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ONL211 Webinar topic 4 slides - with Padlet questions

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I have understood that blended learning is about blending online and face-to-face. Now, during Covid face-to-face is many times not possible. Does this also mean that blended learning is also not possible ?

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Marti Cleveland-Innes       Topic 4 Introduction video (9:35 min)

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Marti Cleveland-Innes       Topic 4 Introduction video (9:35 min)

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https://youtu.be/HlIbs3EFnIM

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View Martis video and slides before the webinar 28 April (Marti mentions "next week" in the video = the first week of the topic)

Use the Padlet columns for questions from the PBL group regarding the 4 sub-topics that will be addressed at the webinar (or other questions you might have for Marti)

Write your name or PBL group number in the title to make follow-up easier.

The Padlet will remain open the whole week also after the webinar, for any follow-up questions you would like to raise with Marti Cleveland-Innes.

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Any tips (do's and don'ts) for exams in a blended situation? Currently exams cannot be in person. It is difficult in zoom and it can be invasive to ask students e.g. to keep video's on. (PLB07)

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Does the teacher have a role as a "quality controller" when making student-produced materials publicly available?

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What are your views on providing guidance and training to educators in designing blended learning? Educators may think they know, but may not be truly applying the core principles of blended learning. Would this then help to reduce some of the barriers/challenges that you mentioned in your introductory video?

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What are some experiences that others have encountered? The good, the bad?

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How does the flipped classroom fit into the framework?

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In our discussion, we spoke about teaching and learning activities, and how some of them are discipline-specific that - i.e. some may work better for certain disciplines and not others. What are your thoughts about this?

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“I am particularly interested in how blended learning changes the role of teachers. They are not anymore providers of knowledge, but learning guides. I already consider myself a guide for my students and I love this role but sometimes it is difficult for me to set the limits. For example, should I join the telegram group of my students in order to be accessible for their questions at any time? Blended learning enables students to access the materials from anywhere at any time. Sometimes I am a little afraid that this also could mean that I have to be accessible whenever and wherever I am. Certainly not good for my work-life balance. What’s your opinion about that?”

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PBL #8 Blending synchronous and asynchronous activities

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PBL #8 Blending synchronous and asynchronous activities

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In what way does it matter if the scheduled activities are online or in person in some room? Isn't the point, such as flipped classroom, that parts can be done independently of an instructor while others are together?
Hence, I do not see why the space come it to question (provided that it does not concern access to some resource like a lab).

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Why is the term face-to-face often used for in classroom teaching and learning. For me live sessions online using for example Zoom, Teams or FaceTime are more "face-to-face" than being in an auditorium or a classroom.

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How do we use Blended learning in such a way that it does not turn into edutainment? Are there studies made on this? What are your own reflections on what balance to strike?

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What support does a teacher need to design blended learning and from whom? It is not so easy to know how to do it the first time? Are there studies on this? Are there some examples from some specific course of how to set up blended learning?

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micha: What is "designer learning"?

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micha: if research demonstrates that students prefer more "lecture" type of teaching and the instructors prefer a more "discussion" type of teaching should we understand that we should both just to be on the safe side? Isn't it the case also that most of our students (20-28) have probably being educated according to the "teacher-centered" learning? Why else is "didactic" considered so monodirectional: from teacher to students? Or is it that there are no passive learners anyway which could mean that interaction is overrated? I write these questions as the word "principles" that Marti said we need echoes in my ears. Are we again coming up with set of principles to organise a highly fluid model of learning just because we are taught that the lack of principles leads to chaos and anarchy? Or is it because there are some boxes evaluators need to tick when assessing quality of teaching? It's interesting for me that any novel way of learning has to be put into boxes and categories often  pre-existing! A kind of taming novelty so that soon it's novel no more?!

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micha: I see the question and have difficulties believing my eyes! Is it really about "how much"? Isn't it more about "when"? Doesn't it depend on the kind of activity and its learning objectives more?

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One of the main concerns of our group, based on the passed year's experience, is the communication in online environment. We would be interested to learn how to facilitate fluent communication between the students, and on the other hand, between the teacher and the students. Which would be the best strategies and tools?