Webinar Notes - Week 5

Webinar Notes – week 5

Andy + Bianca present

Using 3 LO’s

LO1: Pedagogical Theory + Scholarship

-Pinpoint scholarship to back up your argument

-What literature said about their experience

-Apply it, don’t just bung it in a surface way

-Do this in part A + B

LO3:Personal Practice: Learning and Teaching

-The choices and the design

- Why did I do these learning activities in this design, and why not others?

-Scholarship can support this

-How well did my choices make an impact on the students?

-Peer quotation, scholarship

-Articulate this throughout the writing

LO5: Learning Environments

-My blended learning environment, what I know, how did I apply it?

- My knowledge of the subject – for example: integration/ convergence. How it links together.

Part A - Justification

Part B - Evaluation

Why didn’t aspects work. What would I do differently if I ran it again in the future?

Draw on the learner feedback – to back up my evaluation

My Questions Answered:

1.       My class is a purely stand-alone class which students choose to 1. opt in 2. Decide it would be personally useful, not part of an institution 3. Self-fund.

I realise that in our assessment we should really talk about how the blended learning is integrated with the wider learning context/ their further modules to create a deeper learning, provide greater motivation to participate etc….

Is it sufficient to acknowledge that this is not necessarily relevant to my students, but speak about how I could implement further convergence with students learning practices by potentially introducing an optional follow up lesson one-to-one or in groups to discuss results after independently completing their workshop tasks?

Andy’s response: If I find that the students were not motivated, or if they didn’t fully participate or meet their LO’s maybe this is because I didn’t have it part of an integrated semester. How could I do this in the future? – Bath Spa, have this part of my the surface design module. The results of the workshop could be used in combination with their throwing module.

2.       Do you think it would be useful to touch on, in my synchronous lesson, why I am structuring the lesson as a flipped classroom? Or do think this is something I should have done in my asynchronous recording? If so, shall I add it to my evaluation (part B) because I didn’t do it!? Could be useful in part B if I feel that it was useful

Andy’s response: If I find that lots of students didn’t do the pre-class lesson, it might be that I didn’t let my students know the value in the flipped classroom, and how I can benefit them. Therefore, this could be something that I change if I was to repeat my lesson. Put this in part B, to show that I have acknowledged it.