WCET Annual Meeting Presentation

1. PROMOTING UNDERSTANDING IN BLENDED COURSES
Build Strengthen Use
Learning In class (including students at a
Online Online
environment distance)
Time model Asynchronous Asynchronous Synchronous
Core Course management ITV / Polycom
Web browser, print media
technology system or course web site
Videostreaming,
audiostreaming,
websites/documents, Students at distant locations
instructor-developed Social media (twitter, wiki) linked by desktop
Supporting
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 solutions
outcomes
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 course
Social with peers (sharing / distant members)
materials (internal
environment evaluation of found items)
“dialogue”)

2. Build Strengthen Use
Short lecture,
demonstration, readings, Guided discovery with
Small group work/ creative
Instructional / trigger videos, peer assessment
development: case analysis,
learning manipulables, instructor-
problem solving, creation of
strategies 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 and
Learner control students’ paths to Students contribute various
coaching. Students largely
accommodate individual perspectives.
self-directed.
needs and preferences
Peer assessment; in-class
Feedback and Self-checks, model projects
debriefing with instructor
assessment / answers, objective Peer assessment
guidance; group analyses,
quizzes
summaries, creative products
Experience Becoming expert
level / prior Beginner; limited Intermediate
knowledge
Authenticity of Ideal individual examples, Increasing variety of Real-world problems and issues
content and epitomes to illustrate examples / cases; real- Authentic tasks – group problem
tasks critical attributes world examples solving
Cognitive flexibility, situated
Cognitive
Theoretical / learning, authentic learning.
Behaviorist Constructivist/ social
Philosophical Social learning.
Objectivist /constructivist constructivist /
orientation Social constructivist /
connectivist
connectivist