How about utilising the Community of Inquiry framework (CoI) as well as its three reliable surveys? You may also look into the TPACK-based body of research studies. I am sure you'll find useful approaches there.

Mikkel Godsk - You can use with your students Google area charts, Google pie charts, Google bubble charts, Google heat charts depending on what you want to achieve. These tools are useful and will engage students.

To illustrate and analyze teaching with technology - which is not automatically the same as learning with technology, I use a time and process model showing ICT integration in an easy way. A time line or arrow (as for a course lenght typically) and a synchronous domain above the arrow and a asynchronous domain below. Then it is the question of how these time modalities shift and drive and promote one another In a course dramaturgy. Teaching started with only co-located synchronous teachinh. Then in comes with time more and more option for both the synchronous and the asynchronous modality and the possibilities to adaption by course design multiply. See my co-authored paper below and the synthesis of my dissertation, aldo attached, ch 5 on time in course design.

Learning then is another matter. As we all know there is a lot of teaching without learning and learning without teaching. Therefore I think it is quite unprecise (simply wrong) to call teaching learning, as in onlinelearning or blended learning - both expressions are used mostly about teaching design or organisation.

Article A time based blended learning model

Conference Paper Time-Based Blended Learning

Thesis From blended learning to learning onlife - ICTs, time and ac...

For learning - I think we must do more qualitative studies on students actual work with learning

There are many games that children love to play, but there must be games that can develop their intelligence

In a learning process, to convey learning messages to students, teachers usually use teaching aids in the form of pictures, models, or other tools. It aims to provide concrete experiences, learning motivation, and enhance absorption and learning retention. The role of the media is quite important to help and to facilitate the learning process, also one of model for learning process to made process more easy and enjoy for participant/students.

Dear all

Thanks a lot for your replies, recommendations, and ideas.

Anders Norberg , important point with the sync/async shift. Thanks for bringing that to attention.

Best wishes

Mikkel

Useful models to illustrate students' learning with technology: Interactive whiteboard, smart board, digital model, remote conversation

You might find some elements of an answer in my chapter of Michael Allen's 2012 eLearning Annual. You can access it at Google Books:

https://books.google.fr/books?id=n_fKjrmC_ZwC&pg=PA61&lpg=PA61&dq=isackson+learning+quaternary+economy&source=bl&ots=D8SMZ7aX5g&sig=ACfU3U2jFql1q337O_TZbLfv0D4JB6hIGw&hl=en&sa=X&ved=2ahUKEwjT5aqnlNvnAhVMZ8AKHewMBEgQ6AEwCXoECAoQAQ#v=onepage&q=isackson%20learning%20quaternary%20economy&f=false

Anders Norberg, many thanks for making your paper 'A time based blended learning model' available. I was very interested to read around the different conceptual perspectives. Early in the paper I pondered the relative merits of blending for different disciplines. I wonder if your research has provided any answers here.

Later, I see the prospect of de-disciplinisation arises (if that's an accurate description!). Again I am wondering what the extent of this might be (and how the term discipline is used. Are we talking about e.g., disciplines, fields, subjects?). It's easy to see how learners may use the concepts discussed to support their learning across disciplines. But at some point, probably the planning and assessment stages, presumably disciplinary specialists are needed on the basis of expertise.

Dear Adrian Twissell ! Glad you found our old paper interesting. (You are not alone, 259 citations in Goodle Scholar so far). I could today write much more clearly on this subject, but this paper was a good start of an alternative of thinking on ICT integration in teaching/ learning. Attaching some slides that may illustrate the paper.

No, I havent been researching the ”blending” possibilities with different disciplines/subjects. But my time concept is so broad, and the ICT integration everywhere, so it is hard to know where to begin. The question of increased or decreased effectiveness of new ICT integration in education is kind of the wrong question. I think the big gain so far is in adaption of course design to learners, providing possibilities for widening participation.

Concerning disciplines

In the end of the paper we speculate. Today I would say that we discuss the ”unbundling” of higher education when we begin to question ”semesters”, ”disciplines” and courses. Traditional concepts that we always found kind of natural and necessary show to be historical constructs and begin to dissolve in the meeting with new technology - and may finally come together in other ways. Concerning disciplines in education, few have been as open critic as Roger Schank. He views the categorisation of knowledge in disciplines as something originating in the wish to be an absolute expert at the university level, and theb has been transferred down in the levels of education. It is a power language, and does not prepare learners for real life - but rather for competing for a place in the university hierarchy. Read Schanks book ”Teaching Minds” - also available as audio book on Audible. Schank proposes an organisation of teaching and learning in form of cognitive processes instead: prediction, diagnosis, causation, planning, budgeting, evaluation etc (about 16 processes I think) - which can be used together in more and more advanced learning projects.

Back to the paper. Many have found this model useful for understanding ICT integration and designing courses. However, it is still only a model using the decreasing friction of information for content access and communication. Not a true digital function, really. What digital ICTs are uniquely good at are to process information outside biological braibs. Here we have applications as learning analytics and adaptive learning. And new kinds of blends. Conference Paper Time-Based Blended Learning

Dear Anders Norberg thank you this is a very interesting topic. I have drawn out some considerations for my own practice and context (secondary education). Although I believe the HE context is ideally suited to the approach you discuss, there are many features which can support our work at the secondary level.

Best regards,

Adrian

How about utilising the Community of Inquiry framework (CoI) as well as its three reliable surveys? You may also look into the TPACK-based body of research studies. I am sure you'll find useful approaches there.