Blended Learning: Contextualizing Your Class
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The document discusses blended learning, which combines onsite and online experiences for effective and flexible education. It outlines factors to consider such as objectives, resources, and key actors involved in the design and implementation of a blended learning course. Additionally, it provides guiding questions and references for further exploration of the topic.
![Actors: who?
• Teachers
• Learners
• Technicians
• [Parents]](https://image.slidesharecdn.com/sst-bc-itell-blendedlearning-22012022-220122081408/85/Blended-Learning-Contextualizing-Your-Class-13-320.jpg)
Blended Learning: Contextualizing Your Class
- 2. a combination of onsite (i.e. face-to-face) with online experiences to produce effective, efficient, & flexible learning (Sein & Graham, 2013)
- 4. Objectives: why? • the reasons for adopting a blended approach • the limiting factors to the design
- 5. Reasons for blending • Because somebody/ regulation/ government told you so! • Improved learning/pedagogy • Increased access • Increased flexibility • Decreased (or more flexible) costs • Learners’ expectations
- 6. Reasons for blending • Other reasons: • Motivation • Autonomy • Collaboration • Market reach • Experiential learning
- 7. The Limiting Factors • What are the limiting factors of running a blended learning course in your context?
- 8. Resources: what? how? • Pedagogic Purposes • Modes of delivery • Timetabling • Administrators
- 9. Pedagogic Purposes • Pedagogic purpose? • Curriculum • Choice of mode
- 10. Delivery Mode • Which mode to use? • online vs. offline vs. hybrid? • Technology available
- 11. Timetabling • Timetabling? • Available time for each mode • Resources scheduling (teachers, learners, technicians, classrooms, equipment, etc.)
- 12. Administrators • Administrators? • Regulations • Beliefs
- 13. Actors: who? • Teachers • Learners • Technicians • [Parents]
- 14. Teachers, Students, Technicians, [Parents) • Beliefs • Confidence (teachers) • Motivation (students) • Commitments • Skills • TPACK (on pedagogy, content, and technology) (teachers) • Relationships/Interaction • Time
- 15. Questions to Guide the Design Process https://www.teachingenglish.org.uk/article/blended-learning- english-language-teaching-course-design-implementation (Tomlison & Whittaker, 2013)
- 16. Guides to Design a Blended Learning Course https://edtechbooks.org/k12blended (Graham, C.R., Borup, J., Short, C.R. & Archambault, L., 2019).
- 17. Questions?
- 19. References Graham, C.R., Borup, J., Short, C.R. & Archambault, L. (2019). K-12 Blended Teaching: A Guide to Personalized Learning and Online Integration (Vol. 1). Independent publisher. Whittaker, C. (2013). Introduction & Conclusion. In Tomlinson & Whittaker, Blended Learning in English Language Teaching: Course Design and Implementation. London, UK: British Council