From blended learning toblended pedagogy: Creating thehybrid e-learning environment                Maha Al-freih          ...
Agenda Background Grounded Design Approach Learning Need and Audience Grounded Design Process Overview of Pedagogical...
Background First year doctoral student at George  Mason University EDIT 730: Advanced Instructional Design  with Dr. Nad...
Grounded Design ApproachEpistemology  Learning Theory    Pedagogical Model      Instructional Strategies         Learning ...
Learning Need and Audience Newly admitted doctoral students New roles   Teachers and practitioners       Researchers R...
Grounded Design ProcessLearning Outcomes: To  understand the complexity of  carrying out an empirical research in   educa...
Grounded Design Process To enculturate learners into  authentic practices and culture of  seasoned researchers. To devel...
Grounded Design Process To  critically reflect on their actions  and choices and use that reflection  to inform their pra...
Grounded Design ProcessLearning Outcomes: To  understand the complexity of                                          Maste...
Grounded Design Process To enculturate learners into  authentic practices and culture of       Connected-                ...
Grounded Design Process To  critically reflect on their actions  and choices and use that reflection  to inform their pra...
Grounded Design Process              Cognitive            Apprenticeship                                             Const...
Overview of Pedagogical Models Cognitive Apprenticeship: shifts the focus of learning from abstract acquisition of knowle...
Overview of Pedagogical Models Community of Practice: a group of practitioners with similar professional and disciplinary...
Overview of Pedagogical Models Personal Learning Environments: support individual learning processes that can be personal...
Grounded Design Process                                                      A Whole                      Cognitive       ...
A Whole New Mind A Whole New Mind
ReferencesAttwell, G. (2007). The personal learning enviornments – The future of          eLearning?eLearning Papers, 2 (1...
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Blended Pedagogy and Online Learning

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Blended Pedagogy and Online Learning

  1. 1. From blended learning toblended pedagogy: Creating thehybrid e-learning environment Maha Al-freih PhD Candidate Learning Technologies Design Research George Mason University malfreih@gmu.edu Nada Dabbagh Professor & Director Division of Learning Technologies George Mason University ndabbagh@gmu.edu
  2. 2. Agenda Background Grounded Design Approach Learning Need and Audience Grounded Design Process Overview of Pedagogical Models A Whole New Mind
  3. 3. Background First year doctoral student at George Mason University EDIT 730: Advanced Instructional Design with Dr. Nada Dabbagh Grounded or theory-based design approach
  4. 4. Grounded Design ApproachEpistemology Learning Theory Pedagogical Model Instructional Strategies Learning Activities
  5. 5. Learning Need and Audience Newly admitted doctoral students New roles  Teachers and practitioners Researchers Research is a complex activity What about formal research classes and graduate research assistantships?  Gap between knowledge, expert processes, and context/authenticity
  6. 6. Grounded Design ProcessLearning Outcomes: To understand the complexity of carrying out an empirical research in education. To develop and conduct an empirical research study.
  7. 7. Grounded Design Process To enculturate learners into authentic practices and culture of seasoned researchers. To develop a network of support with other researchers who share similar research interest and work effectively and efficiently within a team
  8. 8. Grounded Design Process To critically reflect on their actions and choices and use that reflection to inform their practices as researchers. To develop a long term research plan and agenda that the learner feels passionate about.
  9. 9. Grounded Design ProcessLearning Outcomes: To understand the complexity of Mastery of carrying out an empirical research in expert skills and education. processes To develop and conduct an empirical research study.
  10. 10. Grounded Design Process To enculturate learners into authentic practices and culture of Connected- ness and seasoned researchers. knowledge sharing and To develop a network of support with creation other researchers who share similar research interest and work effectively and efficiently within a team
  11. 11. Grounded Design Process To critically reflect on their actions and choices and use that reflection to inform their practices as Professional researchers. autonomy and passion To develop a long term research plan and agenda that the learner feels passionate about.
  12. 12. Grounded Design Process Cognitive Apprenticeship Constructivism (Mastery of expert skills and practices) Personal Community Learning of Practice Environment (connectedness (Professional and knowledge Autonomy and creation and Passion). sharing)
  13. 13. Overview of Pedagogical Models Cognitive Apprenticeship: shifts the focus of learning from abstract acquisition of knowledge to the complex context and processes in which the knowledge is being used and applied by experts to solve problems and carry out tasks  Instructional Strategies: Mentoring/Coaching, modeling and explanation, performance mastery, increasing complexity.
  14. 14. Overview of Pedagogical Models Community of Practice: a group of practitioners with similar professional and disciplinary backgrounds who develop a shared repertoire of resources: experiences, tools, and ways of addressing recurring problems  Instructional Strategies: knowledge negotiation and sharing, dialogue, multiple perspectives.
  15. 15. Overview of Pedagogical Models Personal Learning Environments: support individual learning processes that can be personalized by the learners to match their individual needs and interests  InstructionalStrategies: Self- reflection, knowledge creation and management, Self-regulated learning.
  16. 16. Grounded Design Process A Whole Cognitive New MindSocial? Apprenticeship (Mastery of expert skills and practices) Autonomy? Personal Community Learning of Practice Environment (connectedness (Professional and knowledge Autonomy and creation and Passion). sharing) Expert knowledge?
  17. 17. A Whole New Mind A Whole New Mind
  18. 18. ReferencesAttwell, G. (2007). The personal learning enviornments – The future of eLearning?eLearning Papers, 2 (1)Buysse, V., Sparkman, K. L., & Wesley, P. W. 2003. Communities of practice: Connecting what we know with what we do. Exceptional Children, 69(3): 263-277.Collins, A. (2006). Cognitive apprenticeship. In R. K. Sawyer (Ed.). The Cambridge Handbook of the Learning Sciences. 47-60. Cambridge: Cambridge University Press.Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15 (1), 3-8Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In D. H. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology (2nd ed.). 813-827. Mahwah, NJ: Lawrence Erlbaum Associates.Schlager, M., & Fusco, J. (2004).Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse?In Barab S., Kling, R., &Gray, J. (Eds.), Designing for virtual communities in the service of learning. Cambridge, UK: Cambridge University Press.
  19. 19. Thank you!!Questions or comments??

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