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Blended Learners


Aldo Barovier

on 9 July 2013

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Transcript of Blended Learners

Blended Learning
1. Topic
All students should be taught in blended learning environments if educators are to effectively engage students and facilitate interactive higher order learning. This is based on the notion that Digital Technology in Education/Blended Learning environments best meets the needs of 21st century learners.
2. Who Are 21st Century Learners?
Today’s Youth - a.k.a. Digital Natives - Value
• Relationships
• Communication
• Information
• Diversity
• Empowerment
• And what sews it all together…Technology
3. What is Blended Learning?
DR. Margaret Driscoll identifies 4 components in her definition of Blended Learning as meaning…
-"to combine or mix modes of Web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal.”
-"to combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology.”
-"to combine any form of instructional technology (e.g., videotape, CD-ROM, Web-based training, film) with face-to-face instructor-led training.”
-"to mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working."
4. Why Blended Learning?
Exposure to media images, sounds etc. is REALITY…SOCIETAL NEED
level of bombardment
a) Media literacy in the elementary classroom
“Our students are growing up in a world saturated with media messages…yet, they (and their teachers) receive little or no training in the skills of analyzing or re-evaluating these messages, many of which make use of language, moving images, music, sound effects.”
R.Hobbs, Journal Adult & Adolescent Literacy, February 2004
b) What is Media Literacy?
Media literacy is concerned with helping students develop an informed and critical understanding of the nature of mass media, the techniques used by them, and the impact of these techniques. More specifically, it is education that aims to increase the students' understanding and enjoyment of how the media work, how they produce meaning, how they are organized, and how they construct reality. Media literacy also aims to provide students with the ability to create media products.
Media Literacy Resource Guide, Ministry of Education Ontario, 1997
c) Media literacy Research indicates that..
-students are increasingly being asked to use the internet by teachers and are also using it of their own volition
-evaluating and negotiating the internet effectively is not only challenging for students, but also for most adults including the majority of teachers
-there are shared demands between offline and online reading that intersect with the necessary requirement for explicit teaching of reading comprehension strategies such as prior knowledge, and evaluation, BUT the internet carries added cognitive demands, such as ‘interpretation’ of online content
-there are few studies on how to teach media literacy effectively
-teachers greatly influence how well students critically assess offline and online content the more they integrate digital media literacy with instruction
One example……
Researchers who directed several
hundred college students to three bogus
Web sites about fictitious nutritional
supplements found that half of the
students lacked the skills to identify the
trustworthiness of the information, yet
most thought they had strong research
skills (Ivanitskaya, O’Boyle, & Casey,
SUMMARY of what media literacy is
®Set of skills, knowledge, & abilities
®Awareness of personal media habits
®Understanding of how media works
®Appreciation of media’s power/influence
®Ability to discern; critically question/view
®How meaning is created in media
®Healthy skepticism
®Access to media
®Ability to produce & create media
®Access to media
®CREATING MEDIA (Learning by doing)
Media Literacy is H.O.T.!
MEDIA LIT. …shows us how to use the tools to make our students truly media literate as they function in an online collaborative, research-based environment – researching, analyzing, synthesizing, critiquing, evaluating and creating new knowledge!
Explicit Teaching of reading strategies is very much applicable, but greater stress on cognitive skills, on critical thinking e.g. evaluating sources requires a complex blend of literacy skills
ENGAGEMENT: Digital Natives vs. Digital Imigrants….Best Practice
21st Century Learning - Digital Learners (Part III)
21st Century Skills
* Collaboration – the ability to work in teams
* Critical thinking – taking on complex problems
* Oral communications – presenting
* Written communications – writing
* Technology – use technology
* Citizenship – take on civic and global issues; service learning
* Learn about careers – through internships
* Content – conduct research and do all of the above
* Create – learn by doing
What is Next Generation Learning?

5. Issues of Blended Learning?
******Funding, Equity & Training*********
Lack of Research
research clearly establishes the
need for online media literacy, yet very
few studies have addressed how to teach
the topic most effectively. Researchers
and educators describe examples of
media literacy instruction from kinder-
garten through college, but evaluations
of these efforts are rare (Hobbs, 2004).
Advocates of digital media education agree
that reading online demands different skills than
reading print-only texts does. They differ,
however, on the extent to which training in the
new literacies should go beyond procedural
learning—how to use search engines, read
URLs, identify Web site publishers, and so on—
to include more cognitively demanding tasks
that teach sound critical judgment and sense
Successful language learners:
understand that language learning is a necessary, life-enhancing, reflective process;
communicate - that is, read, listen, view, speak, write, and represent - effectively and with confidence;
make meaningful connections between themselves, what they encounter in texts, and the world around them;
think critically;
understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
appreciate the cultural impact and aesthetic power of texts;
use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens
Relevance, engagement, and effectiveness calls for Blended Learning Environments, a mixture of traditional face to face and also the necessity of having to teach literacy, specifically critical literacy
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