Designing Blended Learning Experiences for the Language Classroom
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This document discusses frameworks for designing blended learning experiences. It covers Fink's model of significant learning experiences which involves identifying learning goals, assessment, teaching activities, and integrating components into a coherent course. The document also discusses frameworks like 21st century skills and change management. Examples are provided of how concepts like backward design, convergence/divergence tasks, and peer teaching can be applied in blended learning courses.
Designing Blended Learning Experiences for the Language Classroom
- 1. Designing Blended Learning Experiences Brent A. Jones
- 2. Worldview & Theory of Knowledge (adopted from Hatch, 2002) Worldview (Ontology) Theory of Knowledge (Epistemology) Positivist Reality is out there to be studied, captured and understood How the world is really ordered; Knower is distinct from known Postpositivist Reality exists but is never fully apprehended, only approximated Approximations of reality; Researcher is data collection instrument Constructivist Multiple realities are constructed Knowledge as a human construction; Researcher and participant co-construct understandings Critical/Feminist The apprehended world makes a material difference in terms of race, gender and class Knowledge as subjective and political; Researchers’ values frame inquiry Poststructuralist Order is created within individual minds to ascribe meaning to a meaningless universe There is no “Truth” to be known; Researchers examine the world through textual representations of it
- 3. Nuremburg Funnel I hope we agree that this approach to education does NOT work.
- 4. Pragmatic Paradigm Frameworks Blended Learning Examples
- 5. Frameworks (for conceptualizing and undertaking curriculum/course design) Change Management 21st Century Skills Significant Learning Experiences Experience Economy
- 6. Change Management John Kotter
- 7. 8 Step Process of Successful Change - Create a Sense of Urgency - Pull Together the Guiding Team - Develop the Change Vision and Strategy - Communicate for Understanding and Buy In - Empower Others to Act - Produce Short-Term Wins - Don’t Let Up - Create a New Culture Kotter, 2002
- 8. Haidt, 2006 Heath & Heath, 2010
- 9. Heath & Heath, 2010 --DIRECT THE RIDER Follow the Bright Spots. Script the Critical Moves. Point to the Destination. ---------------------MOTIVATE THE ELEPHANT Find the Feeling. Shrink the Change. Grow Your People. -------------------------------------SHAPE THE PATH Tweak the Environment. Build Habits. Rally the Herd.
- 10. 21st Century Skills (Partnership for 21st Century Skills, n.d.)
- 12. Significant Learning Experiences (Fink, 2003)
- 13. Backward Design Significant Learning Experiences (Fink, 2003) What’s important now and years after the course? What should students do in the course to succeed? Forward Assessment Imagine students in a situation where they would use the knowledge and/or skills. Focus the learning on realistic meaningful tasks.
- 14. Initial Phase: BUILD STRONG PRIMARY COMPONENTS 1. Identify important situational factors. 2. Identify important learning goals. 3. Formulate appropriate feedback and assessment procedures. 4. Select effective teaching and learning activities. 5. Make sure the primary components are integrated.
- 15. Intermediate Phase: ASSEMBLE THE COMPONENTS INTO A COHERENT WHOLE 6. Create a thematic structure for the course. 7. Select or create a teaching strategy. 8. Integrate the course structure and the instructional strategy to create an overall scheme of learning activities.
- 16. Final Phase: FINISH IMPORTANT REMAINING TASKS 9. Develop the grading system. 10. Debug the possible problems. 11. Write the course syllabus. 12. Plan an evaluation of the course and of your teaching.
- 17. Significant Learning Experiences (Fink, 2003) Castle-Top Model Possible to Flip
- 18. Progression of Value The Experience Economy (Pine & Gilmore, 1999)
- 19. Realms of Experience The Experience Economy (Pine & Gilmore, 1999)
- 20. Curtis Bonk
- 21. Face-to-Face Learning Online Learning Blended Learning
- 24. Jonathan Bergmann Aaron Sams
- 25. Examples Convergent/Divergent Tasks Peer Teaching Project Management Web Searches Self Study Your Ideas
- 30. Peer Teaching Explain Everything
- 33. Web Searches
- 35. Self Study
- 36. Your Ideas #1 #2 #3
- 37. First Principles of Instruction Merrill (2006) The demonstration principle: Learning is promoted when learners observe a demonstration The application principle: Learning is promoted when learners apply the new knowledge The activation principle: Learning is promoted when learners activate prior knowledge or experience The integration principle: Learning is promoted when learners integrate their new knowledge into their everyday world The task-centered principle: Learning is promoted when learners engage in a task-centered instructional strategy
- 38. Examples Global Challenges Study Skills & Extensive Reading Japan Studies Appreciative Inquiry Project
- 39. OTHER CONSIDERATIONS Not an "easy out" DIY Students (Teaching students to make best use of our educational offering) Changes Teacher's Role Role model, cheerleader, resource, workshop facilitator
- 41. Extra Slides
- 43. Kemp Model
- 53. Abstract: This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills.
- 54. Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment (imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own curriculum, course and lesson planning endeavours