This week's reading of Blended Interactions is adapted from others who have been involved in blended learning. This article shares information related to interaction during the course as well as possible course activities.
There is value in student-to-student and student-to-instructor integration in all courses regardless of discipline. Many times we look for a connection and support from those around us. According to the article Blended Learning, learners generally value social contact and faculty guidance, especially when entering a new field or course of study (de Latt,2066).
Furthermore an area of interest is providing an adequate amount of time for instructor presence during the learning process. Kirschner, Sweller & Clark (2006) assert that minimal guidance is not as effective as guided instruction due to different approaches evident in how experts function (epistemology) in a domain and how learners best learn.
Much of the integration depends upon the students and the instructor. That is, some may require more guidance than others.
Another question is what role does interaction play in courses in which the emphasis is on declarative knowledge in courses that cultivate procedural knowledge. As with the face-to-face environment it is important to have interaction. Actually, the interaction may be more important in blended environment. Even if the participants are comfortable with the “online” aspect, it is still helpful to know that you are able to interact with others.
Several educators have shared models that might be considered for implementation. These include 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, and George Siemens’ notion of educator as curator.
A component of Brown’s notion is the use of blogs. An example might be found in a creative writing class in which students post their work in their own blogs permitting the instructor and their peers to comment on their postings.
In Fisher’s model, a primary task of the educator is to assist learners in forming connections and creating learning networks. This connection gives the learners an opportunity to engage with other learners to share ideas/resources to better understand concepts and topics. The article states that, the gaps in the learning network are addressed by both learner and educator.
Curtis Bonk’s notion of educator as concierge Curtis Bonk (2007) presents a model where the educator is a concierge directing learners to resources or learning opportunities that they may not be aware of. The concierge serves to provide a form of soft guidance – at times incorporating traditional lectures and in other instances permitting learners to explore on their own.
George Siemens’ model was based on the notion of an educator as a curator, an expert learner. He creates spaces in which knowledge can be created, explored, and connected instead of dispensing knowledge. Whether seen as master artist, network administrator, concierge, or curator, Regardless of the model that is used, the educator plays an active role in guiding, directing, and evaluating the activities of learners.
In my opinion the interaction also depends upon the instructor, student, and content. When designing any course, keep interaction in the front of your mind. Many instructors would like to start small or simple. As they become more comfortable they will then advance to additional resources. All instructors agree that the they want the students to know up front the expectations, whether they are learning the course learning objectives, your course policies, or your grading plan. The article shares several ideas for interaction including threaded discussion or wiki assignment, asking students to review the syllabus and then to write one or two things they would like to get out of the course. In a face-to-face environment the first class may feature an icebreaker or student introduction. This can also be done in an online environment. For example you may have the students create and online avatar to introduce themselves and post this to an individual or class blog. When using online interaction, the students can refer to these throughout the semester and engage in constant communication and interaction.
What factors might limit the feasibility of robust interaction face-to-face or online? As instructors we must always be prepared for Murphy's Law. There should always be a “back up” plan. There are many factors to consider and implement to be sure that the interaction either face to face or online should be robust.
The achievement of this can be done by helping students—before, during, and after the assignment. Before, the assignment, write clear instructions, including information about your policies on academic integrity and plagiarism. Provide examples of prior students’ work. It also helps to prepare by completing the assignment or activity first. That is, take on the role of the student. This will help the instructor understand things from the student’s perspective. Another thing is to get input/feedback from the student. Many times they may have thought of things that will make the learning more engaging. The point is to let the students know that you are aware of their work and that you value their opinions.
There is value in student-to-student and student-to-instructor integration in all courses regardless of discipline. Many times we look for a connection and support from those around us. According to the article Blended Learning, learners generally value social contact and faculty guidance, especially when entering a new field or course of study (de Latt,2066).
Furthermore an area of interest is providing an adequate amount of time for instructor presence during the learning process. Kirschner, Sweller & Clark (2006) assert that minimal guidance is not as effective as guided instruction due to different approaches evident in how experts function (epistemology) in a domain and how learners best learn.
Much of the integration depends upon the students and the instructor. That is, some may require more guidance than others.
Another question is what role does interaction play in courses in which the emphasis is on declarative knowledge in courses that cultivate procedural knowledge. As with the face-to-face environment it is important to have interaction. Actually, the interaction may be more important in blended environment. Even if the participants are comfortable with the “online” aspect, it is still helpful to know that you are able to interact with others.
Several educators have shared models that might be considered for implementation. These include 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, and George Siemens’ notion of educator as curator.
A component of Brown’s notion is the use of blogs. An example might be found in a creative writing class in which students post their work in their own blogs permitting the instructor and their peers to comment on their postings.
In Fisher’s model, a primary task of the educator is to assist learners in forming connections and creating learning networks. This connection gives the learners an opportunity to engage with other learners to share ideas/resources to better understand concepts and topics. The article states that, the gaps in the learning network are addressed by both learner and educator.
Curtis Bonk’s notion of educator as concierge Curtis Bonk (2007) presents a model where the educator is a concierge directing learners to resources or learning opportunities that they may not be aware of. The concierge serves to provide a form of soft guidance – at times incorporating traditional lectures and in other instances permitting learners to explore on their own.
George Siemens’ model was based on the notion of an educator as a curator, an expert learner. He creates spaces in which knowledge can be created, explored, and connected instead of dispensing knowledge. Whether seen as master artist, network administrator, concierge, or curator, Regardless of the model that is used, the educator plays an active role in guiding, directing, and evaluating the activities of learners.
In my opinion the interaction also depends upon the instructor, student, and content. When designing any course, keep interaction in the front of your mind. Many instructors would like to start small or simple. As they become more comfortable they will then advance to additional resources. All instructors agree that the they want the students to know up front the expectations, whether they are learning the course learning objectives, your course policies, or your grading plan. The article shares several ideas for interaction including threaded discussion or wiki assignment, asking students to review the syllabus and then to write one or two things they would like to get out of the course. In a face-to-face environment the first class may feature an icebreaker or student introduction. This can also be done in an online environment. For example you may have the students create and online avatar to introduce themselves and post this to an individual or class blog. When using online interaction, the students can refer to these throughout the semester and engage in constant communication and interaction.
What factors might limit the feasibility of robust interaction face-to-face or online? As instructors we must always be prepared for Murphy's Law. There should always be a “back up” plan. There are many factors to consider and implement to be sure that the interaction either face to face or online should be robust.
The achievement of this can be done by helping students—before, during, and after the assignment. Before, the assignment, write clear instructions, including information about your policies on academic integrity and plagiarism. Provide examples of prior students’ work. It also helps to prepare by completing the assignment or activity first. That is, take on the role of the student. This will help the instructor understand things from the student’s perspective. Another thing is to get input/feedback from the student. Many times they may have thought of things that will make the learning more engaging. The point is to let the students know that you are aware of their work and that you value their opinions.
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