SEN Blended Learning

SEN learning and research communities

A blended learning approach

Dr Lee Hazeldine & Lorna Hughes

Rationale

Developing communities of learning and research for Special Educational Needs coordinators presents a variety of challenges. The effective integration of institutional priorities and developmental research creates problems of geography, time and modality when engaging a wider SEN community. A combination of online opportunities to develop understanding and communicate, share and engage in research provides potential resolutions to many challenges faced. This session demonstrates the implications of introducing a blended learning model for SEN communities of practice, research and learning.

100% of participants preferred a blended learning approach for pre-session learning tasks

68% of participants felt there was no SIGNIFICANT increase in workload using a blended learning approach

100% of participants felt blended learning was an advantageous way to create portfolio evidence. There was 0% reluctance to the implementation of electronic portfolios

Pros & Cons

› Issues regarding accessibility and compatibility across a variety of technology platforms. › Careful risk management needed when utilising and incorporating external applications for research and learning strategies. › Strategies for the development of digital literacy need implementing for both tutors and students to ensure consistency of quality provision.

› Opportunities to enhance & extend understanding through collaborative learning › Synchronous and asynchronous learning allows the differentiation of learning pace, place and times. › Accessibility of a variety of media maximises the engagement of students with a variety of learning modalities. › Immediacy of content and communication.

Toolkit

https://tinyurl.com/sen-blended