This week’s reading was all about interaction and planning for it to occur in blended environments.
Dziuban, Hartman, and Mehaffy (2014) observe that
Blended learning, in all its various representations, has as its fundamental premise a simple idea: link the best technological solutions for teaching and learning with the best human resources…. encourag[ing] the development of highly interactive and collaborative activities that can be accomplished only by a faculty member in a mediated setting. (p. 332)
The four models below all blend the expertise of the educator with the learner as doer. But how much do learners actually need to be taught?
- John Seely Brown’s notion of studio or atelier learning
- Clarence Fischer’s notion of educator as network administrator
- Curtis Bonk’s notion of educator as concierge
- George Siemens’ notion of educator as curator
Questions to ponder from this week’s reading
- Is there value in student-to-student and student-to-instructor interaction in all courses regardless of discipline?
Yes, I think so. Vygotsky’s zone of proximal development identifies the support that peers offer for learning.
- What role does interaction play in courses in which the emphasis is on declarative knowledge (e.g., introductory “survey” courses at the lower-division undergraduate level) or, similarly, in courses that cultivate procedural knowledge (e.g., technical courses requiring the working of problem sets)?
Complex conversations can occur round the application of declarative knowledge and exploring possibilities/boundaries in procedural knowledge. Get learners’ reactions to material. Ask them to apply what they’ve learned to real scenarios. Explore different ways of doing processes. Talk about values and feelings associated with factual material.
- As you consider designing a blended learning course, what kinds of interactions can you envision occurring face-to-face, and how might you use the online environment for interactions? What opportunities are there for you to explore different instructional strategies in the blended course than you have in the past?
Learners interact with input sources eg. text as well as with each other round input sources. Learners interaction with teachers can be more active eg. consider more self-assessment, where conversations can develop about their perceptions of development.
- What factors might limit the feasibility of robust interaction face-to-face or online?
Time is definitely an issue to be addressed actively. Robust asynchronous conversations are sustained over consecutive days rather than a weekly injection of time.
Teachers online interactions are hard to sustain on an individual basis the more learners are enrolled in a course. However, interacting with groups can reduce teacher input.
Willingness of learners to engage because they don’t see value in the time taken for interaction. Or because they struggle with communication. Students need to be supported in becoming a learning community. Model appropriate interactions – nice example given in the reading of getting students to read (aloud?) a piece of interactive discourse from previous course and asking them to describe what they heard. Suggestions for building community include
- assign community roles
- assign rotating facilitation
- incorporate assignments that ask students to engage in experiences offline and then to report back to the instructor or the class.
I like the notion of ‘techno-expression’ as being part of course design. Although I like the idea of giving opportunity to use different media for this, I do wonder if there is a danger of the technology getting in the way of the expression. This is based on my own slow learnings of how to use new visual tools like piktochart for instance. I also like authentic learning to underpin techno-expression – so it is about useful outputs as much as it is just expression. When creating assignments that encourage expression think about 1) audience 2) match tool to task appropriately 3) give clear guidelines 4) include models 5) acknowledge students’ perspectives.
The reading raised the question of how learners make sense of material they have found themselves which is not organised neatly by experts into textbooks. I think structure can be built into courses through task. So asking learners to find material that will help answer their questions and then sharing that with a group, whether it is through a wiki or forum or blog, is one way of giving them outlines of structure. As well, monitoring the peer interactions will hopefully weed out inappropriate ideas or tangents that aren’t worth following. More learning happens through student-brought material than teacher-given.
Dziuban, C.D., Hartman, J.L., and Mehaffy, G.L. (2014). Blending it all together, In A. Picciano, C. Dziuban, and C. Graham (Eds.), Blended learning: Research perspectives, volume 2. NY: Routledge.