Posted on by Paul Young

Design for Online and Blended Learning was abstract for me and my task was to investigate deep learning.  This was somewhat ambiguous to me initially. It could apply to advanced computer learning (also called deep neural networking) using neural networks (algorithms) connected together to refine information extraction and use like a human brain (“Artificial Intelligence vs. Machine Learning vs. Deep Learning – Data Science Central,” n.d.) (“What Is Deep Learning AI? A Simple Guide With 8 Practical Examples,” n.d.). But in the human context, it could be defined as the active life long participation in real-life applied and analytical activities forcing participants to think about what they are doing while they do it (Smart and Cappel, 2006).

Learning from multiple sources simultaneously is a complex undertaking requiring much data analysis. This will be true for people and machines too. A deep neural networking or deep learning device would not need to be told how to identify a person, it would learn. (“Artificial Intelligence vs. Machine Learning vs. Deep Learning – Data Science Central,” n.d.) (“What Is Deep Learning AI? A Simple Guide With 8 Practical Examples,” n.d.). Could such a deep neural network be implemented by 21st-century learners to assist them to become active, critical problem solvers from the ever-increasing global data pool?

Joseph Redmon (“Joseph Redmon: How computers learn to recognize objects instantly | TED Talk,” n.d.) gives a TED talk about using an open source neural network called DarkNet to recognise images. Could similar tools be used by educators to design online and blended learning forums for learners?

Blended Learning combines traditional learning and online learning as noted by this study on students perceptions of online learning (Smart and Cappel, 2006) and (Güzer and Caner, 2014). Distance education has been a medium of learning for longer than blended learning (Güzer and Caner, 2014), the blended learning combination of contemporary technology use as a distance learning as well as a traditional classroom face-to-face method finds appeal with those familiar with technologically driven education and those less familiar.
The first attempts were as early as 1999 (Güzer and Caner, 2014) not long after Google was initiated as a library cataloguing tool in 1998 (Vise and Malseed, 2005).


How can deep learning, with its technology-focused approach to learning, be used in blended learning to itself encourage the deep learning of the participants (learners and facilitators) in a community or network? The Internet and its easily facilitated access to multiple data sources simultaneously would promote this type of learning. However, frustration (Capdeferro and Romero, 2012) and (Smart and Cappel, 2006) does result. Some reasons are skills needed to use the ICT system and the online platform, while also trying to be engaged in deep learning. It seems likely therefore that the traditional classroom part of the blended learning approach may help with this frustration.

However, the ONL181 community has many good suggestions and findings. Fernanda Lacerda has noted its use in filling in gaps using a change in paradigm that blended learning offers. However, uncertainty discovered by her suggests proceeding with caution on a small scale. I guess I (perhaps we all) feel the same.

Tomi Kakko presented a Salmons model for Online Learning – below:


This was really good for me as I see the “Access” part as the “learning of the ICT System and the online learning platform”.
Both can be big hurdles that must be navigated well by learners and facilitators (lecturers) to make a blended system of learning “start on a good footing”
The socialisation part can be done online and in a classroom – it should be a hybrid blend of both initially.
Information exchange, knowledge development (construction) and development will then also occur.
Could a neural network be designed to improve this process, and to learn from mistakes made?
Would this improve the facilitation of knowledge transfer?

 Teaching presence vs. teacher presence is profound. Why? The implied verb (OK. It may be a gerund!!) of teaching vs. the noun teacher. Verbs suggest community and peer-to-peer vs. hierarchical association. This is vital in encouraging participation. – Thanks, Annika Skogster

 There are hurdles to be overcome.
But a good framework can promote common understanding.
Blended learning can encourage knowledge transfer and skill transfer amongst diverse geographically separate people.
References:

ONL181 PBL1 – Topic 4 – Design for Online and Blended Learning

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