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Activity 5.1_FoLTO BL_2017-C3_R Porzig Drummond

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Please see the attached power point.

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1. Becoming more familiar with available resources myself and in turn being able to further support students to feel more comfortable in using new technologies
2.  Beginning to discover and enjoy new technologies
3.  Concrete areas where I might be able to use new resources have not emerged as yet but with more time to play and create I imagine this will come in time
4.  I will evaluate my action plan through the arrival of new opportunities that present in the future
5.  Using an online mind map was another new introduction of technology aside from crayons and paper (which I still  love) however playing with this online tool was a little bit of fun and I look forward to applying it somewhere in my teaching
Thank you to all for your valuable tips and patience

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Michele Dykman

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Still a skeptic of blended learning. I know I cant run away from the change.

Thoroughly benefited from the resources shared by all.

Next step perhaps will use Socrative like Chris in my classes. I am considering online tools like this to get online students to work together or write down their thoughts on an issue. May perhaps an opportunity for the less vocal students to participate and their "voice" read.

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1. My challenge is to use blended learning to support the face to face intensive work I do as an embedded teacher with students of our communication units. Traditionally these students have English as a second language and/or may be less engaged than their cohort. Some BL ideas I could put into use would be the use of online/out of class/ individual exercises as both an 'entry and exit ticket' to face to face work. In addition I think the use student blogs and videos would add a productive and creative angle to imparting the necessary skills.      2.Some things I have learned from others on this course: the handiness of employing a variety of learning spaces for various objectives (face to face vs online, in class vs out of class and group vs individual work) and the observation that online work can benefit less extroverted students who can come to the fore.  Other notions I thought pertinent to my practice included the notion of having a ‘clean interface’ in website design – ie less is more, no clutter; as well as using more video rather than photos for ultimate engagement. In addition I felt the use of a classroom space to do online Socrative quizzes to check concepts taught while also ensuring academic integrity was a very handy one I’ll attempt to put into practice.     3.My next steps will be to identify the key skill areas to be taught that I’ll target in my blended learning plan (most likely essay and report form as well as some academic public speaking lesson material). From here I’ll use the curriculum design table described in ‘Documenting Your Practice’ to draw out the action words to describe what students should be able to do, as well as technologies and teacher/student activities. My plan will also be informed by the Gilly Salmon 5 stage model as well as the Unit Planning Guidelines for Blended Learning (hopefully including Learner Characteristics and Outcomes among other considerations). I’ll then design activities which will probably consist of quizzes that students will both make and take (the former drawing from related reading material). The quizzes taken will be designed for two purposes A. To scaffold knowledge pre face to face sessions and B. To test skills/concepts taught post these face to face sessions. I also envisage using student blogs (for example on the top five report writing tips) and short student videos (ie with Flipgrid) which show the same engagement with concepts taught.   4.I’ll evaluate through how engaged I find the students are (and could possibly use a Google docs questionnaire to rate this), as well as the effectiveness of the exercises. Effectiveness, obviously will be measured in terms of student improvement. It’s my intention to share the blended learning material I’ve developed with our COMM unit teachers should they wish to include it on their Moodle sites for the entire cohort of COMM unit students – not just the students I work with.