Design for online and blended learning

 

 

 

 

 

 

 

What have I learned from created a blended course in collaboration with other teachers;

1: We often create courses without using a model or framework, the frameworks provided in the ONL course* gave a good structure of how to plan and think when designing a course. I think many of this elements described in the model often is concerned in all kinds of courses (campus, blended, openline) but perhaps not in this systematic way. I am just now in the phase of planning a new master degree education for nurse with a different specialization than earlier done in Sweden. I will definitly use on model (have not decided which yet) in this work with the hope that it will give a  more clear structure for the students.

 

*The ADDIE Model –contains different phases;  Analysis; Design; Development; Evaluation  (Learn more about this model; jclarkgardner (2011, June 11) ADDIE Model Instructional Strategies [Video file]. Retrieved from https://www.youtube.com/playlist?list=PL20E84CD77B301A20)

 

*The five step model; 1: access and motivation; 2: team building (active -interactive learning); 3: information exchange (consumer of knowledge); 4: Knowledge construction (group goals, complex contribution); 5: Review (metacognition, more responsible for own learning and for the Group   (Learn more about this model; Salmon, G (2013) The Five Stage Model. Retrieved 2016 November 8 from http://www.gillysalmon.com/five-stage-model.html)

2; Interesting to develop scenarios together with others, in collaboration. This is some modified text from our groups working document where it for me became clear that something I had raised as an experience could be use as a scenario – interesting experience, giving insights in how much that can be developed in a dialog.

Scenario 2:      We need to think of a task/scenario which conveys PBL to the students

◦We could use a scenario where we have a student reflect on a learning experience, e.g. Åsa’s experience where she remembered most when she had to prepare and compile information on a specific topic and then present that. Question: When did you feel that you learned most in school? Answer by one student: When I had to prepare a presentation of a topic of my choice for other students.

◦Questions the students could reflect on would be: what is this learning method called (PBL). How does it work? Why does it work? pros and cons

3; So much material is already constructed – as a teacher/lecturer I find searching for this resources on line as one of my task (time consuming), valuate the material provided and then present this in the course with a purpose, related to other activities and material in the course as well as with a clear relation to the aims and exams in the course – constructed alignment.

In the work in our PBL group designing a PBL-course for dummies – I found the following videos that I have shared with students just starting with PBL at my campus (not all videos but some) – I found it great to provide information in different media and also in line with thoughts of “flipped classroom” – that these vidoes (or the content or messeges in them) will be follow up in a dialogue session between me and the students (tomorrow)

 

Collaboration, Connectivism, network (benefits of collaboration)

 

PBL – method

 

Learning and digital literacy;

 

Adult learning – theory and practice

 

Physiological perspective on learning

 

 

 

 

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Future perspectives – How will the landscape of education change with the digital revolution?

 Education and Learning  – what is that and where does it take place?

What is happening now? The ONL course is soon over and now it is up to me to manage and further develop all new knowledge and thoughts brought up during the course. During the course a main question has raised in my head; how is the landscape of education and learning going to look like in the coming 2, 5, 10, 20 years? Looking back, being a student was very much the same as being in school, as being in a building. It could be a far distance to walk to be able to attain education. Of course there was learning also in the daily life but this was something different from learning in school. How is it today, education is more available, often accessible from your home (as open or blended courses), if you have the right equipment and knowledge of how to manage this new technology. Learning in everyday life is often intervened with knowledge that before solely could be learned in the school building. Open access, open publishing, all kind of information and knowledge being open for everyone at any time. A question or a learning need raised in everyday life can be managed in everyday life. As a nurse a typical example of this is how a person not feeling well start to google his /her symptoms and read everything from blogs, to advertising to dissertation in order to better understand something, satisfy a learning need.

Will people in the future read about this time in history as a digital revolution – in a revolution the structure of power is changed, often with resources divided differently, with need for new or different knowledge and skills. In a broader perspective, what does this mean for us working with higher education on campus?

Collaborative learning

grupp-4How to facilitate for a group where participants collaborate as a way of learning and gaining new knowledge? 

yes- that is a good question!

10 guidelines for course design that promotes effective group work and collaboration

  • Transparency of expectations
  • Clear instructions
  • Appropriateness of task
  • Meaning-making/relevance
  • Motivation for participation
  • Readiness of learners for group work
  • Timing of group formation
  • Respect for autonomy of learners
  • Monitoring and feedback
  • Sufficient time for the task (Blindley, et al. (2009)

 Collaborative learning – positive interdependence

  • -to rely on one another
  • -to achieve the common goal
  • – considerable interaction
  • – help and encourage each other to learn
  • – share of the work
  • – trust-building, leadership, decision-making and communication
  • -group self-evaluating.

 

Easy written but quite hard to put into practice!

My own experience but also raised in literature e.g as frustration within group members as well as within the group as common, which can be explained by;

  • -Differing levels of commitment and ambition within group members
  • -Unshared goals
  • -Communication difficulties
  • – the role of the instructor (just to mention some)

 

Bonding is described as a key element for a successful collaborating group, meaning establishing a cohesive group is more important than working a task in the beginning of the process.

Future described as as a four-stage bonding process

  • Communication
  • Collaboration
  • Cooperation
  • Community

Where participants go from ‘talk’ to sharing ideas, to do things together with an own purpose to in the best of cases working together for a common purpose.  Trusting each other, each others knowledge is important!

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(Siemens (2002, cited in Blindley, et al 2009)

Theoretical assumptions

Connectivism (knowledge is constructed in a social context)

  • emphasis network as a source for learning but focused on the learning of the individual not on the group or the network.
  • Focus individual learning when being connected through networks. The network, not groups, is at the heart of the collective.

 

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Diversity – is good, exciting and Beautiful!

  • Key principles:
  • Learning & Knowledge rests in diversity
  • Learning is a process of connecting nodes or information sources
  • Learning may reside in non-human appliances (such as machines and mechanisms)
  • Core skill is to see connections between fields, ideas, and concepts
  • Value on capacity rather than current knowledge

 

Read and learn more:
Brindley, J., Blaschke, L. M. & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3).
Wenger, E. (2010). Communities of practice and social learning systems: the career of a concept. In Social learning systems and communities of practice (pp. 179-198). Springer London. Available here.
Anderson, T. (2008). Teaching in an online learning context. In The theory and practice of online learning (pp. 343-395). Athabasca university press.

Digital literacies

Developing digital literacies – a straight line forward?

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Thinking of my own digital presence and identity as well as own experiences, concerns and challenges regarding digital literacies results in a great need of collaboration. Collaboration – just to survive in the jungle of avalible Tools, websites and possibilites, that, if you don’t have the knowledge more feels like timeconsuming obstacles

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(Source 123rf.com) “Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society” (JISC, 2014:1). There is so many places to “be” – how to choose and how are relationships, worksituation and as a nurse, I have to ask – our Health affected by those choices?

I will focus on the questions related to how to work as a teacher with digital tools and competence. Inspired by the text ”Developing digital literacies” –http://web.archive.org/web/20141011143516/http://www.jiscinfonet.ac.uk/infokits/digital-literacies/ I have come to  understood need for support and to collaborate with others within your college or University for being succesful. Synthesis of the article is summerized as; Academic staff and students are best placed to know what they require in terms of their praxtices and what they are trying to achieve but know less about what is available to support tem in terms of technologies and service. Professional services are responsible for support staff and students in terms of texhnologies and services but know less about what staff and students actually wants and what they are trying to achieve. These knowledge gaps between those two we need to work with.

 This is further described as;

Strategic perspectives on digital literacies – approaches institutions can take to help drive forward digital literacies across the organisation in a consistent, holistic and sustainable way.

Developing a strategic vision underpinned by institutional values and effective leadership

Translating the vision into different strategies, policies and processes and taking a joined up approach

Providing support services and opportunities which enable students and staff to develop their digital capabilities (I understand this as perhaps arrange workshops and learning together eg concerning different technical tools, how to use chat, different presentation programs, online documents )

Enabling a supportive IT infrastructure which supports diverse digital practices and flexibility – highlights the importance to work close to the it-section and getting direct support when using new tools and programs.

Promoting a culture of innovation and change where staff and students at all levels are involved in strategic conversations around pedagogic development – once again you should not be alone in this.

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Question to ask at the own institution; •What part do digital technologies play in the learning experience at our institution? •How does our institutional mission recognise the importance of digital capability.

As a way to work with the digital literacies in my institution I created a padlet where all collegues could write there concerns regarding digital Tools and other aspects of digital literacies. After this “problem and needs inventory” I have arranged some workshops and seminaries based on the information raised in the padlet.

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As a next step I will meet staff from the it-section, tomorrow actually, wish me luck!.

In my next blogg I will write about “connectivism” as a pedagogic perspective

 

 

 

 

 

Teaching and Learning as a lecturer and student; a lifelong learning at work and in daily life

till-bloggHi, Thanks for Reading!

Åsa is my name and I am  a Swedish woman, mother, wife, nurse, teacher, footballs trainer (for Young girls) and in a constant learning environment with grownups and children. Specialized in diabetes care, patient education and patient learning is essential and the title of my PhD ” Living with diabetes- a Lifelong Learning process” illuminates the process of living-Learning and Health in Daily Life when living with a lifelong illness condition. At my work at Ersta Sköndal University college I teach nursing students and work as a pedagogic developer. At our institution we practice PBL in all Courses and right now starting up a ciricelum for the 3-years nursing program totally based on PBL -very exciting. In my research I work at Karolinska Institutet with development of an e-halth tool for patients with long-term conditions aiming to support their Learning in self-management. In another Project the focus is on adolescences engagement or not engagement based on cultural beliefs, norms and values. We try to understand more of why girls with parents born out of Europe participate less than others, how can they be able to be included, if they want? I am also into a project where we look at how patient education for persons with diabetes can be cultural sensitive.

I join this course to be able to meet new demands of being flexible and accessible but mainly in order to enlarge my knowledge of new possibilities to network, not limited to physical places, and also to have a greater variation of Tools to stimulate Learning in all different context that I am engage, as a professional and private.