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Designing Blended Learning Experiences
The document presents a workshop focused on blended learning curriculum design, emphasizing the significant learning experiences framework by L. Dee Fink. It explores various educational paradigms and methodologies, including backward design and forward assessment, to enhance course effectiveness and promote 21st-century skills. Participants will gain practical tools and insights for creating and adapting instructional materials in content and language integrated learning contexts.
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Designing Blended Learning Experiences
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- 2. Worldview (Ontology) Theoryof Knowledge (Epistemology) Positivist Reality is out there to be studied, captured and understood How the world is really ordered; Knower is distinct from known Postpositivist Reality exists but is never fully apprehended, only approximated Approximations of reality; Researcher is data collection instrument Constructivist Multiple realities are constructed Knowledge as a human construction; Researcher and participant co- construct understandings Critical/Feminist The apprehended world makes a material difference in terms of race, gender and class Knowledge as subjective and political; Researchers’ values frame inquiry Poststructuralist Order is created within individual minds to ascribe meaning to a meaningless universe There is no “Truth” to be known; Researchers examine the world through textual representations of it Worldview & Theory of Knowledge (adopted from Hatch, 2002)
- 3. Nuremburg Funnel I hopewe agree that this approach to education does NOT work.
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- 5. Frameworks (for conceptualizing andundertaking curriculum/course design) Change Management 21st Century Skills Significant Learning Experiences Experience Economy
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- 7. 8 Step Processof Successful Change - Create a Sense of Urgency - Pull Together the Guiding Team - Develop the Change Vision and Strategy - Communicate for Understanding and Buy In - Empower Others to Act - Produce Short-Term Wins - Don’t Let Up - Create a New Culture Kotter, 2002
- 8. Haidt, 2006 Heath &Heath, 2010
- 9. --DIRECT THE RIDER Followthe Bright Spots. Script the Critical Moves. Point to the Destination. ---------------------MOTIVATE THE ELEPHANT Find the Feeling. Shrink the Change. Grow Your People. -------------------------------------SHAPE THE PATH Tweak the Environment. Build Habits. Rally the Herd. Heath & Heath, 2010
- 10. 21st Century Skills(Partnership for 21st Century Skills, n.d.)
- 12. Significant Learning Experiences(Fink, 2003)
- 13. Backward Design What’s importantnow and years after the course? What should students do in the course to succeed? Forward Assessment Imagine students in a situation where they would use the knowledge and/or skills. Focus the learning on realistic meaningful tasks. Significant Learning Experiences (Fink, 2003)
- 14. 1. Identify importantsituational factors. 2. Identify important learning goals. 3. Formulate appropriate feedback and assessment procedures. 4. Select effective teaching and learning activities. 5. Make sure the primary components are integrated. Initial Phase: BUILD STRONG PRIMARY COMPONENTS
- 15. 6. Create athematic structure for the course. 7. Select or create a teaching strategy. 8. Integrate the course structure and the instructional strategy to create an overall scheme of learning activities. Intermediate Phase: ASSEMBLE THE COMPONENTS INTO A COHERENT WHOLE
- 16. 9. Develop thegrading system. 10. Debug the possible problems. 11. Write the course syllabus. 12. Plan an evaluation of the course and of your teaching. Final Phase: FINISH IMPORTANT REMAINING TASKS
- 17. Significant Learning Experiences(Fink, 2003) Castle-Top Model Possible to Flip
- 18. The Experience Economy(Pine & Gilmore, 1999) Progression of Value
- 19. Realms of Experience TheExperience Economy (Pine & Gilmore, 1999)
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- 25. Examples Convergent/Divergent Tasks Peer Teaching ProjectManagement Web Searches Self Study Your Ideas
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- 37. First Principles ofInstruction Merrill (2006) The demonstration principle: Learning is promoted when learners observe a demonstration The application principle: Learning is promoted when learners apply the new knowledge The activation principle: Learning is promoted when learners activate prior knowledge or experience The integration principle: Learning is promoted when learners integrate their new knowledge into their everyday world The task-centered principle: Learning is promoted when learners engage in a task-centered instructional strategy
- 38. Examples Global Challenges Study Skills& Extensive Reading Japan Studies Appreciative Inquiry Project
- 39. Not an "easyout" DIY Students (Teaching students to make best use of our educational offering) Changes Teacher's Role Role model, cheerleader, resource, workshop facilitator OTHER CONSIDERATIONS
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- 53. Abstract: This workshopwill walk participants through the course design and development process, with an emphasis on blended- learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills.
- 54. Using examples ofcourses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment (imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own curriculum, course and lesson planning endeavours