1. Reflecting on the information covered in this module so far, how might your instructional methodologies need to change in an online or blended learning environment?
After learning about the various online and blended learning models, I feel that my instruction needs to harness more online interaction and learning experiences for students. Primarily, students have are expected to engage in text readings in preparation for course work, with occasional videos; however, in using the pedagogy from this module, I could incorporate more online web tools in Moodle (the electronic learning environment used in my classes) to regularly include video, discussion boards, and assignments that engage students in learning and reflecting. If students have to articulate their knowledge and identify questions ahead of time on their own, our class time could be used to explore those questions more deeply.
I particularly enjoyed learning and reflecting on the flipped classroom. My own high school children have been told they are experiencing the "flipped classroom," according to a few of their teachers, however, it is not truly using online resources and video, but rather lecture video with worksheets. I have known that this is not the flipped classroom as originally designed; however, it is interesting to note that there is no defined definition for this phenomenon. Though I typically do not lecture during class but rather engage them in interactive activities and experiences, I still could be incorporating elements of the flipped classroom to enhance and engage students during their time of preparation at home. This was a very meaningful part of this module.
In addition, if I were to develop an online blended graduate course, I can see how using one of the hybrid models, such as the Intrinsic Schools model, could radically change my pedagogical style. This would really place me in the role of designer of curriculum which would emphasize students learning approximately 50% of their content online. I then would be more of a learning coach and could come alongside during course time to facilitate the content students were exposed to while learning independently or interactively online with their colleagues. I already use socratic seminar, but this might be more meaningful with additional online knowledge and preparation prior to the seminar rather than only text readings.
2. What skills and strategies might you improve or expand upon in order to best support student learning in a blended or online environment?
My masters degree was in curriculum and instruction, and I actually enjoy designing instruction and thinking of the possible new ways to organize learning; however, I have previously not had to think about technology as the central part of the learning experience which will be new in planning a blended learning environment. From the sounds of it, planning online instruction is time consuming and I can already tell from my initial struggles with something like embedding a link from Google docs, that my skill set needs developing and refinement so that I can more easily harness online tools. I have had opportunities with past classes to plan online discussion forums though I could do more of this on a regular basis to engage students in discussions and reflection related to their learning.
What is likely to be most difficult is mapping out a course-long plan and determining how best for students to meet the learning goals through online experience. Deciding how to organize a course that balances learning through various tools and reflection with enough variety will also be challenging. This semester I taught three new courses from scratch and there was a lot to consider, including time that it might take a student to complete an assignment, the right amount of rigor without causing frustration, and developing projects with rubrics that are aligned to learning goals. Regardless, there is much to explore and learn in order to develop these skills and strategies.
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