Ducdungtv

Blending Learning

We’ve been using computers to teach and learn for quite some time.

You may remember using floppy disks to store information for a presentation, a conference or a class. Floppy disks are no longer used (some of you might not have even heard of them), but we do still sometimes use CDs like this.

In the past, distance education institutes used these resources to send course materials, such as text, graphics, sounds and video, to their students.

Then came the use of the Web in the early 1990s. This allowed us to find information on the Internet that students used for completing class assignments. This information was static, in other words we could not interact with it or add to it. We could only read it, listen to it or watch it.

During the nineties, Learning Management Systems, like Blackboard and WebCT, were created for students to do online courses, or sometimes just to complement what was done in the face-to-face classroom. Learning Management Systems, or LMSs, added the ability to interact through forums. The era of e-learning had started.

So, when we talk about e-learning, we often think of online courses. But, in fact, we’ve been using technology, including computers, in the classroom for some time. We just didn’t label it explicitly as e-learning.

Traditional classroom teaching has certainly been very successful over the years. So why should we give it up for online teaching? Why not have a combination of the best of both worlds: face-to-face instruction and online activities?

This integration of online and face-to-face modes is known as blended learning. Blended Learning combines ‘synchronous’ and ‘asynchronous’ communication. Let’s look at the meaning of these two terms.

Synchronous communication takes place in real time. This could be either face-to-face, or online using text and audio chats, or via video conferences. So people need to be either present in one room, or at their computers at the same time.

Asynchronous communication, on the other hand, takes place at different times by using emails, forums and blogs. One person can, for example, ask a question on a forum and another might answer the question the next time they visit that forum. It could be hours, days or months later.

- ESL videos

Group Assignmentː

Pair A instructions

Use Google Images and enter a search for ‘Vancouver attractions’. From the search results, agree on six pictures that you like most, or that would encourage you to visit Vancouver – try to choose a variety of images.

Paste each picture onto the wiki page you are given and add a small note in English explaining what you like about it. Page your picture here

Pair B instructions

Visit this link on YouTube.

Make notes about six interesting facts about Vancouver. Think about things that impress you or that would make you want to visit Vancouver. Write these on the wiki page you are given. Comment here

Pair C instructions

Visit the Vancouver tourism website.

Make notes about six great things to do in Vancouver – they should be activities that would interest you. Write these on the wiki page you are given. Make notes here

When all pairs in a group have posted their notes and/or pictures to the wiki pages, they complete the following tasks.

1	They look at the work of other pairs in their group.
2	Collaboratively the group chooses the six most attractive features of Vancouver – these can be written notes or pictures.
3	Where possible, they should match the images and notes of their six selected features. If they have notes without images or images without notes, they must research the Internet further to complete their set of six top features.
4	Using the wiki, they organise this information into a short visual presentation on Vancouver for other groups to read.

When the groups have finished, ask them to read each other’s presentations in preparation for a class discussion.