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Blended Learning Course ware: Introduction to Poetry

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Eftekhar Uddin

The document discusses using a blended learning approach in a large, mixed ability poetry classroom at a private university. The author's goal was to engage students in active learning outside of class through collaboration and individualized feedback. To address this, the author proposes using Moodle, an open-source online platform, to supplement face-to-face instruction. Key aspects of the blended approach discussed include social constructivism, formative assessment, and utilizing Moodle features like forums, quizzes, and groups to facilitate collaboration between students.

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Blended Learning Courseware: Introduction to Poetry
Overview o My Context o My Puzzle o Pedagogical Consideration in response to my puzzle o Online platform with Moodle o Pedagogy in practice with Moodle o Further thoughts
My Context Private university Large class Mixed ability classroom Teacher centred classroom environment Exam-oriented activities Lack of proficiency in productive skills Non-use integrative technology
My Puzzle How could students be engaged in out of class activities along with face to face traditional classroom format that would facilitate them with opportunities for collaboration and active learning, generate in them confidence in language use and enable them to get individualised feedback?
Response to my puzzle Blended Learning Social Constructivism Collaboration Formative Assessment
What is Blended Learning? Combination of face-to-face teaching and learning with online teaching and learning It is a design approach whereby both face-to-face and online learning are made better by the presence of each other (Garrison & Vaughan, 2008, p.5). Thoughtful fusion of face-to-face and online experiences (p.5). Combines the properties and possibilities of both to go beyond the capabilities of each separately (p.6)
Online activity/discussion Online activity/discussion Online activity/discussion F2f activity/discussion F2f activity/discussion F2f activity/discussion F2f activity/discussion Collaborative wiki tool, forum, Blog External specialist websites,links E-resource Demonstration, PPT Lecture Books Wrapping around F2f activity Wrapping around online activity
Social Constructivism This learning theory defines the acquisition of knowledge as a social process. Learning is done in a social context with other learners. Vygotsky, the father of social constructivism, believed that social interaction was a very important part of learning. Social constructivism is based on social interactions of students combined with their own critical thinking (Vygotsky, 1962, p.93).
Social Constructivism (cont.) Social Constructivis m Philosophy How to learn Electronic Support Knowledge as socially constructed meaning Learning is experiencing and reflecting relative to a social context E-Learning: Set of manageable, content-rich tools and Knowledge sharing and collaboration tools (e.g. wiki, blogs, forums) Instructional approaches and their consequences for e-learning (Walker & Baets, 2008:245)
Collaboration The principal tenet of social constructivism is collaboration. Beatty (2003, p. 102) defines it as a process in which two or more learners need to work together to achieve a common goal, usually completion of a task or the answering of a question. Collaboration helps the weaker students to develop through the assistance of able peers. Vygotsky (1978) calls it the zone of proximal development (ZPD)
Collaboration (Cont.) Source: http://projects.coe.uga.edu/ITFoundations/index.php?title=Present ( link)
Formative Assessment Formative assessments are assessments that are used during the learning process. These assessments can be marked, but the marks usually do not contribute to the final mark of the learner. It is unlike summative assessments that do contribute towards the final grade.
Formative Assessment (Cont.) Cauley & Mcmillan (2010:2) found four reasons why students learn more through formative assessment: Frequent, on-going assessment allows both for fine-tuning of instruction and student focus on progress. Immediate assessment helps ensure meaningful feedback. Specific, rather than global, assessments allow students to see concretely how they can improve. Formative assessment is consistent with recent constructivist theories of learning and motivation.
Online Platform Moodle & Why Moodle (Modular Object-Oriented Dynamic Learning Environment) is my preference for the online platform for my students. It is a CMS It is a open source software
CMS A course management system (CMS) is a Web based software system that is specifically designed for teaching and learning. (Morgan, 2003). CMS allow non-technical individuals to set up and maintain a Web site where students can log in, access course information, interact, share and teach others (Rowe, 2005).
Open Source Software Open source software is software whose source code is available to the general public for use and/or modification from the original design free of charge. It is typically created as a collaborative effort in which programmers improve upon the code and share the changes with the community (JAHA, 2006).
Why Moodle? The design of Moodle is rooted in social constructivist pedagogy, which emphasizes interaction between students and the use of student-generated content as a learning resource (KnowMoodle, 2006). Open Course Software, cost effective in my context. Institutional look ( secure log in, personalisation, privacy, monitoring)
Pedagogy in practice with Moodle A tour to my Moodle Space
My Moodle Space
Topic 1 & 2
Topic 3 & 4
Topic 5 & 6
Topic 7 & 8
Topic 9 & 10
Activities & aspects of my Moodle Instruction Forum Quizzes Chat, messages Glossary, Wiki, Assignments Blogs and Reports
Instruction
Groups
Forum
Quizzes
Chats & Message
Glossary, Wiki, Assignments
Blogs & Reports
Further Thoughts Challenges Digital Literacy Teachers become busy 24/7 Looking Ahead University wide Moodle Environment
Reference Beatty, K. (2003). Teaching and researching computer-assisted language learning. Harlow: Longman. Cauley, K. M., & Mcmillan, J. H. 2010. Formative Assessment Techniques To Support Student Motivation and Achievement. The Clearing House, 83(1), 1-7. [Online], Available: http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ862818, [2011, March, 11]. Garrison, R., & Vaughan, H. (2008). Blended learning in higher education: Framework, principles and guidelines. San Francisco: Jossey-Bass. JAHA Design (2006). Web Glossary. Retrieved March, 2011, Web site: http://www.jahadesign.com/glossary.htm KnowMoodle (2006, November 11). What's Moodle?. Retrieved March 18, 2011, from Use KnowMoodle Website: http://knowmoodle.ca/moodle1.7/mod/resource/view.php?id=742 Morgan, Glenda (2003, May). Faculty use of course management systems. Retrieved March 11, 2011, from ECAR Web site:http://www.educause.edu/ir/library/pdf/ERS0302/ekf0302.pdf Rowe, Joe (2005, August 29). Building Educational Web Sites with Moodle. Retrieved March 2011, from TechSoup Web site: http://www.techsoup.org/learningcenter/internet/page4814.cfm Peter Rich, P. The Current State of Instructional Technology Retrieved March 2011, from Web site: http://projects.coe.uga.edu/ITFoundations/index.php?title=Present Vygotsky, L. S. (1962). Thought and language. Cambridge: Massachusetts Institute of TechnologyPress. Vygotsky, L. S. (1978). Mind and society: The development of higher psychological process. Cambridge, MA: Harvard University Press. Walker, R & Baets, W. 2008. Instructional Design for Class-Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centered Learning, in Donnelly R. & McSweeney, F. (eds.). Applied E-Learning and E-Teaching in Higher Education. Hershey: Information Science Reference.
Thank you for Listening. Any Question?

More Related Content

Blended Learning Course ware: Introduction to Poetry

  • 2. Overview o My Context o My Puzzle o Pedagogical Consideration in response to my puzzle o Online platform with Moodle o Pedagogy in practice with Moodle o Further thoughts
  • 3. My Context Private university Large class Mixed ability classroom Teacher centred classroom environment Exam-oriented activities Lack of proficiency in productive skills Non-use integrative technology
  • 4. My Puzzle How could students be engaged in out of class activities along with face to face traditional classroom format that would facilitate them with opportunities for collaboration and active learning, generate in them confidence in language use and enable them to get individualised feedback?
  • 5. Response to my puzzle Blended Learning Social Constructivism Collaboration Formative Assessment
  • 6. What is Blended Learning? Combination of face-to-face teaching and learning with online teaching and learning It is a design approach whereby both face-to-face and online learning are made better by the presence of each other (Garrison & Vaughan, 2008, p.5). Thoughtful fusion of face-to-face and online experiences (p.5). Combines the properties and possibilities of both to go beyond the capabilities of each separately (p.6)
  • 7. Online activity/discussion Online activity/discussion Online activity/discussion F2f activity/discussion F2f activity/discussion F2f activity/discussion F2f activity/discussion Collaborative wiki tool, forum, Blog External specialist websites,links E-resource Demonstration, PPT Lecture Books Wrapping around F2f activity Wrapping around online activity
  • 8. Social Constructivism This learning theory defines the acquisition of knowledge as a social process. Learning is done in a social context with other learners. Vygotsky, the father of social constructivism, believed that social interaction was a very important part of learning. Social constructivism is based on social interactions of students combined with their own critical thinking (Vygotsky, 1962, p.93).
  • 9. Social Constructivism (cont.) Social Constructivis m Philosophy How to learn Electronic Support Knowledge as socially constructed meaning Learning is experiencing and reflecting relative to a social context E-Learning: Set of manageable, content-rich tools and Knowledge sharing and collaboration tools (e.g. wiki, blogs, forums) Instructional approaches and their consequences for e-learning (Walker & Baets, 2008:245)
  • 10. Collaboration The principal tenet of social constructivism is collaboration. Beatty (2003, p. 102) defines it as a process in which two or more learners need to work together to achieve a common goal, usually completion of a task or the answering of a question. Collaboration helps the weaker students to develop through the assistance of able peers. Vygotsky (1978) calls it the zone of proximal development (ZPD)
  • 12. Formative Assessment Formative assessments are assessments that are used during the learning process. These assessments can be marked, but the marks usually do not contribute to the final mark of the learner. It is unlike summative assessments that do contribute towards the final grade.
  • 13. Formative Assessment (Cont.) Cauley & Mcmillan (2010:2) found four reasons why students learn more through formative assessment: Frequent, on-going assessment allows both for fine-tuning of instruction and student focus on progress. Immediate assessment helps ensure meaningful feedback. Specific, rather than global, assessments allow students to see concretely how they can improve. Formative assessment is consistent with recent constructivist theories of learning and motivation.
  • 14. Online Platform Moodle & Why Moodle (Modular Object-Oriented Dynamic Learning Environment) is my preference for the online platform for my students. It is a CMS It is a open source software
  • 15. CMS A course management system (CMS) is a Web based software system that is specifically designed for teaching and learning. (Morgan, 2003). CMS allow non-technical individuals to set up and maintain a Web site where students can log in, access course information, interact, share and teach others (Rowe, 2005).
  • 16. Open Source Software Open source software is software whose source code is available to the general public for use and/or modification from the original design free of charge. It is typically created as a collaborative effort in which programmers improve upon the code and share the changes with the community (JAHA, 2006).
  • 17. Why Moodle? The design of Moodle is rooted in social constructivist pedagogy, which emphasizes interaction between students and the use of student-generated content as a learning resource (KnowMoodle, 2006). Open Course Software, cost effective in my context. Institutional look ( secure log in, personalisation, privacy, monitoring)
  • 18. Pedagogy in practice with Moodle A tour to my Moodle Space
  • 24. Topic 9 & 10
  • 25. Activities & aspects of my Moodle Instruction Forum Quizzes Chat, messages Glossary, Wiki, Assignments Blogs and Reports
  • 28. Forum
  • 33. Further Thoughts Challenges Digital Literacy Teachers become busy 24/7 Looking Ahead University wide Moodle Environment
  • 34. Reference Beatty, K. (2003). Teaching and researching computer-assisted language learning. Harlow: Longman. Cauley, K. M., & Mcmillan, J. H. 2010. Formative Assessment Techniques To Support Student Motivation and Achievement. The Clearing House, 83(1), 1-7. [Online], Available: http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ862818, [2011, March, 11]. Garrison, R., & Vaughan, H. (2008). Blended learning in higher education: Framework, principles and guidelines. San Francisco: Jossey-Bass. JAHA Design (2006). Web Glossary. Retrieved March, 2011, Web site: http://www.jahadesign.com/glossary.htm KnowMoodle (2006, November 11). What's Moodle?. Retrieved March 18, 2011, from Use KnowMoodle Website: http://knowmoodle.ca/moodle1.7/mod/resource/view.php?id=742 Morgan, Glenda (2003, May). Faculty use of course management systems. Retrieved March 11, 2011, from ECAR Web site:http://www.educause.edu/ir/library/pdf/ERS0302/ekf0302.pdf Rowe, Joe (2005, August 29). Building Educational Web Sites with Moodle. Retrieved March 2011, from TechSoup Web site: http://www.techsoup.org/learningcenter/internet/page4814.cfm Peter Rich, P. The Current State of Instructional Technology Retrieved March 2011, from Web site: http://projects.coe.uga.edu/ITFoundations/index.php?title=Present Vygotsky, L. S. (1962). Thought and language. Cambridge: Massachusetts Institute of TechnologyPress. Vygotsky, L. S. (1978). Mind and society: The development of higher psychological process. Cambridge, MA: Harvard University Press. Walker, R & Baets, W. 2008. Instructional Design for Class-Based and Computer-Mediated Learning: Creating the Right Blend for Student-Centered Learning, in Donnelly R. & McSweeney, F. (eds.). Applied E-Learning and E-Teaching in Higher Education. Hershey: Information Science Reference.
  • 35. Thank you for Listening. Any Question?

Editor's Notes

  • #27: Catalyst to link on line and off line