BEST PRACTICES IN BLENDED LEARNING Teresa Potter Ursuline College Fall 2014
Best Practices in Blended Learning
Jun 26, 2015
The objectives for this workshop are:
Define Blended Learning
Describe where blended learning fits on the synchronous to asynchronous spectrum
Use Backwards Design to make technology decisions
Apply the TPACK model to your course
Define Blended Learning
Describe where blended learning fits on the synchronous to asynchronous spectrum
Use Backwards Design to make technology decisions
Apply the TPACK model to your course
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BEST PRACTICES IN BLENDED LEARNINGTeresa PotterUrsuline College Fall 2014
OBJECTIVES Define Blended Learning Describe where blended learning fits on the synchronous to asynchronous spectrum
Use Backwards Design to make technology decisions Apply the TPACK model to your course
(MY HIDDEN AGENDA)Approaching teaching and learning with technology in terms of these best practices will help you:
Have a greater impact on student learning
Reduce the amount of time you need to spend learning new technologies skills
Decrease the amount of time you spend on tasks outside of teaching
Reduce anxiety about how many tech tools there are and how behind you feel
Image Source: http://digitallearningworld.com/blooms-digital-taxonomy-pyramid
BEST PRACTICES IN BLENDED LEARNING1. Clearly define goals before you start thinking
about technology tools
2. Utilize Bloom’s Revisited Taxonomy and Digital Taxonomy to set goals
3. Use Backwards Design to determine needs
4. Use TPACK to determine what you are trying to do better with technology
WHAT IS BLENDED LEARNING?
Image Source: http://www.globalenglish.com/why_PEBS/blended_learning
F2F Blended Hybrid Online
Synchronous Asynchronous
THE CHANGING ROLE OF THE PROFESSOR Technology allows new possibilities for teaching and learning
Tech tools allow for a shared workload
University is no longer the gatekeeper to knowledge
No longer does the professor need to be the sage on the stage
BLENDED LEARNING IS ABOUT POSSIBILITIES
Sage on the Stage
Guide on the Side
Ghost in the wings
Something Else…
Mazzolini, M., & Maddison, S. (2003). Sage, guide or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers & Education, 40(3), 237-253.
HOW DO YOU DECIDE?
Technology
PedagogyContent
TPACKMishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
Image Source: http://www.tpack.org/
BACKWARDS DESIGN
BLOOM’S TAXONOMY
How can technology help you do more than you could do without
tech?
USE TECHNOLOGY TO DO MORE THAN YOU COULD DO WITHOUT
HOW DOES TPACK APPLY IN YOUR COURSE?
Deliver Content
•Flipped classroom •Lecture Capture •Students research and curate content •Webinars, live and recorded •Online office hours •Library videos •Webquests •Open Education Resources •Publisher content
Create Interaction and Engagement
Opportunities •Discussion boards•Remote group projects•Online animations •Online simulations•eLearning modules•Facilitated discussion boards •Webquests•Multimedia projects •Game based learning •Multimedia case studies
Assess Student Learning
•Summative assessments•Self-assessments •Formative assessments •Auto-graded quizzes •Feedback delivered through tech tools •Peer editing and feedback •Publisher test banks •Randomized quizzes •Essay grading with rich feedback
WHAT WE DO IN OUR CLASSES
HOW CAN YOU USE THE TPACK MODEL TO MAKE ONE IMPROVEMENT IN YOUR TEACHING AND LEARNING PRACTICE?
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