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Guidance for designing_blended

Guidance for designing_blended



WCET Annual Meeting Presentation

WCET Annual Meeting Presentation



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    Guidance for designing_blended Guidance for designing_blended Document Transcript

    • PROMOTING UNDERSTANDING IN BLENDED COURSES Build Strengthen UseLearning In class (including students at a Online Onlineenvironment distance)Time model Asynchronous Asynchronous SynchronousCore Course management ITV / Polycom Web browser, print mediatechnology system or course web site Videostreaming, audiostreaming, websites/documents, Students at distant locations instructor-developed Social media (twitter, wiki) linked by desktopSupporting materials, publisher for sharing and evaluation videoconferencing (Skype,technologies materials (labs, self-check of found items Elluminate, Adobe Connect) or exercises…), online telephone conference learning objects, mind mapping tools, etc. Identification of examples, applications, alternate explanations. Knowledge, Solving problems, developing comprehension of Information literacy and strategic / action plans,Learning foundational facts, metacognitive skill designing / creating solutionsoutcomes concepts, principles, development. Analysis of theories, axioms, models critical attributes and Group / problem solving skills evaluation of found materials. Testing understanding. Student generally alone Student interacts online Small groups (on-site and interacting with courseSocial with peers (sharing / distant members) materials (internalenvironment evaluation of found items) “dialogue”)
    • Build Strengthen Use Short lecture, demonstration, readings, Guided discovery with Small group work/ creativeInstructional / trigger videos, peer assessment development: case analysis,learning manipulables, instructor- problem solving, creation ofstrategies provided prompts and Networking with plans, products, etc. student-generated learning practitioners, experts strategies Instructor provides Instructor provides materials and options for Instructor generally sets task. general guidelines andLearner control students’ paths to Students contribute various coaching. Students largely accommodate individual perspectives. self-directed. needs and preferences Peer assessment; in-classFeedback and Self-checks, model projects debriefing with instructorassessment / answers, objective Peer assessment guidance; group analyses, quizzes summaries, creative productsExperience Becoming expertlevel / prior Beginner; limited IntermediateknowledgeAuthenticity of Ideal individual examples, Increasing variety of Real-world problems and issuescontent and epitomes to illustrate examples / cases; real- Authentic tasks – group problemtasks critical attributes world examples solving Cognitive flexibility, situated CognitiveTheoretical / learning, authentic learning. Behaviorist Constructivist/ socialPhilosophical Social learning. Objectivist /constructivist constructivist /orientation Social constructivist / connectivist connectivist