Chapter 1: Understanding Blended Learning
What is blended learning? It is a combination of pedagogical approaches in education integrating various technologies. These pedagogical approaches include face to face (f2f) and online. I like to include the "at home" experience as many students are homeschooled or they are spending many hours "at home" either preparing or studying. Technologies range from mobile devices, tablets, laptops, desktop computers, recorders, to the standard HB pencil.
While I appreciate some of the suggestions mentioned in the chapter, such as best design practices, once again I see that the bulk of the research is focused at the post secondary level. During a "Inquiry Based Projects" course of UofA, , my focus topic was (and still remains) blended learning. I spent several hours trying to find adequate research on blended learning at the elementary level and fell short of my own expectations.
Link to my "Blended Learning Live Binder": http://www.livebinders.com/play/play?id=1050119
I would really like to see case studies and research on blended learning at the middle school level. Ok, my rant is over. On with the notes...
Notes:
Question: what's the best mix of traditional. live teacher-led presentation and synchronous or asynchronous, technology-driven methods of teaching? (pg. 4)
My answer: As I know and see my students and their needs, these percentages fluctuate. We are just starting blended learning (online, f2f) so it's currently online 20%, f2f 50%, and home working the rest of the time (online could be higher). My goal is to work towards a 50-50 or 60-40 as they come into the class 2 days a week.
Quote that I liked: Content and learning activities that provide for ample practice must be introduced into the course if the student is to achieve course goals (pg. 4).
- some teachers perceive blended learning as taking the f2f content and sticking it online.
- consider the best format to address various components of the blended course
- look for elements in your outline that are conducive to self-directed online activities
Key Ingredients to blended learning (Carman, 2002):
1. Live events
2. Self paced learning
3. Collaboration
4. Assessment
5. Support Material
The emerging process for blended learning:
Though learning can be messy, I don't want my online content to be messy. As I'm new to this, I'm not comfortable with creating a non-linear, flexible approach. I think this needs a higher level of skill that I don't YET possess.
Design Process = Four Tips:
1. Begin with relevant metaphors (don't have one yet)
2. Focus on the learning, second on the technologies
3. Creating good online learning takes effort (would love a sample)
4. Context is king! (I already knew this one - woo hoo!)
Case Studies:
These studies both pertained to post secondary courses. I found the second one relevant as the blended learning was a DL course. My present school is a DL school so I saw some connections between the synchronous and asynchronous activities utilized.
On a scale of 1-100%, before reading this chapter my understanding of blended learning was about 20%. I'd say it rose to 25%. Progress, however little, is a good thing!
Lori-Anne
