 

However, today the trend has changed.  Education is provided free for all students from grade 1-10 (Ministry of Education, 2014). Hence, students are receiving education for an average of 10 years. Grade 11 and 12 is open for the students who pass for Cambridge Ordinary Level exams (Ministry of Education, 2014). Some of the students, who do not access to free education of 11-12 due to competitive grades, go to private schools or colleges to acquire further education. Hence, within the past 10 years student's demographics have severely increased due to vast opportunities for studies and also due to challenges in the employment market (Ministry of Education, 2014; Villa College, 2014; & Maldives National University, 2014). In addition, varieties of higher education institution are established and a range of courses are being implemented (Ministry of Education, 2014). Today, the opportunity to study up to doctorate level is open in few areas (Maldives National University, 2014). Moreover, government scholarships and loan schemes are established at least once a year to cater for the financial constraints of the students in achieving their degrees (Department of Higher Education, 2014).

With the increase in student demographics in Maldives, Villa College is attempting to cater for the unforeseen boost of student's enrollment.. Each and every year new courses, faculties, center and campuses are drastically being established by the Villa College (Villa College, 2014). Moreover, Villa College is not only focusing on the capital city of Maldives but rather covering the large atolls of the country. In addition to this, internationally affiliated courses are being introduced by the college to take the advantage of the increase in student's demographics (Villa College, 2014). Therefore, the fast growth of the college depicts the thriving coverage of student's enrollment in the future.

References

Department of Higher Education. (2014). Students Loan Scheme. Retrieved on May 1, 2014 from http://www.dhe.gov.mv/?p=290

Ministry of Education. (2014). Retrieved on May 1, 2014 from http://www.moe.gov.mv/

Maldives National University. (2014). Faculties and Centers. Retrieved on May 1, 2014 from http://www.mnu.edu.mv/index.php/faculties-centres

Maldives National University. (2014). Programs and Courses. Retrieved on May 1, 2014 from http://www.mnu.edu.mv/index.php/programs-and-courses

Villa College. (2014). College Campuses. Retrieved on May 1, 2014 from http://www.villacollege.edu.mv/index.php/campuses

Villa College. (2014). Faculties and Centers. Retrieved on May 1, 2014 from http://www.villacollege.edu.mv/index.php/faculties-centres

Week 6: Changing Learning Environments

Strengths and Weaknesses in Villa Colleges' physical learning and teaching spaces.

https://www.youtube.com/watch?v=hGTQHiwSWP4

This is a link which will provide you an introduction about my Institution. Hope you all enjoy and have a better understanding of my institution. 

Strength

From the aforementioned video it is evident that there are a range of areas suitable for collaborative learning, individual learning, small group work and support services. Students can do collaborative learning in indoor and outdoor learning spaces of the college. There are excellent natural cross ventilation and lighting in indoor environment. The arrangement of seats in the classrooms allows students to be flexible for individual and collaborative learning. At outdoors, the rose and orchid gardens creates a pleasant and sophisticated greenly environment to enjoy learning. According to Keep (2002), temperature, heating and air quality are the most important individual elements for student achievement.

Weakness

The consideration of furniture is paramount. In VC modern furniture's are not available and also the current furniture's are not flexible and adaptable. The unconventional furniture transforms seemingly inflexible learning spaces. The removal of walls together with excellent furniture and flexible movable partitioning can be a simple way to alter a learning space to better meet a contemporary pedagogy.

Moreover, VC needs to enhance its physical space by the enrichment of Information Communication Technologies (ICT). Currently, each class, has a computer system and a multimedia projector, which is mainly, used by the teacher. Few students bring their own laptops for their convenience in gaining knowledge. However, the physical space needs to incorporate the characteristics of the latest smart classes. This will give a support to the College's educational aims and will inspire new generations of students and teachers. Gillespie (2007) highlights the importance of integrating technology in classrooms in order to cater for the demands of visually oriented student of today.

Aesthetic factors contribute to the overall performance of a building. Light, colour, glare, scale, texture and acoustics are important elements for student's achievement (Higgins, Hall, Wall, Woolner & McCaughey, 2005) which need to be considered in the physical learning space of VC. Large learning spaces with these (aesthetic) factors need to be designed.

Possible Changes to Physical Spaces

The most prevalent resource constraint for VC is the lack of space. There is a volume of research that suggests that classrooms where students seated in rows instead of tables create less attentive and less successful pupils (McGregor, 2004). Maldives is a small island nation and the capital city is highly crowded. Therefore, it is impossible to create modern large learning space, especially in the Qasim Ibrahim Campus (City campus). However, VC is now expanding its campuses across the country which hopefully will create larger and modern environment. When the new campuses are built in the islands it is wise to make use of the large space which is currently available.

Traditional furniture's could be changed to contemporary modern ones which are flexible and adaptable. The shape of the classes, its seating's, tables, lightings, student and teacher spaces need to be modified into a more collaborative learning environment.

In addition, flexibility and capacity of emerging technologies need to be considered in the renovation of the infrastructure. All possible appropriate existing technologies should be incorporated into the planning of the new upgraded learning space. The building and its furniture need to be easily adjustable in order to incorporate the latest technological advancements which are unforeseen.

Various researches advocates the significance of seating, furnishings, spatial density, privacy and play-yards on students' engagement, attainment, attendance and wellbeing (Eg: Keep, 2002; Higgins et al, 2005 & McGregor, 2004). Therefore, to improve students' learning experience at VC, a long term strategic planning needs to be established. The planning should be based on ways to customize the learning space in terms of larger space, modern adaptable furniture, aesthetic design and technological advancements which is most suitable for the visions of each faculty.

I just love the learning space in HKU, which Bob talked about. Here is a video which will give you a better idea of the innovative space in HKU

https://www.youtube.com/watch?v=le5cBvcdSGI

 References

Gillespie, D. (2007). On-Demand Video System Enhances Visual Learning. District Administration, 43(9), pp 25-26.

Higgins, S., Hall, E., Wall, K., Woolner, P., & C McCaughey (2005). The Impact of School  Environments: A literature review. Retrieved on April 21, http://www.cfbt.com/PDF/91085.pdf

Keep, G. (2002). Buildings that teach. The Educational Facilities Planner, 37( 2).

McGregor, J. (2004). Spatiality and the Place of the Material in Schools', Pedagogy, Culture and Society. 12 (3) pp.347–372.

Week 5: Role of Technology in Teaching & Learning

According to various research and peoples belief, there are a number of worthwhile educational, economic and societal objectives that are more likely to be achieved with the use of technology in enhancing the teaching and learning process. This writing highlights on perspectives of using blended learning in VC, which is a success from the very beginning.  

" I love to be enrolled in online courses...because I am more open to discussion during online sessions, its more informative..i learn better in online courses... everyone participates and I get to read others views on certain topics...it gives an opportunity to gather knowledge before coming up with a point...I feel that we are provided with more resources and we can always refer it back when needed... its more flexible and convenient. "

(F. Minha, personal communication, April 16, 2014)

"In the online classroom, there is no place to hide…. And in that sense, students can become more responsible than you could ever make them in a face-to-face classroom....my students have done better than I've ever seen; they are motivated, enthused and doing their best work...the main benefit is that everything is all laid out…well organized…it is all right there…. there shouldn't be any mystery..."

(A. Shuau, personal communication, April 14, 2014)

Online resources and technology-based applications allow educators to serve students quickly and efficiently and in a manner in which the 21st century student is accustomed. According to Mayer (2005), technology allows students and teachers to become occupied in their learning, increase understanding of theoretical concepts, and increase curiosity and motivation. In addition, Lachs (2002) found that the integration of technology in the online, on-ground, or blended classroom increases student knowledge and attention.

Moreover, Mayer (2005) advocates the integration of technology in the classroom since it allow students to apply real world skills, learn effective teamwork techniques, learn inventive ways of expressing their ideas, and produce complex content. Lachs (2002) found that student's attitude and interest in subjects they previously considered unrelated, obsolete or unexciting were improved when audio resources were utilized in the classroom. Hence, the use of technology in education gives us numerous advantages which cannot be otherwise achieved.

Furthermore, Chicago public school system found that using videos in the classroom has improved their state assessment scores as the videos permit students to visualize complex ideas (Gillespie, 2007). Curriculum which can encourage students to integrate text, images, sound and animation into their assignments will help prepare today's students for the technologically demanding careers they will face once they graduate (Mayer, 2005). Therefore, the use of technology is essential for the enhancement of teaching and learning.

References

Gillespie, D. (2007). On-Demand Video System Enhances Visual Learning. District Administration, 43(9),25-26. Retrieved from Academic Search Complete database.

Lachs, V. (2002, October). Book review: Making multimedia in the classroom: A teachers' guide. Interactive

Mayer, R.E. (2005).The Cambridge Handbook of Multimedia Learning. New York, NY: Cambridge University Press. 

Week 4: Changing curriculum and Pedagogic design

Practice of Outcomes-based Curriculum in VC

Outcome based curriculum is the ideal formal curriculum which is planned to be implemented in all the courses in the faculty of education, VC. Curriculum of VC has the characteristics of an Outcome-based curriculum, which involves

• •      the development of clearly defined and published learning outcomes that must be achieved before the end of the course;
• •      the design of a curriculum, learning strategies and learning opportunities to ensure the achievement of the learning outcome;
• •      an assessment process matched to the learning outcomes and the assessment of individual students to ensure that they achieve the outcomes;
• •      the provision of remediation and enrichment for students as appropriate.

Since the establishment of Faculty of Education in the year 2007, an outcome based curriculum was followed, hence there was no difficulty is shifting the curriculum from an instruction based curriculum or any other curriculum.

As the number of courses in the VC started expanding in 2009, the new courses also followed outcome based curriculum. Lecturers were responsible to create course subject outline which strictly aligns with the curriculum. It is observed that majority of the lecturer's follow the outcome based curriculum.

Impact of Outcome based Curriculum in VC

Positive

• •      provides direction and stability in the course
• •      helps to guard against over-reliance on a particular staff member or idiosyncratic interpretation of syllabuses.
• •      Assist in adjusting teaching methods to facilitate the achievement of the stated objectives.
• •      Lecturer is in a much better position to decide how students may be assessed, since he or she should know exactly what behaviour they are supposed to be assessing.

Negative

• •      objectives are sometimes given greater status than they deserve.
• •      teaching and learning in some courses become so prescribed that spontaneity withers and initiative is stifled.
• •      lead to the production of students who are certainly well-trained in specific areas, but who lack the broad spectrum of abilities, skills and desirable attitudinal traits that are normally associated with a balanced, 'rounded' education.

Things to be done to further improve the situation?

• •      Lecturers quality need to be enhanced to refresh and update their knowledge on the curriculum and its expectations
• •      Better monitoring whether the lectures are implementing a rigorous outcome based curriculum, take actions if necessary
• •      Further research on ways to enhance the practice of a rigorous outcome based curriculum in VC and the impact of outcome based curriculum on students learning
• •      Ensure that all objectives and learning outcomes are re-appraised at regular intervals - not only to determine whether they are being achieved in the course, but also to establish whether they continue to reflect a valid interpretation of the course's direction and emphasis; if they do not, then it is time to change them.

Related issues in curriculum design that need to be addressed

• •      Integration of  technology into the curriculum
• •      Centralization and decentralization of Curriculum
• •      The essence of thinking in the curriculum
• •      Vocational education and general education- how to make it work together

Related readings

Harden, R, M. (2002). Developments in outcome-based education. Medical Teacher, 24(2), pp.

            117–120

Harden, R., M., Crosby, J., R., $ Davis, M., H. (1999). Outcome-based education: Part 1-An introduction to outcome-based education. Medical Teacher, 21, (1), pp. 7-14

Jansen, D. J., & Christie, P. (Eds.). (1999) Changing Curriculum: Studies on Outcomes-based Education in South Africa. Cape town: Creda Communications

Jansen, D. J.,. (1998). Curriculum Reform in South Africa: A  Critical Analysis of Outcomes-Based Education. Retrieved on April 14, 2014 from http://137.215.9.22/bitstream/handle/2263/132/Jansen%20(1998)a.pdf?sequence=4