Currently viewing the tag: "Active Blended Learning (ABL)"

This video from Dr Rachel Maunder, Associate Professor in Psychology, provides some examples of active, blended learning approaches that Rachel has tried in her modules so far. Rachel shares two different models, one which focuses on linking classroom activity to independent study tasks online, and one which includes some teaching in the online environment in addition to face to face sessions. Rachel also shares useful lessons she has learned from her experiences so far.

If you have questions about either of these approaches, Rachel is happy to take these via email.

 

This post is one in a series of ABL Practitioner Stories, published in the countdown to Waterside. If you’d like us to feature your work, get in touch: LD@northampton.ac.uk

By Samantha Read, Lecturer in Marketing, FBL

Taking an active blended learning approach to the delivery of my Advertising module for the BA Marketing Management Top-Up programme has enabled me to enhance traditional ways of teaching the subject material for students to make constructive links between areas of learning and engage with theory in a fun and collective way.

Traditionally, I presented the students with a lecture-style presentation of the history of advertising, drawing on examples from the past and present to illustrate how advertising practices have changed over time. The subject material by its very nature is fascinating, from uncovering secrets behind Egyptian hieroglyphics to discussing implications of the printing press and debating the impact of the digital environment on advertising. Yet, without the ability to transport students back in time, it felt as if they were not fully able to appreciate the momentous changes that have taken place within advertising over the years.

Example posters on the History of Advertising

Example posters on the History of Advertising

To support the students in learning about the history of advertising this academic year, taking an active blended learning approach, I used a jigsaw classroom technique to facilitate a whole class timeline activity. Before the session, all students were asked to bring in their own device. Following an initial introduction in to the importance of reflecting on the development of advertising over time, I divided the class into seven groups of three or four students. Each group was then given just one piece of the timeline and had 30 minutes to research the implications of that section of history on advertising practice. This included ‘Advertising and Ancient Egypt’, ‘Advertising and the Roman Empire’, ‘The Printing Press was invented’, ‘The development of Billboards’, ‘Radio was invented’, ‘Television was invented’ and ‘The internet was invented’. Students were then given some suggestions of reliable sources where they could go online to research their given time frame and the importance of using these sources and referencing them was stressed.

History of Advertising in the classroom

History of Advertising in the classroom

Whilst the students worked together in their groups to research and construct a one-page A3 poster on flipchart paper outlining their key findings, I circulated the room to check understanding of the research process and the content. This was particularly important as the majority of the students in the class are international students and unfamiliar with UK advertising practices or some terms that they were coming across. I was also able to check the students’ enjoyment of the task and to ensure that everyone in the group was happy to get involved. In contrast to a large lecture style format, the ABL workshop centred on each individual and their specific progression throughout the workshop session.

History of Advertising Timeline

History of Advertising Timeline

Upon completion of their A3 poster, each group was instructed to peg their work to the washing line timeline I had attached to the back wall by fitting their time frame within the correct historical period. This ‘active’ jigsaw part of the session not only served a purpose to physically place each time period within its context, but also kept the students engaged in a whole class activity; the success of the timeline ultimately rested with all groups contributing. Once all of the assigned time slots were attached to the washing line, each group selected a member of their group to come to the back of the class to explain their key research findings in relation to the significance of their given time period to the development of advertising throughout history. Having a physical timeline to work with helped sustain the students’ interest in the task and the students themselves were able to make links between each other’s posters, adding to their own and others’ knowledge and understanding.

To ‘blend’ this session to the online environment and subsequently in to the next week’s workshop focusing on the nature of advertising in society, students were asked to complete a survey on NILE which compared print and TV toothpaste advertisements over time. They were also asked to reflect in their online journal on any similarities and differences between the UK based ads included in the survey and those from their home countries. Tutor support and feedback was given on this exercise to ensure that knowledge was accurately embedded and contextualised. Students were also asked to collect three examples of advertisements that they came across over the course of the week as a starting point for a semiotic exercise at the beginning of the next workshop.

Overall, I found the jigsaw classroom technique worked extremely well as part of an ABL approach to teaching the history of advertising. Rather than passively taking in knowledge as I had previously witnessed when delivering this session in the past, there was a real buzz in the classroom. The students were all invested in working together to complete their part of the timeline and were even taking photographs of their completed work. One important aspect of facilitating learning for me is providing opportunities for creativity both in the classroom and online, and taking an ABL approach certainly allows for that.

This post is the first in a new series of ABL Practitioner Stories, published in the countdown to Waterside. If you’d like us to feature your work, get in touch: LD@northampton.ac.uk


Authors: Elizabeth Palmer, (University of Northampton, Learning Designer,) Sylvie Lomer, (University of Manchester, Lecturer in Education) and Ivelina Bashliyska (3rd Year Undergraduate Student and Assistant Researcher).

With thanks to Nadine Shambrooke and David Cousens for support with transcription and coding.

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The University of Northampton has taken an institutional approach to learning and teaching through the widespread adoption of Active Blended Learning (ABL) as its new ‘normal’. To find out more please visit: https://www.northampton.ac.uk/ilt/current-projects/waterside-readiness/

However, student engagement has been highly variable, which has created a number of challenges for staff. Semi-structured qualitative focus groups have been undertaken with 201 undergraduate students across all the year groups and faculties during the academic year 16/17 based on a pilot study of 24 students in academic year 15/16. These focus groups have been looking at trying to uncover the students own perceptions and experiences of ABL in order to unpick the reasons behind varying patterns and engagements and to glean student insight into the factors that inhibit or encourage engagement with ABL.

The study has revealed a number of key factors which students identify as having significant impact on their engagement. Key success factors include effective pedagogical design, in particular establishing a clear and explicit relationship between online and face to face components of modules, and scaffolding the development of digital skills and literacies in the process of establishing online tasks. A strong relationship between staff and students is also critical, where students trust in the decisions and motivations of staff. This is signalled by following up on online tasks, providing feedback where relevant, and explicitly discussing the value of online tasks to module learning outcomes and employability skills. A key finding is that students’ conceptions of learning, teaching & knowledge impact on their engagement with ABL, and are not necessarily compatible with ABL principles. These factors are complex, interdependent and have varying loci of control. Staff can take a number of measures to increase the likelihood of student engagement, although certain factors remain ultimately within the agency of students. Understanding these issues is critical to the success of ABL.

The following artefacts provide the results of the study to date:

Read the Interim Report from the Main Study here:

Blue background with title of report and image of the new campus

Front cover of Interim Report

 

Read the Academic Poster from the University of Northampton’s Learning & Teaching Conference 2017 here:

Academic Poster on Student Engagement with ABL

Academic Poster on Student Engagement with ABL

For Ten Top Tips on how to design ABL to maximise student engagement:

1. Be confident in your approach! There is a huge evidence base supporting Active Blended Learning (ABL). Make the case for ABL with your students.  2. Build relationships with your students and encourage socialisation and collaboration both in the classroom and online.  3. Connect the face-to-face (F2F) and online components, so that F2F sessions use the   outputs of the online sessions, and vice versa.  4. Avoid repetition of content and tasks in F2F that have already appeared online, and vice versa. They should be different, but related.  5. Ensure that you are regularly visible to your students online.

ABL 10 Top Tips card

Read the Pilot Study Report here:

 

students sat in flexible learning commons space on bright furniture

Pilot Study Report