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Week four: Blended Learning course

This is a different course but I thought I might as well use this journal for both, and perhaps for ongoing notes.

This course discussed an instructional design called DADDIE – this supposedly alerts them to think about specific aspects of implementation – accessibility, inclusivity and useability. DADDIE = define, analysis, design, develop, implement, evaluate. There is limited information on this online however.

They talked about Mahara today, which is a tech tool I am using for my own studies. They also linked to sites such as Jisc Repository and Excellence Gateway.

They also discussed the technology and assessment – defining the assessment as a way to define what the intended outcomes actually are.

Providing audio feedback, and video feedback, is generally positively received, since it provides a number of non-verbal cues, which help the students. The course identified that students pay more attention to audio feedback, and a colleague of mine uses video feedback, finding that it also is very popular with students.

We also use Turnitin to teach people about the risks of plagurism, and appropriate referencing. It can be really useful to show the student how it can identify sources.

Flipped classrooms gives introductions to the topic before the class but does rely on the students actually doing it. I often find that any work I have set before class is neglected except by the keen few. I was struck by the comment about it being interval training by one of the students in the video. It sounds that it is less about flipped, and more about engagement and active learning.

They put Lev Cygotsky’s quote into context of the online discussions and debate.

“Communication produces the need for checking and confirming thoughts, a process that is characteristic of adult thought… Learning awakens a variety of internal developmental processes that are able to operate only when a learner is interacting with people in their environment and in cooperation with their peers. Once these processes are internalised, they become part of the learner’s independent developmental achievement.”  – Lev Cygotsky

The idea of using a document online during the class is interesting, created by a group, and then shared. I’ve used wikis in the past, and done class group tasks that aimed to create a shared resource.

Using a summary design for a blended learning activity adds clarity and alignment to the session. They also linked to a free online learning design tool, called Learning Designer, which I’ll have to look at.

It asks me to complete a design for a session in 250 – 300 words max. So, my title is Online Simulation, the age group is 20 – 50, depending on the students in the group. The learning outcome is to be able to demonstrate appropriate risk assessment, documentation and communication. There is initially some information on coroner’s courts, including a digital tour of the building. The student is then provided with information around their professional body’s view and guidance. Previously, they performed some risk assessment and documentation related to a case study. This documentation has been condensed and will be used to reflect upon, in the same groups, and the student will be asked to consider any changes to their own documetation as a formative assessment.

I’m quite interested in mapping this and the other course to the CMALT accreditation but need to explore that more.

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