First steps towards a blended pre-sessional
additional self-study resources. We adopted Garrison and Kanuka’s (2004) approach of integrating face-to-face learning experiences with online learning experiences. Our goal was to ensure that online activities were an integral part of the scheme of work, rather than simply preparation for face-to-face sessions, which we regard as ‘flipped’ rather than blended learning. Each day, students had two face-to-face classes, followed by an online session (see Figure 1). The online sessions were timetabled, and students were required to do them at the designated time as many sessions involved students participating in synchronous activities. Sessions were designed to link to the class which followed, providing an incentive for students to complete the online study and creating a ‘vertical coherence’ between all four sessions throughout the day.
FROM PRINCIPLES TO PRACTICE
As this was our first step into the digital domain, we referred to Puentedura’s SAMR model (2014b) to guide course design and materials creation alongside our Centre’s principles of autonomy, collaboration, development, reflexivity, transferability and transparency. We chose the SAMR model because, despite growing criticism of its lack of theoretical basis and rigorous evaluation (Hamilton, Rosenberg & Akcaoglu, 2016), it provides a clear, practical framework for the incorporation of technology into teaching and learning. We decided to go beyond the lower levels of the model – Substitution and Augmentation (described as using technology to enhance learning and related to Bloom’s lower-order skills) – to focus on the higher levels of Modification and Redefinition. Our aim was to use technology to transform our
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students’ learning experiences through innovative higher-order tasks (Puentedura, 2014a) (Figure 2).
Redefinition
Tech allows for the creation of new tasks, previously inconceivable
Modification
Tech allows for significant task redesign Augmentation
Tech acts as a direct tool substitute, with functional improvement
Substitution
Tech acts as a direct tool substitute, with no functional change
Create Evaluate Analyze
Apply
Understand Remember
Figure 2 SAMR model aligned with Bloom’s taxonomy (Puentedura, 2014a)
Specifically, we wanted to create online spaces where students would engage and develop their analytical and critical evaluation skills through creative and collaborative activities in preparation for their postgraduate study. This led to the definition of our own guiding principles for digital course design: create, collaborate, construct and critique (Figure 3).
Figure 3 The Four Cs We worked with the Learning
Technologist and the Digital Education Office to explore the potential of available
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