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The value of 'soft skills' for blended learning.

Wormald, Jane, Findlay, Ian and Bennett, Elizabeth (2011) The value of 'soft skills' for blended learning. In: ALT C conference 2011, 6th-8th September 2011, Leeds, England. (Unpublished)

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      Abstract

      • Crucial to the blended learning approach of a part –time BA Education and Professional Development is the emphasis on ensuring that our mature learners maintain a proactive community of practice based on Humanist principles whilst engaged in F2F and online activities. – To support richness of learning.
      • Students are typically employed in full time in education or training capacities and study on a part-time basis, currently over 3 years (next year 2) with 8 day schools in year 1; 6 in year 2; 4 in year 3.
      • A strong investment in encouraging critical friendship groups, both early in the programme and throughout, has re-enforced positive working and social structures supporting interactive learning. This is essential in time constrained conditions (study, work and home commitments).
      • Whilst tutor time is also being reduced, the need for interaction between peers becomes more essential.
      • The previous weekly model (evening sessions) established group identity and critical friendship opportunities quite quickly through regular face-to-face exchange. Reflecting principles of andragogy, and engagement in positive learning cultures, the structure, content and assessment strategies of the programme were designed to foster meaningful reflective, collaborative learning.

      Item Type: Conference or Workshop Item (Lecture)
      Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
      Schools: School of Education and Professional Development
      School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
      School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
      School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Technology Enhanced Learning Research Group
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      References:

      References
      Garrison, D.R. and Vaughan, N. (2008) Blended learning in higher education: framework, principles and guidelines. San Francisco: Jossey-Bass.
      Hodkinson, P., Biesta, G. and James, D. (2008) ‘Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning’. Vocations and Learning. 1 (1) pp. 27-47. (online) Available at: http://www.springerlink.com/content/l4044144nv221347/ (Accessed 28 December 2009)
      Knowles, M., Holton III, E.F. and Swanson, R. (2005) (6th ed) The adult learner. London: Elsevier
      Lave, J., and Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.
      Rogers, C. (1989) Adults learning. Philadelphia: Open University Press.
      Tu, C.H. (2002) The measurement of social presence in an online learning environment. International Journal of Educational Communications. 16 (3) pp.34-55.

      Depositing User: Jane Wormald
      Date Deposited: 01 Nov 2012 10:09
      Last Modified: 06 Aug 2013 10:36
      URI: http://eprints.hud.ac.uk/id/eprint/15463

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