Topic 4. Design for online and blended learning
This topic helped me to re-evaluate my own teaching and learning experience. I am not teaching online at the moment, but I think that inevitably some of the lectures soon will be delivered online and some face-to-face.
Courses helped me to understand that blended learning is not just online vs face-to-face, because the latter one can also be blended in it's nature as it's all about the tools and methods that we use in teaching. By the way can we still call it teaching, or it's more like guiding. I liked the picture posted in Aliona Yarova blog where it's written: "Teacher? NO. Creative Learning Designer". Probably that's more relevant name for a teacher in this changing environment and model of learning.
At the same time it can be a big challenge to encourage students to take this new approach as most of them are not really used to that. But reading the articles, blog's by other ONL172 participants and discussing with my PBL13 group I came across many good tips and solutions that would facilitate this process.
Also I came across an interesting blog about ice-braking activities (https://pedagogicallyspeakingblog.wordpress.com/). I never really thought that it can be stressful for someone, so it has to be thought through well in advance before offering this activity. If people are introverts they might not feel comfortable with sharing something weird about them. All groups and people are different so it's better to play safe in this case or otherwise we can achieve adverse results and no ice will be broken.
References:
Courses helped me to understand that blended learning is not just online vs face-to-face, because the latter one can also be blended in it's nature as it's all about the tools and methods that we use in teaching. By the way can we still call it teaching, or it's more like guiding. I liked the picture posted in Aliona Yarova blog where it's written: "Teacher? NO. Creative Learning Designer". Probably that's more relevant name for a teacher in this changing environment and model of learning.
At the same time it can be a big challenge to encourage students to take this new approach as most of them are not really used to that. But reading the articles, blog's by other ONL172 participants and discussing with my PBL13 group I came across many good tips and solutions that would facilitate this process.
Also I came across an interesting blog about ice-braking activities (https://pedagogicallyspeakingblog.wordpress.com/). I never really thought that it can be stressful for someone, so it has to be thought through well in advance before offering this activity. If people are introverts they might not feel comfortable with sharing something weird about them. All groups and people are different so it's better to play safe in this case or otherwise we can achieve adverse results and no ice will be broken.
References:
Salmon, G (2013) The Five Stage Model. [Homepage] http://www.gillysalmon.com/five-stage-model.html
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton: AU Press. Chapter 1 “Conceptual framework”. PDF available here.
It's a considerable challenge for teachers and students to make the transition to a new model but it's worth the effort. I also think that the principles for course design we're discussing here apply equally to campus courses. They also use web tools and can benefit from extending the discussion beyond the classroom.
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