Reading Notes. Stein & Graham. Ctp 7

Jared Stein, J., & Graham, C. (2020). 'Chapter 7: Blending learning activities online’ in Essentials for blended learning: a standards-based guide. New York; London: Routledge. Pp111 -137

How to develop online learning activities in a blended learning environment.

Points of teaching which involve a one way form of information (for example a lecture) is most suited to being online, giving space on site for discussions or hands on practice.

Putting teacher presentations online can save a teacher time in the long run as it saves them re-doing the information time and time again. Students can then work at their own pace.

“Providing teacher-presented content online may fit students’ expectations for on-demand learning”pp111.

Drawback: “But, as with most learning activities, there’s risk in simply trying to replicate onsite activities like a lecture in an online environment. When was the last time you paid attention to an hour-long video on the web, for example?” pp111.

To avoid this have bite sized chunks of learning.

In person information giving such as a lecture can even encourage student-teacher interaction. This can allow for teachers to react to a situation in the moment and adapt what information they are giving, or engage with detours into unexpected intellect.

Online learning might not include this, it might just be different.

ACTIVE LEARNING: “Ensuring that students themselves do something with new information is the core concept of active learning.” pp114

Active learning requires students to do more than just take in information. They need to actively take the information in and apply it in different contexts to repeatedly test their understanding. Researcher James Stigler refers to this as “desirable difficulty”.

Blended learning provides more opportunity for teachers to support active learning.

JUSTIFICATION:

“This does not mean abandoning content or learning activities that you already have. Much of that can be reused in your blended course, if it’s properly adapted to the online or onsite environment. At the same time, you may find better methods for students to achieve course outcomes, whether that’s through new activities or revising your existing activities.” Page 114

My decision to rethink part of my existing course comes from wanting to add value to the students learning. I have felt for a while that although there has been good feedback from past students about the courses structure and content, I feel that it would be beneficial to relay the information to the students in a different way in order to be more inclusive to students with different learning abilities and also for the technical information to be taken in by students in which English is their second language. As an online course, I have a large percentage of my students from different cultures and languages. I feel that this then could be a better method for my students to achieve their learning outcomes (Stein & Graham, 2020).

“Text content is more accessible to students with auditory disabilities, though images or diagrams must be described.” Page 115

“Using relevant diagrams, images, and videos in web pages can help break up text and maintain learners’ attention.” Page 115

Positives to video content in which I will be speaking: Video can be more engaging than static content. We tend to pay more attention to human faces. Video is really effective at showing objects and explaining about process. Video files are easy to access at any time or any place for students. They can be easy to record for tutors. A downside is that they are difficult to update or tweak or change without having to re-do. Videos can be re-watched or paused, but it can become problematic for students to search for relevant information amongst the whole video. This is one reason I plan to make a bite-sized short video. Creating videos should have text transcripts with them for students that are hard of hearing or seeing.

After reading scholarship from Stein & Graham (2020), I plan to explain the process and then will give worked examples to ‘frame the process’ showing how to solve the problem and allowing them apply the learning to their own practice. This will motivate them and allow them to visualise the process.

Keeping the online asynchronous learning to under 10minutes, most student attention is highest at the beginning of the class, but gets less after the first 10minutes.

Capture learners attention by telling real stories by real people. Grabbing students attention. “Stories work because they use conflict and emotion to appeal to our shared human nature.” Page 122 It helps support retention of information because it triggers emotion.

Derek Muller’s three part solution to make online content more engaging:

“Presenting a question without immediately providing an answer is one way to “bait the hook” between segments to maintain students’ attention, as John Medina has suggested.” Page 124

“Break video or web pages into two parts. Directly ask students to pause and answer a question or predict what will happen next.” Page 124. I can do this by asking students to select oxides or stains first to decide what is more suited to their practice. Secondly look at the columns of the hand out.

“Embedding questions into your content can make it more engaging and effective.” Page 125

To support active learning I plan to add a short mini quiz to allow students to apply what they have learnt and demonstrate their knowledge. It also will prepare them for the synchronous section of  the course.

QUIZZES: Don’t use the phrase ‘quizzes’ for a learning activity! Instead say ‘self-checks’ or ‘practice exercises’.

Self-checks: “Self-check quizzes are quick, low-stakes, and thus low stress. But they are real mental work. Self-checks stimulate recall of important information and challenge students to ensure understanding.” Gives automated feedback, no extra work for the teacher. Helping students self identify and prepare. Online self checks after learning gives a sense of accountability.

Class discussions give opportunity for teacher student engagement with a deeper understanding of the subject. Discussions also allow for students to test their learning and debate. Social learning also gives a sense of community in cohorts. It is fundamental for a higher level of cognitive learning (Garrison & Archer, 2000).

Refs

Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching learning transaction: A framework for adult and higher education. Oxford: Pergamon.

Medina, J. (2009). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.

Muller, D. A. (2008). Designing effective multimedia for physics education (doctoral dissertation). University of Sydney, Australia.