Blended Learning

Blended learning uses the tools of the provincial learning management system (LMS) to teach and support learning in a face-to-face class. Through blended learning, K-12 students can access high-quality course materials, course calendars, and assignments during and outside school hours.

Students can also take part in face-to-face lessons and communicate with their teacher and classmates using a suite of secure online tools inside the password-protected LMS. These tools help students learn or review key concepts, stay organized, show what they have learned, submit assignments, track their achievement, and communicate with others. This suite of online secure tools includes:

Blog	Calendar	Checklist	Content
Discussions	Dropbox	Email	ePortfolio
Grades	Journal	Locker	News
Pager	Progress	Quizzes	Survey

Blended learning can look different in different situations. For example, when blended learning occurs in a school computer lab, students may flexibly access and complete course content online and consult with their teachers on specific projects or topics. When blended learning occurs in classrooms where technology is limited, students may learn mostly through face-to-face lessons, but use computers or other devices to complete group assignments or submit completed work to their teachers.

Comparing Blended Learning to Other Forms of Learning

Unlike e-learning classes where students are physically separate from their teacher and classmates, blended learning occurs within a face-to-face class that happens at a specific place and time. Blended learning combines the support of classroom learning with the flexibility of e-learning.

The following chart shows some examples to clarify how different types of learning and teaching might occur.

	Strategies, tools and resources
Goal	Classroom Learning	Blended Learning	E-Learning
Communication between teacher and students	Full group lessons Small group lessons or tutorials Individual conferences Marked assignments and rubrics	Full group lessons Small group lessons or tutorials Individual conferences Marked assignments and rubrics Digital course materials Online discussions E-mail Instant messages News announcements Online calendar Dropboxes Online grade tool Rubrics	Digital course materials Online discussions E-mail Instant messages News announcements Online calendar Dropboxes Online grade tool Rubrics Web conferences
Collaboration among students	Learning centres or other room arrangements Class discussions Face-to-face group work	Learning centres or other room arrangements Class discussions Face-to-face group work Online group work Online discussions E-mail Instant messages Blogs Electronic portfolios	Online group work Online discussions Chat sessions E-mail Instant messages Blogs Electronic portfolios Web conferences
Demonstration of learning	Paper-and-pencil tests and assignments submitted in person Live presentations, labs, performances, or exhibits of skill Models, works of art, posters, and other physical artefacts submitted in person	Paper-and-pencil tests and assignments submitted in person Live presentations, labs, performances, or exhibits of skill Models, works of art, posters, and other physical artefacts submitted in person Blogs Electronic portfolios Online discussions Online surveys and quizzes Assignments, such as essays, worksheets, slide shows, photographs, and videos submitted to electronic dropboxes	Blogs Electronic portfolios Online discussions Online surveys and quizzes Assignments, such as essays, worksheets, slide shows, photographs, and videos submitted to electronic dropboxes Web conferences

sources:

1. https://www.middleburyinteractive.com/curriculum-courses/blended-learning
2. http://olecommunity.com/blended-learning-what-is-it-and-why-is-it-trending-in-k-12-education/
3. http://moodle.unitec.ac.nz/mod/page/view.php?id=214273
4. http://elearninginfographics.com/6-blended-learning-techniques-infographic/ 
5. https://www.youtube.com/watch?v=L75oPzauAlw
6. http://www.christenseninstitute.org/blended-learning-definitions-and-models/
7. http://kevincorbett.com/2013/07/4-blended-learning-models/

E-learning opportunities in Indonesia

E-Learning will be used or not depends on government policy in education and how users view or assess the e-learning. But generally the use of these technologies depends on: (1). Is the technology was already a requirement?, (2). Is adequate supporting facilities?, (3). Is supported by adequate funding?, and (4). Is there support from policy makers?

Many people often try to launch e-learning without careful consideration and use it to look prestigious without Management Policy and Strategy Education obvious. Therefore one thing to note before using the Internet for learning, the policy analysis to answer whether it requires e-learning. In this analysis would have included whether it is technically and non-technical e-learning can be carried out this analysis regarding the availability of hard-ware, especially the computer (with his network), electricity, phone and its software; especially the availability of personnel, teaching materials are prepared in -online-right and the "course management tools" that will be used.

Also, is economically beneficial use of this Internet (Economically profitable). Economic analysis such as Cost Benefit (B / C) ratio, the Internal Rate of Return (IRR), Net Present Value (NPV) or Return on Investment (ROI) can be used as a measuring tool. Furthermore whether socially, the use of e-learning must be accepted by the community (socially acceptable). Because sometimes, although the usage of e-learning for learning has been prepared properly and operate quality is also good, people can not accept it because they consider the ways of conventional education is considered better. Therefore please note the problem of accountability in the use of information technology.

One thing that should be emphasized and understood is that e-learning can not completely replace conventional learning activities in class. However, e-Learning can be a partner or complementary with conventional learning in the classroom. e-Learning is an independent "basic thrust" of electronic learning activities, but this type of learning activities still require adequate interaction in an effort to maintain its quality.

sources:

1.  http://www.talentlms.com/elearning/

2.  http://www.ehow.com/about_4788168_what-purpose-elearning.html

3.  http://www.go2web20.net/#tag:e-learning

4.  http://www.optimussourcing.com/learninghintsandtips/the-advantages-and-disadvantages-of-elearning

5.  https://www.linkedin.com/pulse/20140715064821-11282346-indonesia-higher-education-e-learning-management-strategy

Computer-Assisted Language Learning (CALL)

The design of CALL materials generally takes into consideration principles of language pedagogy and methodology, which may be derived from different second language learning theories (e.g. behaviourist, cognitive, constructivist). Constructivist-based instruction often includes providing the learner with skills or support (e.g. modelling, coaching, scaffolding) and encouraging the learner to actively construct his or her own personal learning experience. The teacher’s role is to aid the learner in this construction rather than simply providing that information to her or him (Bowers et al., 2010).

Blended learning is learning that combines face-to-face (f2f) teaching with online elements (Hockly 2011). The amount of f2f instruction versus online instruction can vary widely, and will depend on factors which include one’s teaching context, the needs and expectations of the learners, the resources that are available and the content and design of the course. In the case of most of us, young teachers, we are only starting experimenting with blended learning. The best way is to start small, preferably with one class and offering as little as 10 percent of the work online – possibly simply as an extra task. Once we and our learners gain confidence with the tools and online work, we can build more online components into the course. According to a teacher trainer Hockly (2011), we should start from looking at the syllabus of the course we are going to teach – we need to be aware of which elements to offer online and which to offer in the f2f classroom. Therefore it would be helpful to identify the areas that are most easily delivered online, namely: reading, writing and listening.

Early personal computers were incapable of presenting authentic recordings of the human voice and easily recognizable images, but this limitation was overcome by combining a personal computer and a 12-inch videodisc player, which made it possible to combine sound, photographic-quality still images and video recordings in imaginative presentations - in essence the earliest manifestation of multimedia CALL. The techniques learned in the 1980s by the developers of interactive videodiscs were adapted for the multimedia personal computers (MPCs), which incorporated CD-ROM drives and were in widespread use by the early 1990s. The MPC is now the standard form of personal computer. CD-ROMs were used in the 1980s initially to store large quantities of text and later to store sound, still images and video.

CALL has important potential for English language teaching. If used properly with clear educational objectives, CALL can interest and motivate learners of English. CALL can increase information access to the learner, provide flexibility to instruction and thereby better serve the individual's learning pace, cognitive style and learning strategies. CALL allows learners to control their own learning process and progress. Using effective and suitable software applications, CALL can provide communicative meaningful language learning environments. Good quality and well-designed CALL software can offer a balance of controlled practice and free communicative expression to the learners, including immediate feedback. In the future, with the advance of computer technologies, it is expected that CALL will be able to absorb some teaching functions. However, despite greater user-friendliness, and effectiveness, CALL will never replace the teacher. Like other new technologies, CALL is not a magic solution to language teaching. The effectiveness of CALL relies on how CALL is utilized to meet language learning goals for individualized learners in specific educational settings.

sources:

1. http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm

2. http://constructivisminelt.wikispaces.com/Constructivism+and+CALL

3. http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm

4. https://www.llas.ac.uk/resources/gpg/61

5. http://e-teachingweb.blogspot.com/2014/04/language-teaching-technology-class_16.html

6. http://www.ict4lt.org/en/en_mod1-4.htm

ICT Tools, Roles and Application in Education and Language Learning

Information and Communication Technologies (ICT) content in English enables students to develop and apply skills, knowledge and understanding of ICT in their composing, responding and presenting, and as part of the imaginative and critical thinking they undertake in English. The ICT content has been incorporated into the content of this syllabus to ensure that all students have the opportunity to become competent, discriminating and creative users of ICT and are better able to demonstrate the syllabus outcomes of English through the effective use of ICT.

In their study of English, students are able to apply their existing knowledge of word processing, multimedia, ways of formatting and presenting texts, simulation software, graphics and electronic communication and further develop their skills, knowledge and understanding of these technologies. They learn about the ethics of information communication through technology.

Students encounter ICT in many areas of their lives and it is essential that we provide them with opportunities to explore the technology and encourage them to use it as a learning tool.
However it is important that teachers avoid the trap of using technology for the sake of it, or in order to check the technology box on their faculty registration sheet, or as an add-on to a lesson.

The research indicates that ICT is most effective when embedded in the curriculum, and integrated into units of work (Dickinson, 1998). English teachers can maximize the impact of ICT in their classrooms by ensuring that they and their students use ICT as an integral part of lessons, present ideas dynamically, and use a range of media. (Becta, 2006). ICT should be integrated in such a way as to require purposeful application and meaningful engagement with the technology.

Using ICT enables English teachers to tap into this learning style and the dominant youth culture. Many modern ICT texts can also be used as a starting point for the exploration of traditional texts (Smithson, 2005). For example, an interactive site such as the virtual tour of the Globe Theatre site allows us to bring Shakespeare’s world to life.

Most importantly however, the use of ICTs in the classroom signals a shift from the conventional position of power held by the teacher to a more collaborative approach to learning. Generally computer based activities allow the teacher to assume the role of facilitator whilst students take on an increasing responsibility for their own learning The use of computer-based technologies can shift the emphasis of activities away from the teacher and towards the students, enhance social interaction, (DET Computer Based Technologies in the English KLA, 1997, pps8- 9), and be empowering especially for students with low traditional literacy skills (Interactive Education, 2006)

Teachers can use a range of teaching tools such as discussion boards, forums, email, raps, web quests, video and digital photography, e movies, and even mobile phones as tools for delivery of class program. This opens reciprocal dialogue between members of the class community and may be extended to the school community at large through activities such as bloggs and wikis, (Kinzie, 2005, pB01)

sources:

1. http://www.elmoglobal.com/en/html/ict/01.aspx

2. http://www.infodev.org/articles/use-specific-ict-tools-education

3. http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning

4. http://ictpost.com/role-of-ict-is-multi-faceted-in-education/

5. http://www.englishteacher.com.au/AboutUs/OfficialStatements/ICTsinEnglish.aspx

ICT in general context

Internet is a global system of interconnected computer networks that use the standard Internet Protocol Suite (TCP/IP) to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies.

Now a days, almost all use the internet. For communication, for studying, for business and some for applications.

The Internet can now be accessed almost anywhere by numerous means, especially through mobile Internet devices. Mobile phones, data cards, handheld game consoles and cellular routers allow users to connect to the Internet from anywhere there is a wireless network supporting that device's technology. Within the limitations imposed by small screens and other limited facilities of such pocket-sized devices, services of the Internet, including email and the web, may be available. Service providers may restrict the services offered and wireless data transmission charges may be significantly higher than other access methods.

Internet and Web provide new forms of communication and thus bring many possibilities, but also make their demands for permanent education, usage in classroom, cultural spreading, scientific education and economic development. The new technology has to be seen as a possibility of a new kind of communication and as a help to a teacher whose role stays irreplaceable. Teachers should be placed in the role of facilitator whose task is to develop and maintain supportive class atmosphere. They will always be the ones who decide, direct, explain, connect old with the new, recognize nonverbal communication, and give moral support.

Communication between a teacher and a student, and among students themselves, must not be lost. That is why it is important to adequately use technology and Internet in the classroom and make sure that alienation does not take place at any cost. Directed and wisely managed teaching should only profit by the use of computer technology. The ability of multimedia packages to motivate students should be used to do exactly that. They can only be seen as the helping tool for the classical teaching process, and the variety and flexibility that they offer should be used to bring out the best that students can give.

Computing and the Web will continue to evolve in a great many ways. Monitors may give way to near-eye displays, at least for mobile computing. Virtual Reality may become more widespread and may be routinely incorporated into the Web. We may make greater use of voice commands and commands issued by hand gestures.

These and other advancements will surely change hypertext and hypermedia. For example, websites may provide much improved site maps consisting of a 3D view of the site structure, perhaps using the metaphor of galaxies and solar systems. The Web may well become more intelligent, more able to generate personalized links that really match our interests. The Web may also become more social—we may routinely click links that open up live audio or video sessions with another person.

As a communications medium changes, theory must keep pace. Otherwise, it becomes increasingly difficult to understand the medium and design successfully for it. We will therefore need to extend the hypertext concepts of nodes, links, and navigation and augment them with new concepts as well.

sources:

1. http://www.sjsu.edu/isystems/

2. http://www.pc-os.org/helpful-management-information-systems/

3. http://vincentpage.blogspot.com/

4. http://www2.iath.virginia.edu/elab/hfl0037.html

5. http://faculty.washington.edu/farkas/dfpubs/Farkas-Hypertext%20And%20Hypermedia.pdf

6. http://www.iicm.tugraz.at/0x811bc82b_0x0005f59f

7. http://www.rc.au.net/papers/www-0595/wwwhype2.html

8. http://www.cs.cf.ac.uk/Dave/ISE_Multimedia/node10.html

9. http://internships.about.com/od/internshipsquestions/g/whatismultimedia.htm

10. http://dzs.ffzg.unizg.hr/text/mfll.pdf