CRJ Week 5

Reading back at Bianca’s ‘Tutor Summary and Group Feedback’ from week 4, I think it is important to raise the point that the pre-class activity allows students to have a sense of collaboration and connection between themselves and me as a teacher, before the class has started. Also, her point in the fact that Meaningful and relevant face-to-face/synchronous activities are key to the flipped classroom model.

Bianca further points out an aspect that I will be actioning by “gaining pilot learners' feedback - there is no rule here, please use any format or means you feel appropriate. The key is asking/soliciting feedback on the areas/elements of the session (including all flipped classroom components) you feel are important to develop for your future implementations in your teaching practice.”

Evengi’s response to this weeks Forum discussion: “Week 5: Forum – Integrating Activities in Your Flipped Classroom Designs” was helpful in the way that he described how his students can connect to their subject of connecting bio-materials concepts to personal contexts to enrich their workshop discussions. This concept is applied to my blended learning approach. This approach aligns with Salmon's (2008) emphasis on creating meaningful connections between asynchronous and synchronous elements. Students arrive with shared knowledge and vocabulary rather than starting at different levels. This, enables immediate application during the practical Colouring Clays Workshop.

After reading a discussion in the forum between Evengi and Julius, it has allowed me to think about how I would further develop the synchronous discussion in practice. Will I find that students require additional scaffolding to transition from the digital self-learning context and into collaborative discussion? This might be particularly relevant and critical point to refine when I am supporting students when English is a second language.

Feedback from my student has shown that a better planned structure would have been beneficial to encouraged continued engagement – Andy’s podcast series demonstrates how there can be different chapters to the asynchronous learning to break the information into chunks.

Content delivery workshop, rather than engaging with practical learning and application of information.

I have found Andy’s Podcasts very difficult to concentrate on and engage with. As a visual learner with dyslexia I have found them too long. Subtitles have helped with note taking.

Karin Watson (CofaOnlineUNSW, 2011) discusses: “The importance of considering pedagogy before technology.”

“In terms of integration, communication is the key, and I think if we can allow our students to communicate in meaningful ways—both online and face to face—that will help bridge the gap” (Kelly, 2013)

Scholarship from Beetham, MacNeil, McGill, (2024) has allowed me to re-visit scholarship from the first term, thinking about how learning cycles, specifically Kolb’s Experimental Learning Cycle (1984) can be applied to my blended learning model.

Also from this scholarship I have noted how constructive alignment can be used, by aligning the pre-class and in person activities with the students LOs by using Bloom’s taxonomy [2001] [revised], the SOLO taxonomy [2019]) This puts student learning centre stage.

Andy’s webinar in week 5 was very helpful in clarifying what is required in sections A and B, and how to ensure that I reach the 3 LO’s. On reflection word count will restrict me, and will ensure that I focus on the main key points.

References

Ayodele, J. & Petkov, E. (2025) Week 5: Forum – Integrating Activities in Your Flipped Classroom Designs. [Online] Available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30026 (accessed 23.06.25)

CofaOnlineUNSW (2011) Planning Your Online Class. [Online] available at: https://www.youtube.com/watch?v=5XWvH3lTf-I (accessed 23.06.25)

Fox, Bianca. (2025) Tutor Summary and Group Feedback, Week 4, 21st June [Online] Available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30027 (accessed 23.06.25)

Kelly, R. (2013) Blended Learning: Integrating Online and Face-to-Face Courses. [Online] available at: https://www.facultyfocus.com/articles/blended-flipped-learning/blended-learning-integrating-online-and-face-to-face-courses/ (accessed 23.06.25)

Peisley, A (2025). Podcast 1A and 1B. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/pages/week-5-integration-in-blended-learning?module_item_id=85535 (accessed 23.06.25)

Petkov, E. (2025) Week 5: Forum – Integrating Activities in Your Flipped Classroom Designs. [Online] Available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30026 (accessed 23.06.25)

Salmon, G. (2008). Podcasting for learning in universities. Open University Press.