Blended Learning Course ware: Introduction to Poetry


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  • Blended Learning Course ware: Introduction to Poetry

    1. 1. Blended Learning Courseware: Introduction to Poetry
    2. 2. Overview o My Context o My Puzzle o Pedagogical Consideration in response to my puzzle o Online platform with Moodle o Pedagogy in practice with Moodle o Further thoughts
    3. 3. My Context  Private university  Large class  Mixed ability classroom  Teacher centred classroom environment  Exam-oriented activities  Lack of proficiency in productive skills  Non-use integrative technology
    4. 4. My Puzzle  How could students be engaged in out of class activities along with face to face traditional classroom format that would facilitate them with opportunities for collaboration and active learning, generate in them confidence in language use and enable them to get individualised feedback?
    5. 5. Response to my puzzle  Blended Learning  Social Constructivism  Collaboration  Formative Assessment
    6. 6. What is Blended Learning?  Combination of face-to-face teaching and learning with online teaching and learning “It is a design approach whereby both face-to-face and online learning are made better by the presence of each other” (Garrison & Vaughan, 2008, p.5).  “Thoughtful fusion of face-to-face and online experiences” (p.5).  “Combines the properties and possibilities of both to go beyond the capabilities of each separately” (p.6)
    7. 7. Online activity/discussion Online activity/discussion Online activity/discussion F2f activity/discussion F2f activity/discussion F2f activity/discussion F2f activity/discussion Collaborative wiki tool, forum, Blog External specialist websites,links E-resource Demonstration, PPT Lecture Books Wrapping around F2f activity Wrapping around online activity
    8. 8. Social Constructivism  This learning theory defines the acquisition of knowledge as a social process.  Learning is done in a social context with other learners.  Vygotsky, the father of social constructivism, believed that social interaction was a very important part of learning. Social constructivism is based on social interactions of students combined with their own critical thinking (Vygotsky, 1962, p.93).
    9. 9. Social Constructivism (cont.) Social Constructivis m Philosophy How to learn Electronic Support Knowledge as socially constructed meaning Learning is experiencing and reflecting relative to a social context E-Learning: Set of manageable, content-rich tools and Knowledge sharing and collaboration tools (e.g. wiki, blogs, forums) Instructional approaches and their consequences for e-learning (Walker & Baets, 2008:245)
    10. 10. Collaboration  The principal tenet of social constructivism is collaboration.  Beatty (2003, p. 102) defines it “as a process in which two or more learners need to work together to achieve a common goal, usually completion of a task or the answering of a question”.  Collaboration helps the weaker students to develop through the assistance of able peers. Vygotsky (1978) calls it ‘the zone of proximal development’ (ZPD)
    11. 11. Collaboration (Cont.) Source: ( link)
    12. 12. Formative Assessment  Formative assessments are assessments that are used during the learning process. These assessments can be marked, but the marks usually do not contribute to the final mark of the learner.  It is unlike summative assessments that do contribute towards the final grade.
    13. 13. Formative Assessment (Cont.) Cauley & Mcmillan (2010:2) found four reasons why students learn more through formative assessment: • Frequent, on-going assessment allows both for fine-tuning of instruction and student focus on progress. • Immediate assessment helps ensure meaningful feedback. • Specific, rather than global, assessments allow students to see concretely how they can improve. • Formative assessment is consistent with recent constructivist theories of learning and motivation.
    14. 14. Online Platform Moodle & Why  Moodle (Modular Object-Oriented Dynamic Learning Environment) is my preference for the online platform for my students.  It is a CMS  It is a open source software
    15. 15. CMS  A course management system (CMS) is a Web based software system that is specifically designed for teaching and learning. (Morgan, 2003).  “CMS allow non-technical individuals to set up and maintain a Web site where students can log in, access course information, interact, share and teach others” (Rowe, 2005).
    16. 16. Open Source Software  Open source software is software “whose source code is available to the general public for use and/or modification from the original design free of charge. It is typically created as a collaborative effort in which programmers improve upon the code and share the changes with the community” (JAHA, 2006).
    17. 17. Why Moodle?  The design of Moodle is rooted in social constructivist pedagogy, which emphasizes interaction between students and the use of student-generated content as a learning resource’ (KnowMoodle, 2006).  Open Course Software, cost effective in my context.  Institutional look ( secure log in, personalisation, privacy, monitoring)
    18. 18. Pedagogy in practice with Moodle A tour to my Moodle Space
    19. 19. My Moodle Space
    20. 20. Topic 1 & 2
    21. 21. Topic 3 & 4
    22. 22. Topic 5 & 6
    23. 23. Topic 7 & 8
    24. 24. Topic 9 & 10
    25. 25. Activities & aspects of my Moodle  Instruction  Forum  Quizzes  Chat, messages  Glossary, Wiki, Assignments  Blogs and Reports
    26. 26. Instruction
    27. 27. Groups
    28. 28. Forum
    29. 29. Quizzes
    30. 30. Chats & Message
    31. 31. Glossary, Wiki, Assignments
    32. 32. Blogs & Reports
    33. 33. Further Thoughts Challenges • Digital Literacy • Teachers become busy 24/7 Looking Ahead • University wide Moodle Environment
    34. 34. Reference  Beatty, K. (2003). Teaching and researching computer-assisted language learning. Harlow: Longman.  Cauley, K. M., & Mcmillan, J. H. 2010. Formative Assessment Techniques To Support Student Motivation and Achievement. The Clearing House, 83(1), 1-7. [Online], Available:, [2011, March, 11].  Garrison, R., & Vaughan, H. (2008). Blended learning in higher education: Framework, principles and guidelines. San Francisco: Jossey-Bass.  JAHA Design (2006). Web Glossary. Retrieved March, 2011, Web site:  KnowMoodle (2006, November 11). What's Moodle?. Retrieved March 18, 2011, from Use KnowMoodle Website:  Morgan, Glenda (2003, May). Faculty use of course management systems. Retrieved March 11, 2011, from ECAR Web site:  Rowe, Joe (2005, August 29). Building Educational Web Sites with Moodle. Retrieved March 2011, from TechSoup Web site:  Peter Rich, P. The Current State of Instructional Technology Retrieved March 2011, from Web site:  Vygotsky, L. S. (1962). Thought and language. Cambridge: Massachusetts Institute of TechnologyPress.  Vygotsky, L. S. (1978). Mind and society: The development of higher psychological process. Cambridge, MA: Harvard University Press.  Walker, R & Baets, W. 2008. Instructional Design for Class-Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centered Learning, in Donnelly R. & McSweeney, F. (eds.). Applied E-Learning and E-Teaching in Higher Education. Hershey: Information Science Reference.
    35. 35. Thank you for Listening. Any Question?
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