[:en]Respecting Diverse Talent and Ways of Learning: A Blended Approach[:cy]Parchu Doniau a Dulliau Dysgu Amrywiol Ymagwedd Gyfunol[:]

[:en]On Wednesday 20th February, I attended “Respecting Diverse Talent and Ways of Learning: A Blended Approach”, the latest in a series of workshops organised by SALT on “The Seven Characteristics of a Good University Teacher” [1]. Inspired by the work of Arthur W. Chickering and Zelda F. Gamson [2], the workshops “aim to illustrate successful implementation of the principles (of the seven characteristics of good university teaching), providing inspiration and support for academic staff wishing to further develop learning and teaching in their area”.

Seven Characteristics of a Good University Teacher

The “7Cs” workshops provided me with my first experience of SALT and the work we undertake; I am indebted to them for providing examples of best practice and teaching excellence and for introducing me to academics and professionals from across the University. In addition to a nice cup of tea and a biscuit, there is always a buzz (the tell-tale sign of enthusiasm and cross-pollination of ideas rather than the kind associated with unpleasant smells) at a 7Cs workshop which always provides a much-needed mid-week boost.

The “Respecting Diverse Talent and Ways of Learning: A Blended Approach” workshop was facilitated by Melanie Hainke [2] and Eve Mortiarty [3] who have spent the last 12 months working on the Blended Learning Pilot which aims “to support academics to develop either a new module or re-develop an existing module with a blended learning approach, whilst enhancing the student experience and satisfaction, through access to online learning materials to supplement face-to-face delivery time”. Melanie’s focus was working with academics to develop new modules or adapt existing ones to promote blended learning whilst Eve was primarily responsible for embedding Virtual Reality solutions into appropriate modules.

Blended Learning: “a combination of face-to-face learning and dynamic digital activities and content that facilitate anytime/anyplace learning”, JISC

As with all 7Cs workshops, attendees had disparate exposure to and understanding of the topic (a fact which makes the discussions even more interesting), so, during the first part of the workshop, each table was invited to discuss what Blended Learning meant to them and share their conclusions with the rest of the room. Following this dialogue, Melanie stressed that the difference between the basic use of multimodal resources in teaching and truly blended learning was that the latter emphasised interactions and connections between online learning and face-to-face activities and resources. [4] In a nutshell, a blended approach makes learning more accessible, flexible, and, because it promotes the application of knowledge in wider variety of scenarios, more permanent.

In the second part of the workshop, attendees were asked to share how their own teaching either used blended learning or would benefit from it. Answers were provided for disciplines as diverse as Change Management, Geography and Egyptology and for specific teaching challenges such as addressing the diverse needs of international students. Some of the topics discussed included the perception of blended learning in traditionally conservative subjects and the need to constantly evaluate changing patterns in how students learn, adapting resources and methods as required.

During the final part of the workshop, attendees were invited to watch and reflect on a series of videos that had been produced for the Blended Learning Pilot. Each video (Emphasising Time on Task: Neal Harman [Science], Develops reciprocity and cooperation among students: Peter Dorrington and Will Harrison [Engineering], Encourages active learning: Richard Leonard-Davies [Law]) was selected to highlight a 7Cs facet and included an interview with academics who explained the rationale behind redesigning their modules, the processes involved and the observed outcomes. The videos were used to demonstrate that diverse talent and ways of learning can be respected using:

  • Powerful visuals
  • Well-organised print/digital resource
  • Direct, vicarious and virtual experiences
  • Tasks that require analysis, synthesis and evaluation
  • Applications to real life situations
  • Self-reflection and self-evaluation
  • Collaboration and group problem solving

Given the extensive use of technology and innovative software solutions in the Blended Learning Pilot, attendees were keen to learn about the resources available to them and expressed the desire for the provision of training to be made more widely available.

As with every 7Cs workshop, the final whistle came around too quickly and many participants had to dash back to their offices or lecture rooms, hopefully with a commitment to “change one thing”. Invariably, those that do not have any commitments stay behind to continue the discussion, so Melanie and Eve went into extra-time, answering further questions on their work and giving advice on how to best introduce Blended Learning into existing modules.

[1] https://spark.adobe.com/page/vUuxhmKq2iJkz/

[2] https://files.eric.ed.gov/fulltext/ED282491.pdf

[3] melanie-jayne.hainke@swansea.ac.uk, https://twitter.com/melcurds

[4] e.e.moriarty@swansea.ac.uk

[5] https://twitter.com/mandyjjack/status/1098213474419777536

 [:cy]Ddydd Mercher 20 Chwefror, cymerais ran mewn gweithdy ynghylch “Parchu Doniau a Dulliau Dysgu Amrywiol: Ymagwedd Gyfunol”, yr un diweddaraf mewn cyfres o weithdai a drefnwyd gan ADAA ar “Saith Nodwedd Athro Prifysgol Da”. [1] Wedi’u hysbrydoli gan waith Arthur W. Chickering a Zelda F. Gamson [2], nod y gweithdai oedd dangos enghreifftiau o roi’r egwyddorion ar waith yn llwyddiannus (saith nodwedd addysgu da yn y brifysgol), gan ddarparu ysbrydoliaeth a chymorth i staff sydd am ddatblygu dysgu ac addysgu ymhellach yn eu maes.

Saith Egwyddor Arfer Da mewn Addysg Israddedig

Y gweithdy “7 Nodwedd” oedd fy mhrofiad cyntaf o ADAA a’u gweithgareddau. Rwy’n ddiolchgar iawn iddynt am ddarparu enghreifftiau o arfer gorau a rhagoriaeth addysgu ac am fy nghyflwyno i academyddion ac ymarferwyr proffesiynol o bob rhan o’r Brifysgol. Yn ogystal â phaned o de a bisgeden braf, mae bob amser cyffro (arwydd o frwdfrydedd a chyfnewid syniadau) mewn gweithdy 7 nodwedd sy’n rhoi hwb mawr ei angen yng nghanol yr wythnos.

Cafodd y gweithdy “Parchu Doniau a Dulliau Dysgu Amrywiol: Ymagwedd Gyfunol” ei arwain gan Melanie Hainke [2] ac Eve Moriarty [3] sydd wedi treulio’r 12 mis diwethaf yn gweithio ar y cynllun peilot Dysgu Cyfunol sydd â’r nod o gefnogi academyddion i ddatblygu naill ai modiwl newydd neu ailddatblygu modiwl sefydledig gan ddefnyddio ymagwedd gyfunol.  Amcan arall oedd gwella profiad a boddhad myfyrwyr drwy roi mynediad ar-lein i ddeunyddiau i ategu addysgu wyneb yn wyneb. Bu Melanie yn canolbwyntio ar weithio gydag academyddion i ddatblygu modiwlau newydd neu addasu rhai sefydledig i hyrwyddo dysgu cyfunol tra roedd Eve yn gyfrifol yn bennaf am ymgorffori dulliau rith-wirionedd mewn modiwlau priodol.

Dysgu Cyfunol: “cyfuniad o ddysgu wyneb yn wyneb a gweithgareddau digidol dynamig a chynnwys sy’n hwyluso dysgu unrhyw bryd/unrhyw le,” JISC

Fel gyda phob gweithdy arall ar y 7 Nodwedd, roedd profiad y cyfranogwyr a’u dealltwriaeth o’r pwnc yn amrywiol (sy’n gwneud trafodaethau’n fwy diddorol byth). Felly, yn ystod rhan gyntaf y gweithdy, gwahoddwyd pob bwrdd i drafod ystyr Dysgu Cyfunol iddyn nhw a rhannu eu casgliadau â gweddill yr ystafell. Yn dilyn y deialog hwn, pwysleisiodd Melanie mai’r gwahaniaeth rhwng defnydd sylfaenol o adnoddau amlfoddol wrth addysgu a dysgu cyfunol go iawn oedd bod yr ail un yn pwysleisio rhyngweithiadau a chysylltiadau rhwng dysgu ar-lein a gweithgareddau ac adnoddau wyneb yn wyneb. [4] Yn gryno, mae ymagwedd gyfunol yn gwneud dysgu’n fwy hygyrch a hyblyg ac, am ei bod yn helpu dysgwyr i roi gwybodaeth ar waith mewn amrywiaeth ehangach o sefyllfaoedd, yn fwy parhaol.

Yn ail ran y gweithdy, gofynnwyd i’r cyfranogwyr ddweud naill ai sut roedd eu haddysgu’n defnyddio dysgu cyfunol neu sut byddai’n elwa ohono. Cafwyd atebion o ddisgyblaethau mor amrywiol â Rheoli Newid, Daearyddiaeth ac Eifftoleg ac ar gyfer heriau addysgu penodol megis diwallu anghenion amrywiol  myfyrwyr rhyngwladol. Ymhlith y pynciau a drafodwyd roedd canfyddiad dysgu cyfunol mewn pynciau ceidwadol yn draddodiadol a’r angen i werthuso’n gyson batrymau newidiol o ran sut mae myfyrwyr yn dysgu, gan addasu adnoddau a dulliau yn ôl yr angen.

Yn ystod rhan olaf y gweithdy, gwahoddwyd y cyfranogwyr i wylio a myfyrio ar gyfres o fideos a gynhyrchwyd ar gyfer y cynllun peilot Dysgu Cyfunol. Cafodd y fideos (Emphasising Time on Task: Neal Harman [Gwyddoniaeth], Develops reciprocity and cooperation among students: Peter Dorrington a Will Harrison [Peirianneg], Encourages active learning: Richard Leonard-Davies [Y Gyfraith] eu dethol i amlygu agwedd benodol ar y 7 Nodwedd ac roeddent yn cynnwys cyfweliad ag academyddion a esboniodd y rhesymeg tu ôl i ailgynllunio eu modiwlau, y prosesau a’r canlyniadau a welwyd. Defnyddiwyd y fideos i ddangos y doniau a’r dulliau dysgu amrywiol y gellir eu parchu drwy ddefnyddio:

  • Delweddau pwerus
  • Adnoddau print/digidol wedi’u trefnu’n dda
  • Profiadau uniongyrchol, anuniongyrchol a rhithwir
  • Tasgau sy’n gofyn am sgiliau dadansoddi, syntheseiddio a gwerthuso
  • Cymwysiadau i sefyllfaoedd bywyd go iawn
  • Hunan-fyfyrio a hunanwerthuso
  • Cydweithredu a datrys problemau mewn grŵp

Gan ystyried y defnydd helaeth a wnaed o dechnoleg a meddalwedd arloesol yn y Cynllun Peilot Dysgu Cyfunol, roedd y cyfranogwyr yn awyddus i ddysgu am yr adnoddau a oedd ar gael iddynt a mynegwyd dymuniad i’r hyfforddiant fod ar gael yn ehangach.

Fel gyda phob gweithdy 7 Nodwedd, daeth hwn i ben yn rhy gyflym a bu’n rhaid i lawer o’r cyfranogwyr ruthro’n ôl i’w swyddfeydd neu eu darlithfeydd, yn ymrwymedig – gobeithio – i “newid un peth”. Bob tro, mae’r rhai sydd heb ymrwymiadau’n aros i barhau â’r drafodaeth.  Felly arhosodd Melanie ac Eve am amser ychwanegol, gan ateb cwestiynau pellach am eu gwaith a chynghori ar y ffordd orau o gyflwyno Dysgu Cyfunol i fodiwlau sefydledig.

[1] https://spark.adobe.com/page/vUuxhmKq2iJkz/

[2] https://files.eric.ed.gov/fulltext/ED282491.pdf

[3] melanie-jayne.hainke@swansea.ac.uk, https://twitter.com/melcurds

[4] e.e.moriarty@swansea.ac.uk

[5] https://twitter.com/mandyjjack/status/1098213474419777536[:]

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