Role of class teacher in blended learning environment

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Blended learning is almost perfect approach that covers both activities including class interaction with teacher and teaching aids such as virtual teacher, digital media etc. BLOSSOMS (Blended Learning Open Source Science Or Math Studies) is an initiative of MIT to develop a huge open and free resource of conceptual videos for high school math and science levels produced and gifted by volunteer faculty members initially from MIT and beneficiaries are the educators in various countries.
In Pakistan, various techniques were used to promote BLOSSOMS during last few years. Recently, a novel experiment was exercised i-e “Blended Learning Teaching Competition”. It was realized that classroom teacher is an anchor person of whole blended learning show. This role is responsible for the best utilization of BLOSSOMS modules and involvement of learner. At the end, lesson learned have been suggested for better execution.

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Role of class teacher in blended learning environment

  1. 1. Presented onJune 18, 2013Cambridge, Massachusetts
  2. 2. BLENDED LEARNINGLearning always blend of• new information• existing knowledge• concepts from a lecture• reasoning with personal experience• diagram illustrating• written description• discussion with peers• clarifying from booksWith Advent of ICTblended learning modernized andconsidered to be the propercombination of technologies inaddition to face to face learningBlended learning is also a bridgebetween traditional teaching andonline teachingTeaching aids + Class activitiessuch as virtual teacher, digital media etclike a delicious soup which is the appropriate mixture of ingredients.Learning impact depends upon theproper usage of technologies with face 2 face teaching
  3. 3. BLOSSOMS(Blended Learning Open Source Science Or Math Studies)Initiative of MIT to develop a huge open and free resource of conceptual videos forhigh school math and science levels produced and gifted by volunteer facultymembers initially from MIT and beneficiaries are the educators in variouscountries.• Areas: Mathematics, engineering, physics, biology and chemistry• High School Level• A BLOSSOMS lesson is not a lecture.• A BLOSSOMS lesson presents a topic from an unusual, interesting angle.• Each BLOSSOMS topic consists of few segments and each segment’s duration is3-4 minutes.• The first segment aims to excite the interest of both teachers and students.• Each segment provides challenging, thought-provoking classroom activities for thevideo breaks.
  4. 4. ABSTRACTIn Pakistan, various techniques were used to promote BLOSSOMS during lastfew years.Recently, a novel experiment was exercised i-e“Blended Learning Teaching Competition”It was realized that classroom teacher is an anchor person of whole blendedlearning show. This role is responsible for the best utilization of BLOSSOMSmodules and involvement of learner.At the end, lesson learned have been suggested for better execution
  5. 5. PROGRESS OF BLOSSOMSSupply Side:Increase in the repository of BLOSSOMS topicsDemand side:Usage of BLOSSOMS modulesDemand encourages the supply side of project. Therefore, this paper focuses thedemand side.LINC’s premise is simple and compelling:With today’s computer and telecommunications technologies, every youngperson can have a quality education regardless of his or her place ofbirth
  6. 6. PUNJAB YOUTH FESTIVAL (PYF), 2012Government of the Punjab initiated a grand youthfestival 2012; consisting number of events andcompetitions related to various fields of life includingsports, agriculture, health, art & craft, education, ITand engineering.• Total 256 events• http://sportsportal.punjab.gov.pk• http://sportsportal.punjab.gov.pk/EngineeringEvents/BlendedLearning.html
  7. 7. PYF 2012: BLENDED LEARNING TEACHINGCOMPETITIONYoung teachers have passion for innovative teaching skills and love to teachunder the shadow of experienced BLOSSOMS teachers, such as faculty of MIT,Virtual University (VU) of Pakistan, Quaid-i-Azam University etc.Aims & Objectives• Promotion of BLOSSOMS pedagogy• Increase in the demand of BLOSSOMS video modules• Awareness of skills for hosting virtual teacher• Exhibit the experience to conduct the class activity• Ability to involve the class• Create model videos to understand the BLOSSOMS pedagogy
  8. 8. Marketing:• Over 120 K emails• Promotion on Facebook• 1 K posters at public &schoolsParticipations:• Registrations 300• First Selection 60• Final Contestants 38
  9. 9. DISCUSSION“To learn without thinking is fruitless; To think withoutlearning is dangerous”Confucius1. Implementation of BLOSSOMS in developing countries as anenabler for economic development and prosperity2. The major objective of blended learning is to refine thequality of teaching in classroom3. A suitable blend of online, offline resources and classteacher resulted to offer the best expectation
  10. 10. DISCUSSION4. Learner-centered blended learning verses teacher controlled(the choices of what and when to blend will increasingly be manipulated andcontrolled by learners rather than by the teachers)5. Research results indicate that blended learning approach ismore effective than the exclusively online learning approach.
  11. 11. DISCUSSION6. While some teachers feel a sense of danger that teachersmay get fixed in the role of just giving technical advice7. It is a real challenge of addressing tensions such as lack oftraining, time to explore and incentives for innovations,between professional identity and pedagogical reform is acomplicated issue
  12. 12. LESSONS1. All BLOSSOMS partner countries may conduct such type ofteaching contests for the promotion of BLOSSOMSpedagogy with thrill and competition.2. Competition recorded performances which could be used astraining asset for classroom teacher that how to use theseBLOSSOMS video module. Web-based teacher trainings arevery effective for mass level.
  13. 13. LESSONS…3. Teachers and learner should know the difference betweenvideo lecture and BLOSSOMS video module.4. While hosting a BLOSSOMS module, classroom teachershould follow the sequence of segments. Each segment hasits own learning outcomes. Students might be confused ondisordering the segments by classroom teacher.
  14. 14. LESSONS…5. With respect to BLOSSOMS, virtual and classroom teachersmust be on same page means that they must have sameteaching goals. Their all efforts lead towards commonlearning outcomes. All blended learning resources must becohesive.6. Most of BLOSSOMS video modules fall in blended ProblemBased Learning (PBL). Therefore, classroom teacher andstudents should be familiar with blended PBL.
  15. 15. LESSONS…7. The self-rating technique, utilizing video replay could be aneffective method for modifying teacher performance to someextent. Teachers who employed this method significantly out-performed teachers from all levels who did not use the self-rating instrument and consistently improved theirperformance from video to video.8. There should be tremendous promotion required to awarethe difference between self-learning video lecture andBLOSSOMS pedagogy
  16. 16. http://www.linkedin.com/in/kashiffarooq

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