Your SlideShare is downloading. ×
  • Like
Decentralizing Power Relations, Creating Conversations
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Decentralizing Power Relations, Creating Conversations


Presented at College Composition Theories and Practice graduate course.

Presented at College Composition Theories and Practice graduate course.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to like this
No Downloads


Total Views
On SlideShare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide
  • Good eveningMy topic looks at a current pilot project at the English department and my focus is to evaluate the effectiveness of a hybrid instructional model.
  • I would like to start off with this quote by Matthew Allen. New technologies have the potential to help students socialize in the writing classroom. Through a virtual platform student can be more engaged and interactive with the instructor and one another – it is my personal belief that this allows students to undergo a transformative experience that changes the way they learn.
  • What have academics envisioned? Pew Research Center with Ellon University conducted a study this year and survey results showed that. There is a small 21% of difference, there are room for negotiation and debate about the integration of digital pedagogical methods in higher education.
  • But what’s holding us back? Heather Hundley… as soon as most articles about new technologies are published, they are out of date. Other two problems that my paper looks at is the issue with instructor’s proficiency in using new technology and the limitations in existing LMS.
  • My first section discusses about rigor in the classroom today.Looking at the question if technology is Supplementing or supplanting/replacing trad teaching methods.
  • I also talked about some challenges faced by the instructors, what hindered them from teaching with new technologies.
  • One of the struggles facing students – less comfortable during in-class discussionsIn this paper I have also shared my personal experience with online elements of my 191: More openness
  • Does hybrid instructional method encourage better engagement?Later, I will touch on the tools that instructor used in this model. But for now, here are the results I’ve gotten.
  • Survey result
  • Narrative feedback
  • Also some areas that can be improved.
  • College is one of the best times for students to experience differences among themselves.I look at severalDiversity domains (DavidFelder & Rebecca Brent)Conclude by using Pratt’s concept that Asynchronous communication technologies are acrucial tool to mediate the pedagogical contact zone
  • In this blended 191, students utilizes several tools to deal with that contact zone experience.
  • One of the biggest struggles facing instructors of this hybrid model is the limitations on LMS.Flattening the power relations of the teachers via student-centered LMS
  • Active learning and cooperative learning… students to interact with one another
  • Using MOO as bac- channelingProblem-posing (Paulo Freire) method of teaching
  • Poll results 67.5% more autonomy70% would recommend to other students
  • Overall limitations of hybrid modelLimitations in this Blended project
  • And I sum up by saying that hybrid instructional method is helpful to foster critical consciousness in the students and should be considered by FYC teachers today for their curricula. Thank You.


  • 1. DECENTRALIZING POWER RELATIONS,CREATING CONVERSATIONSAn Analysis of a Blended Learning Pilot Project for a First-Year Composition CourseDecember 2012 @JasonCKTham
  • 2. DIGITALTECHNOLOGIESIN THE WRITINGCLASSROOMUniversities are not justportals where studentsaccess learning, theyare places in whichpeople develop associal beings, in somequite specificallyinstitutional ways.Matthew AllenInternet Studies, Curtin University
  • 3. 39 % 60 %Requires in-person, Mass adoption ofon-campus attendance of teleconferencing andstudents most of the time at distance learning tocourses featuring a lot of leverage expert resources.traditional lectures. Individualized learning activities.
  • 4. WHAT’SHOLDING USBACK?It’s simply achallenging task tokeep up with the latesttechnology.Instructors may lackthe proficiency in usingnew teaching tools.Limitations in currente-learning systems.
  • 5. RIGORREIMAGINEDWhat is a rigorouslearning experience?Is technology in thewriting classroomsupplementing orsupplanting traditionalclassroom instruction?
  • 6. CHALLENGESFACED BYINSTRUCTORSDigital Natives vs.Digital ImmigrantsDifferent teaching styles.Integration strategies vary.
  • 7. ASYNCHRONOUSPARTICIPATION:OPENNESSAlternative channels forparticipation for students whofeel less comfortablespeaking in class.
  • 8. ASYNCHRONOUS Open-source web Higher level of applications foster engagement reported inPARTICIPATION: better engagement. online environment thanENGAGEMENT in-class.
  • 9. STUDENTS’ SELF-REPORT OF IN-CLASS AND ONLINE PARTICIPATION18161412 Unsatisfactory10 Below Average Average 8 Above Average Excellent 6 4 2 0 In-Class Participation Online Participation
  • 10. Good combination of onlineand face-to-face. Like thatsome homework is doneonline because you can turn itin right when you are done.
  • 11. I like how on D2L thateverything is explained clearlyabout the assignments.
  • 12. Needs more organization interms of curriculum planning!
  • 13. There are so many sitesto keep track of!
  • 14. A lot of the learning we’ve been doing istroubleshooting all the technical issueswith the online portion of the class.
  • 15. ASYNCHRONOUSPARTICIPATION:BREAKINGBOUNDARIESHigher asymmetrical power incollege. Students learn toidentify diversity domainsamong themselves.
  • 16. CONTACT ZONEIN BLENDED 191Twitter, blog, and wiki projectsenable students to learn from andwrite for their peers.
  • 17. DECENTRALIZEDLEARNINGFlattening power relations ofthe teacher via a student-centered LMS
  • 18. DECENTRALIZEDLEARNINGPromoting active learning andcooperative learning
  • 19. DECENTRALIZEDLEARNINGUsing MOO [Multi-User Domain;Object-Oriented] asback-channeling toolMore autonomy for students.Critical consciousness ineducation.
  • 21. LIMITATIONSAdvising issuesInconsistence in stylesDifferent levels of digitalliteracyNeed better organizationaround the curriculum
  • 22. DECENTRALIZING POWER RELATIONS,CREATING CONVERSATIONSAn Analysis of a Blended Learning Pilot Project for a First-Year Composition CourseDecember 2012 @JasonCKTham