Topic 4. Design for online and blended learning

Having the privilege be a student in the “digital age” though the ONL course has been a valuable exercise to increase my personal awareness about both opportunities but also challenges, sometime many frustrations, todays learners may encounter with online learning. Now it was time again to change back to our teacher seat and to critically revisit the processes of course design. The learning landscape of the pedagogy 2.0 (Bates, 2016) is in continuous change, providing teachers with endless opportunities for pedagogical creativities. But is this a simple matter of “trend” or are we indeed aiming to achieve a deeper learning (Biggs, 2011)? The type of learning that prepares best our next generation of students to meet the needs of the 21st century?

 

I’ve been reflecting about my current teaching practice and how I can possibly improve the doctoral course I’m involved in? How can I ensure that learning remains scaffolded and aligned to the outcomes of the course?

 

Today on line learning comes in several flavors which could be best described as a continuum (McLoughlin, 2008). In my teaching pedagogy, I try to take all opportunities for blended learning. The blended part, has so far been limited to direct the students to use resources available online to explore relevant information and to communicate with other students. With what I have learned in the ONL course, I have identified more adhoc tools which will help me to progressively integrate online learning experiences in my current course. In particular, I’m eager to try the ADDIE instructional design model (Branch, 2010) to revisit the course design. Other interesting resources I found valuable in the group work we carry is Padlet and Google+ communities. Implementing those platforms in my course, would constitute the first steps to move from the face-to face centered teaching activities and to make increased use of a flipped classroom (Vaughan, 2013), where students do divers preparation online before attending the classroom session.

 

Promoting authentic forums for effective online learning should also contribute to facilitate inquiry, collaboration and feedback within the group. If successful, this will be a valuable addition to presently carried learning activities in my present course. Even more exciting, is how the students will react to this version of pedagogy 2.0?

 

 

References:

Bates, T (2016). The 10 Fundamentals of Teaching Online for Faculty and Instructors. PDF available here

 

Biggs, J. B. (2011). Teaching for quality learning at university: What the student does.McGraw-Hill Education (UK).

 

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton: AU Press. Chapter 1 “Conceptual framework”. PDF available here

 

Branch, R.M. (2010). Instructional Design: The ADDIE Approach. (1st.) Boston, MA: Springer US. http://dx.doi.org/10.1007/978-0-387-09506-6.

 

McLoughlin,C.  Mark J. W. & Lee, M.J.W (2008). The Three P’s of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. PDF available here

 

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Edmonton: AU Press. PDF available here.

 

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