Image by Barry Switnicki
Blended Learning OLTD511
Students will focus on blended learning theories and their potential role in brick-and-mortar and online learning environments. Current models of blended learning will be examined using specific case studies. Students will apply instructional design concepts to the creation of blended learning opportunities. Frameworks for blended/hybrid learning environments will be developed.
First Reflection
I did a blog post entitled, "Creating Accountability", which spoke to the need for gamification, or any teaching strategy to be built on solid methodology and reason. If students do not have solid reasons, clear rewards, and potential penalties, there will be reduced motivation to move forward and greater potential for course conflict and unrest.
I did a blog post entitled, "Creating Accountability", which spoke to the need for gamification, or any teaching strategy to be built on solid methodology and reason. If students do not have solid reasons, clear rewards, and potential penalties, there will be reduced motivation to move forward and greater potential for course conflict and unrest.
The OLTD program outcomes that this post addressed for me are:
It is essential that when designing curriculum there is an accountability of process. This is similar to what I call the first rule of effective parenting. Any rules, structures, or boundaries need to be well thought out entirely through time. If the rule, structure, or boundary is followed, what is the pay-off and will it be worth the effort? If the rule or boundary is violated, what is the consequence? Is it well thought out? Will it cause discomfort without actual pain or damage? Will it be a positive learning experience, systemically, if this is the rule or boundary that the person chooses to violate? Is it accountable? If any one of these questions raise doubts, it's time to go back to the drawing board and make some changes.
If we tell people they have to do something without extrinsic reward and consequence that is well thought out, there is the potential to lose engagement and respect for the course and instructor which ends up hurting everyone. If we have expectations that are unreasonable, not well tested, or simply do not accurately fit the parameters we have set out for students, once again there is the potential to lose engagement and respect for the course and instructor.
It's all in the details.
- Understand, design and commit to student success in online learning environments
- Undertake engagement with environments through online facilitation for effective learning
- Critically assess and evaluate resources for best practice in online learning
- Create assessment and evaluation methods/tools most suitable to the strengths and challenges of online environments.
It is essential that when designing curriculum there is an accountability of process. This is similar to what I call the first rule of effective parenting. Any rules, structures, or boundaries need to be well thought out entirely through time. If the rule, structure, or boundary is followed, what is the pay-off and will it be worth the effort? If the rule or boundary is violated, what is the consequence? Is it well thought out? Will it cause discomfort without actual pain or damage? Will it be a positive learning experience, systemically, if this is the rule or boundary that the person chooses to violate? Is it accountable? If any one of these questions raise doubts, it's time to go back to the drawing board and make some changes.
If we tell people they have to do something without extrinsic reward and consequence that is well thought out, there is the potential to lose engagement and respect for the course and instructor which ends up hurting everyone. If we have expectations that are unreasonable, not well tested, or simply do not accurately fit the parameters we have set out for students, once again there is the potential to lose engagement and respect for the course and instructor.
It's all in the details.
Second Reflection
My final project was, A Proposal for a Blended Re-Design with Engaged Active Learning, of a program that has been running successfully for many years. There was a video shot for the proposal with an accompanying question and answer component. While the course subject area was Blended Learning, I gave this re-design a wider focus to make it more realistic. In the project I examined not only the course curriculum, but also teaching methodology, historic considerations, the value systems of the school and the group making the decisions.
My final project was, A Proposal for a Blended Re-Design with Engaged Active Learning, of a program that has been running successfully for many years. There was a video shot for the proposal with an accompanying question and answer component. While the course subject area was Blended Learning, I gave this re-design a wider focus to make it more realistic. In the project I examined not only the course curriculum, but also teaching methodology, historic considerations, the value systems of the school and the group making the decisions.
The OLTD program outcomes that I feel this project best addressed for me are:
My focus on these learning outcomes has narrowed as I understand how the finer details can have significant impact on students learning, engagement and satisfaction. My focus has also broadened significantly as I am understanding how diverse and seemingly unconnected factors can also have significant impact also. The importance of assimilating the finer details, systemic components, broader environmental components and the Values systems of different stakeholders into the design strategy of courses has been reinforced once again for me.
- Become familiar with common terms, definitions and elements related to online environments
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
- Plan learning opportunities most suitable to the strengths and challenges of a variety of environments
- Understand, design and commit to student success in online learning environments
- Critically assess and evaluate resources for best practice in online learning
- Integrate current cognitive learning and brain-based learning theory
- Develop practical and technical skills in all phases of concept, development, design, implementation, etc.
My focus on these learning outcomes has narrowed as I understand how the finer details can have significant impact on students learning, engagement and satisfaction. My focus has also broadened significantly as I am understanding how diverse and seemingly unconnected factors can also have significant impact also. The importance of assimilating the finer details, systemic components, broader environmental components and the Values systems of different stakeholders into the design strategy of courses has been reinforced once again for me.