Initial Design

Here I am thinking about how I can take my flipped classroom and online lesson from the previous module and set it within a larger course. Can I take the idea of a single stand-alone colouring clays class and expand the students learning to cover many different aspect within this subject? These few points are some ideas I currently have, with references from module 1 and Salmon (2013) reading this week. Apologies that my points are pretty bulleted and very draft.

Each ‘stage’ (Salmon, 2013) or potentially week, includes in-person time and teaching of knowledge, connection synchronously socially, forum input and an independent activity to guide the students through the course and create rhythm.

I have LO in mind from the previous module, although will need refining and expanding to accommodate this whole module.

Stage 1

- Welcome in person online– introducing this way of learning. Being transparent about how online learning and social learning can benefit them as students (Salmon (2013) Talking through technology, showing easy access for learners. Intrinsic motivation (Biggs and Tang, 2011, p. 35). Salmon, (2013) discusses the importance of the expectancy theory – what is the purpose?

-Flipped classroom pre-class teaching Webcast video (module 1) – providing foundational knowledge (Kings College London (2013). ‘Spark’ conversation: ‘E-tivity framework’ (Salmon, 2013). Giving independent learning so students can familiarise themselves with technology with basic knowledge. Bite-sized chunk of information.

Stage 2

-Forum – opening discussion on previous weeks foundational knowledge – similar to how we have been learning on this PGCHE, online socialisation. (Holley and Taylor, 2009) discuss how this stage will introduce learners to cross-cultural sharing of ideas. Building bridges socially here will support later stages (Salmon, 2013)

-Synchronous lesson, with slides, contextualising themes, giving real world contexts. Motivation through role modelling. Showing how I find inspiration.

-Mini quiz – independent exploration of themes, applying what has been learnt to their own practice. Can be discussed in the weeks forum for support if needed. Results are emailed directly to me for contingency planning.

-Forum – Share image of prepared materials to relate to personal decision making. Invite discussion through scaffolded question.

-Summary from e-moderator- what has been learn, what has been prepared by all

Stage 3

- Practical online workshop + Breakout room – Task and action stage (Salmon, 2013) - exploring themes from webcast video, discussing in person independent choices giving integration, sharing of multiple perspectives and different points of view (Osland, Bird and Mendenall, 2012). Creating physical artefacts independently through a step-by-step workshop. (Depending on the number of participants a break out room could be used within this workshop)

-Forum – Share photo of personal creations unfired and fired works. Invite open scaffolded question. How have results surprised? Giving feedback to each other. And planning next stage of experiments by looking at each other’s results. Social learning from each other.

Stage 4

-Practical online workshop + Breakout room – As Lauzon, (2000) describes, at this stage students are building knowledge on knowledge. Using knowledge construction (McDermott, 1999). Critically judging and evaluating choices while using a now familiar technique (Sternburg, 2010). Pushing what they have learnt from the lessons and each other.

-Forum – Reflective (1 question) activity in which the answer has no right or wrong answer, but opens discussions from students results after their workshop. Sharing photos of students results (My students are visual learners) and is inclusive to my international or non-native speakers.

Stage 5

Webcast talk - Scholarship from Impala reminded me that asynchronous learning can involve interviews with practitioners or people from industry. Could I speak about residency and experience using Jasper Clay / Wedgwood? Or from an artist working with wild clay. Learners are responsible for their own learning. Can they formulate questions on the subject to personally apply to their practice?

Forum – Can students share developmental plans? What are they going to explore next? Becoming self-critical and reflective independently. Can they share photos of experiments?

Group Reflective discussion/ Breakout room – Recalling what they have learnt, reflective metacognitive learning. (Stefani, Mason and Pegler, 2007) to apply it to new learning.

References

Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). McGraw-Hill.

Holley, K.A., and Taylor, B.J. (2009). Undergraduate student socialization and learning in an online professional curriculum. Innovative Higher Education, 33(4), 257–269. doi:10.1007/s10755–008–9083-y.

Lauzon, A. (2000). Situating cognition and crossing borders: Resisting the hegemony of mediated education. British Journal of Educational Technology, 30(3), 261–276.

Salmon, G. (2013) E-tivities: the key to active online learning. ProQuest (Firm). Chapter 2: ‘E-tivities in the Five-Stage Model’, pages 31-44

Sternberg, R. J. (2010). Teach creativity, not memorization. The Chronicle of Higher Education. http://chronicle.com/article/Teach-Creativity-Not/124879/