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Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
Blended learning summer workshop
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Blended learning summer workshop

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  • 1. Blended Learning and the Community of Inquiry Framework Social Presence-Cognitive Presence-Teaching Presence Social Cognitive Presence Presence Supporting Establishes Sustains Discourse Blended Blended Learning Learning Learning Experience Setting Selecting Climate Content Teaching Presence Develops Blended Learning
  • 2. Social Presence● Enables risk free expression● Group cohesion● Sustained and open discourse● Leads to emotional bonding and a sense of belonging.
  • 3. Cognitive PresenceCognitive presence is present when the group explores, seeksanswers and solutions to issues that confront it through a processof sustained communication. Inquiry Model Problem Statement > Exploration > Integration> Resolution/Application
  • 4. Teaching Presence● Teaching presence must embody and model social and cognitive presence, but adds leadership● Teaching presence models sharing personal meaning leading to emotional/intellectual bonding● Designs and implements learning strategies, assessments, and configures groups● Social and cognitive presence lead to development of creativity and intuition.
  • 5. Some Key Principles of Blended Learning in a Community of Inquiry Framework● Plan for critical reflection, discourse, and tasks that support systematic inquiries.● Extend to applications in other areas● Support students in assuming increasing responsibility for their learning (students will push back)● Insure that inquiry moves to resolution and that metacognitive awareness is developed● Plan for a full course redesign
  • 6. Four Phases of Blended Learning1. Before the Face-to-Face Session-Online ○ Create Triggering event ○ Students interact with content before F2F ○ Reading assignment or presentation ○ Pre-quiz to check for understanding ○ Writing or Discussion with peer comments
  • 7. Four Phases of Blended Learning2. Face-to-Face ○ Debrief online activity ○ Address misconceptions ○ Extend online presentation ○ Individual or small group work ○ Practice, peer instruction, individual help ○ Show examples ○ Keep Lecturing to a minimum
  • 8. Four Phases of Blended Learning3. After a Face-to-Face Session-Online ○ Further reading and or writing ○ Problem sets in math and science ○ Extend discussions and replies ○ Opinion or research paper submissions ○ Read new document or see presentation ○ Discuss what is or is not resolved
  • 9. Four Phases of Blended Learning4. Face-to-Face ○ Review online work, problem sets, writing ○ What questions remain unresolved ○ Group or individual presentations, critiques ○ In class assessments or assignments ○ Begin next topicRepeat any phase as needed.
  • 10. Syllabus for the Workshop1. Framing effective discussions using CoI and rubrics for frequent low stakes grades2. Tools for presentations and choices for online content delivery (Wacom tablet, Snagit screen capture, Smart Notebook, MOOCs) F2F3. Four phases and Face-to-face strategies for: Differentiated Learning Individual Learning Collaborative Learning
  • 11. Syllabus for Workshop continued4. In class and online assignment and assessment examples using the Inquiry Model5. Course Redesign: F2F ADDIE-Analysis, Design, Development, Implementation, Evaluation Examples of course redesigns Model for redesign proposals for assistance6. Final redesign project

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