Designing Blended Learning Experiences for the Language Classroom

Designing Blended Learning Experiences

Brent A. Jones

Worldview (Ontology) Theory of Knowledge (Epistemology)

Positivist Reality is out there to be studied, captured and understood How the world is really ordered; Knower is distinct from known

Postpositivist Reality exists but is never fully apprehended, only approximated Approximations of reality; Researcher is data collection instrument

Constructivist Multiple realities are constructed Knowledge as a human construction; Researcher and participant co-

construct understandings

Critical/Feminist The apprehended world makes a material difference in terms of

race, gender and class

Knowledge as subjective and political; Researchers’ values frame

inquiry

Poststructuralist Order is created within individual minds to ascribe meaning to a

meaningless universe

There is no “Truth” to be known; Researchers examine the world

through textual representations of it

Worldview & Theory of Knowledge (adopted from Hatch, 2002)

Nuremburg Funnel

I hope we agree that this approach to education does NOT work.

Pragmatic Paradigm

Frameworks

Blended Learning

Examples

Frameworks(for conceptualizing and undertaking curriculum/course design)

Change Management

21st Century Skills

Significant Learning Experiences

Experience Economy

Change Management

John Kotter

8 Step Process of Successful Change

- Create a Sense of Urgency- Pull Together the Guiding Team- Develop the Change Vision and Strategy- Communicate for Understanding and Buy In- Empower Others to Act- Produce Short-Term Wins- Don’t Let Up- Create a New Culture

Kotter, 2002

Haidt, 2006Heath & Heath, 2010

--DIRECT THE RIDERFollow the Bright Spots.Script the Critical Moves.Point to the Destination.

---------------------MOTIVATE THE ELEPHANTFind the Feeling.Shrink the Change.Grow Your People.

-------------------------------------SHAPE THE PATHTweak the Environment. Build Habits. Rally the Herd.

Heath & Heath, 2010

21st Century Skills (Partnership for 21st Century Skills, n.d.)

Significant Learning Experiences (Fink, 2003)

Backward Design

What’s important now and years after the

course?

What should students do in the course to

succeed?

Forward Assessment

Imagine students in a situation where they

would use the knowledge and/or skills.

Focus the learning on realistic meaningful

tasks.

Significant Learning Experiences (Fink, 2003)

1. Identify important situational factors.

2. Identify important learning goals.

3. Formulate appropriate feedback and assessment procedures.

4. Select effective teaching and learning activities.

5. Make sure the primary components are integrated.

Initial Phase: BUILD STRONG PRIMARY COMPONENTS

6. Create a thematic structure for the course.

7. Select or create a teaching strategy.

8. Integrate the course structure and the instructional strategy

to create an overall scheme of learning activities.

Intermediate Phase: ASSEMBLE THE COMPONENTS

INTO A COHERENT WHOLE

9. Develop the grading system.

10. Debug the possible problems.

11. Write the course syllabus.

12. Plan an evaluation of the course and of your teaching.

Final Phase: FINISH IMPORTANT REMAINING TASKS

Significant Learning Experiences (Fink, 2003)

Castle-Top Model

Possible to Flip

The Experience Economy (Pine & Gilmore, 1999)

Progression of Value

Realms of Experience

The Experience Economy (Pine & Gilmore, 1999)

Curtis Bonk

Face-to-FaceLearning

OnlineLearning

BlendedLearning

Jonathan Bergmann

Aaron Sams

Examples

Convergent/Divergent Tasks

Peer Teaching

Project Management

Web Searches

Self Study

Your Ideas

Convergent/Divergent Tasks

Convergent/Divergent Tasks

ClipRead

Convergent/Divergent Tasks

Peer Teaching

Educreations

Peer Teaching

Explain Everything

Project Management

Project Management

Web Searches

Self Study

Quizlet

Self Study

Your Ideas

#1

#2

#3

First Principles of InstructionMerrill (2006)

The demonstration principle: Learning is promoted when learners observe a demonstration

The application principle: Learning is promoted when learners apply the new knowledge

The activation principle: Learning is promoted when learners activate prior knowledge or experience

The integration principle: Learning is promoted when learners integrate their new knowledge into their everyday world

The task-centered principle: Learning is promoted when learners engage in a task-centered instructional strategy

Examples

Global Challenges

Study Skills & Extensive Reading

Japan Studies

Appreciative Inquiry Project

Not an "easy out"

DIY Students (Teaching students to make best use of our educational offering)

Changes Teacher's Role

Role model, cheerleader, resource, workshop facilitator

OTHER CONSIDERATIONS

www.brentjones.com

Extra Slides

Kemp Model

Abstract: This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills.

Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment (imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own curriculum, course and lesson planning endeavours