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Balancing the Blend
Transcript of Balancing the Blend
lesson design by students
practice with targeted feedback
BALANCING THE BLEND
Blended learning course using a constructive alignment framework
Building this community of inquiry begins by designing for four phases of inquiry:
Learning activities include:
Opportunities for critical discourse and reflection.
Those that foster reflection so that students realize what they don’t know and develop the curiosity to explore ways of bridging the gap
Those that have clear expectations and outcomes (e.g., problem- or case-based).(Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013), s 34
Link the questions of the course to the questions that students already grapple with;
Challenge students with questions or problems that relates to the real-life (Lang, 2013)
Provide environments/real-world tasks or would help solve problems or enrich the future (Lang, 2013)
Enable students' need for autonomy, the need to feel competent and the need for relatedness, a sense of belonging to the group
Provide flexibility (e.g. choice of content, presentation, activities, topics, etc.) and control
Provide inspiring triggers
Use a design that encourages innovation
Provide personalized support for students who are struggling.
Develop the ability to reflect properly, therefore, in my mind supports and go hand-in-hand with intrinsic motivation.
Use stories, analogies, examples that helps students connect to previous knowledge
Use learning activities to generate prior knowledge (brainstorm activities, creating concept maps, glossary):
Link new materials and concepts to previous learned courses
Enable students to choose their learning path
Allow students to choose their own goals to work on
Let students choose their materials
Set aside time for students to reflect
Provide activities for students to share their knowledge with peers to deepen their own understanding.
Get students input on structure, rubrics, rules, responsibilities
Allow them to plan lessons and provide thoughts on instructional strategies
Integrate of TLAs and
appropriate ATs tightly
for achieving each LO
Employ the best
delivery option for
each TLA & AT
Encourage mastery and accomplishment of a task or activity (Ambrose et al. 2010)
Allow to work on tasks that interest them until they attain mastery
Game-based assessment tasks help students in gaining such mastery
Give students the freedom and autonomy to design on the assessment tasks
Provide timely and constructive feedback
By doing the task rather than accomplishing the task (Ambrose et al. 2010)
Learning by doing promotes intrinsic value
Link assessment tasks to real-life and to their future professions
Create assignments that are meaningful, and those that focus on personal reflection and self-evaluation.
Integrate verbal and written modes of communications. (Vaughan, 2013)
Give students control of their own assignments (Cavanagh, 2016). Rather than give specific assignments, use tasks — of their own design, on topics of their choice — that would become their portfolio.
Every learner should be able to define their own ’motivations’ and ‘successes’, and they change over time.
Research into readiness for online learning use five dimensions:
motivation for learning,
computer/internet self efficacy,
learner control, and
online communication self efficacy.
“Blended learning (BL) is defined in many ways. Here we mean a course design based on a high impact blend (HIB) i.e. a purposeful blending from start to “thoughtfully integrate different instructional methods such as: lecture, discussion group, self paced activity; and contain both face to-face and computer-mediated portions” (Alammary et al. 2014, p. 443)
“The essential function of BL is to extend thinking and discourse over time and space.” (Vaughan et.al. 2013)
“We do not want to restrict innovative blended learning designs by providing strict parameters as to the percentage of time spent face-to-face or online.” (Vaughan et.al. 2013)
“Flexibility is a key design consideration. … one that must be open to the unexpected and allow for change of direction. (p 22).” (Vaughan et.al. 2013)