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