Reflections
This took an incredible amount of time to complete - much more time then I ever anticipated. What made it difficult? The nature of the course that I'm hoping to adapt for Blended Learning. The course is COL 140 POTB (part of Term B). Essentially it is taking the regular COL 140 and trying to accomplish all of the same objectives but in half the time. What I find myself trying to do is find ways to maximize student / teacher contact time (not lecturing) so that I meet the needs of students both in and outside of class and in a short time. This means shifting more activities to be done individually for completion "outside of class" and then using this work for follow up discussion as a class or in small groups while "in class".
Complicating things is the nature of the assignments in the Course and course objectives. Focus is on Summary Paragraph writing for one part of it. Here the focus is on in-depth comprehension of a reading, in-text citations, identifying the topic and main ideas, and paraphrasing to improve comprehension.
The other focus is on learning about and practicing to write paragraphs in different rhetorical modes. While many of the same skills required to complete summary paragraph are needed here as well (paraphrasing, comprehension), the real focus is on organizing ideas, and using compare and contrast syntax. So as a result, each of these "parts" acts as a module yet it may not be possible for students to complete these modules one after the other but instead they may be required to complete them concurrently. Thus the example that I have completed ONLY represents one module - compare and contrast paragraph - which students would be expected to complete concurrently with the summary paragraph. One saving grace is that teaching / learning about the summary writing paragraph part would only really need to be taught once and then repeated .. thus reinforcing the process. This would make it easier to complement the rhetorical paragraph Assignments.
Background
Will target my current POTB COL 140 course at Zayed University for blended learning.
POTB attempts to take the current regular COL 140 - English Composition 1 Course that is given over a regular 15 week period and to compress it into 7 weeks. This puts significant pressure on students (and me the instructor) to cover the same material / syllabus but over a much shortened time frame. The use of blended learning strategies may permit students to engage with course concepts more frequently, in a manner that is more engaging, and at a time and place more convenient to them (outside of class).
Interactive strategies (tools) that I am likely to use
This took an incredible amount of time to complete - much more time then I ever anticipated. What made it difficult? The nature of the course that I'm hoping to adapt for Blended Learning. The course is COL 140 POTB (part of Term B). Essentially it is taking the regular COL 140 and trying to accomplish all of the same objectives but in half the time. What I find myself trying to do is find ways to maximize student / teacher contact time (not lecturing) so that I meet the needs of students both in and outside of class and in a short time. This means shifting more activities to be done individually for completion "outside of class" and then using this work for follow up discussion as a class or in small groups while "in class".
Complicating things is the nature of the assignments in the Course and course objectives. Focus is on Summary Paragraph writing for one part of it. Here the focus is on in-depth comprehension of a reading, in-text citations, identifying the topic and main ideas, and paraphrasing to improve comprehension.
The other focus is on learning about and practicing to write paragraphs in different rhetorical modes. While many of the same skills required to complete summary paragraph are needed here as well (paraphrasing, comprehension), the real focus is on organizing ideas, and using compare and contrast syntax. So as a result, each of these "parts" acts as a module yet it may not be possible for students to complete these modules one after the other but instead they may be required to complete them concurrently. Thus the example that I have completed ONLY represents one module - compare and contrast paragraph - which students would be expected to complete concurrently with the summary paragraph. One saving grace is that teaching / learning about the summary writing paragraph part would only really need to be taught once and then repeated .. thus reinforcing the process. This would make it easier to complement the rhetorical paragraph Assignments.
Background
Will target my current POTB COL 140 course at Zayed University for blended learning.
POTB attempts to take the current regular COL 140 - English Composition 1 Course that is given over a regular 15 week period and to compress it into 7 weeks. This puts significant pressure on students (and me the instructor) to cover the same material / syllabus but over a much shortened time frame. The use of blended learning strategies may permit students to engage with course concepts more frequently, in a manner that is more engaging, and at a time and place more convenient to them (outside of class).
Interactive strategies (tools) that I am likely to use
- real time collaborative document / lesson plan (etherpad - example, Google doc)
- interactive video + reading comprehension, sentence writing (Edpuzzle - example)
- synchronous paragraph writing (Padlet - example, etherpad)
- synchronous sentence writing (Today's Meet - example)
- class review (Kahoot)
- vocabulary development (combination of Google form - to collect student written definitions; Quizlet - taking student written definitions to author a Quizlet)
My module schedule
My review of assignment / module interaction (instructions)
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Plan for completing Week 4 - DIY
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Plan for completing Week 4 - DIY
Goal - to articulate your strategies for a well-integrated (face-to-face + online) blended course and to produce modules (i.e., HTML pages that present content, provide access to assignment instructions you created last week, or both) for uploading to the online portion of your blended learning course.
- read Week 4 - DIY assignments
- review reading
- review my notes
- review examples
- complete Week 1 - DIY assignments
read Week 4 - DIY assignments
- Blended Course Integration Chart (Links to an external site.) [docx file; size=26kb]
- Create Module Pages (Links to an external site.) [pdf file; size=758kb] - This document provides step-by-step instructions for creating your module pages and includes an example module. The following files will be useful to you in completing the steps contained in the above document:
- Module Template (Links to an external site.) [docx file; size=12kb] - To get you started on your module, this is a template page you may use to create your module document. Feel free to modify this page to fit your course needs.
review reading / resources
- Week 4 - Blended Content & Assignments
- Week 4 - reading reaction
- Technology Tools for Student Engagement is an annotated list of many online content-creation (and interaction and assessment) tools.
- OER via annotated list of discipline-specific open content sources
- Sample - portfolio
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