19
Maha Al-freih PhD Candidate Learning Technologies Design Research George Mason University [email protected] Nada Dabbagh Professor & Director Division of Learning Technologies George Mason University [email protected] From blended learning to blended pedagogy: Creating the hybrid e-learning environment

Blended Pedagogy and Online Learning

Embed Size (px)

DESCRIPTION

 

Citation preview

Page 1: Blended Pedagogy and Online Learning

Maha Al - f re ihPhD Candidate

Learn ing Technologies Des ign Research George Mason Univers i ty

mal fre [email protected]

Nada DabbaghProfessor &  Di rector

Div i s ion o f Learn ing TechnologiesGeorge Mason Univers i ty

[email protected]

From blended learning to blended pedagogy: Creating the hybrid e-learning environment

Page 2: Blended Pedagogy and Online Learning

Agenda

BackgroundGrounded Design ApproachLearning Need and AudienceGrounded Design ProcessOverview of Pedagogical ModelsA Whole New Mind

Page 3: Blended Pedagogy and Online Learning

Background

First year doctoral student at George Mason University

EDIT 730: Advanced Instructional Design with Dr. Nada Dabbagh

Grounded or theory-based design approach

Page 4: Blended Pedagogy and Online Learning

Grounded Design Approach

Epistemology

Learning Theory

Pedagogical Model

Instructional Strategies

Learning Activities

Page 5: Blended Pedagogy and Online Learning

Learning Need and Audience

Newly admitted doctoral studentsNew roles

Teachers and practitioners Researchers

Research is a complex activity

What about formal research classes and graduate research assistantships? Gap between knowledge, expert processes, and

context/authenticity

Page 6: Blended Pedagogy and Online Learning

Grounded Design Process

Learning Outcomes:To understand the complexity of carrying out an empirical research in education.To develop and conduct an empirical research study.

Page 7: Blended Pedagogy and Online Learning

Grounded Design Process

To enculturate learners into authentic practices and culture of seasoned researchers.To develop a network of support with other researchers who share similar research interest and work effectively and efficiently within a team

Page 8: Blended Pedagogy and Online Learning

Grounded Design Process

To critically reflect on their actions and choices and use that reflection to inform their practices as researchers.To develop a long term research plan and agenda that the learner feels passionate about.

Page 9: Blended Pedagogy and Online Learning

Grounded Design Process

Learning Outcomes:To understand the complexity of carrying out an empirical research in education.To develop and conduct an empirical research study.

Mastery of expert skills and processe

s

Page 10: Blended Pedagogy and Online Learning

Grounded Design Process

To enculturate learners into authentic practices and culture of seasoned researchers.To develop a network of support with other researchers who share similar research interest and work effectively and efficiently within a team

Connected-ness

and knowledge sharing

and creation

Page 11: Blended Pedagogy and Online Learning

Grounded Design Process

To critically reflect on their actions and choices and use that reflection to inform their practices as researchers.To develop a long term research plan and agenda that the learner feels passionate about.

Professional

autonomy and

passion

Page 12: Blended Pedagogy and Online Learning

Grounded Design Process

Cognitive Apprenticeship(Mastery of expert

skills and practices)

Community of Practice(connectednes

s and knowledge

creation and sharing)

Personal Learning

Environment

(Professional Autonomy and

Passion).

Con

structivis

m

Page 13: Blended Pedagogy and Online Learning

Overview of Pedagogical Models

Cognitive Apprenticeship: shifts the focus of learning from abstract acquisition of knowledge to the complex context and processes in which the knowledge is being used and applied by experts to solve problems and carry out tasks Instructional Strategies:

Mentoring/Coaching, modeling and explanation, performance mastery, increasing complexity.

Page 14: Blended Pedagogy and Online Learning

Overview of Pedagogical Models

Community of Practice: a group of practitioners with similar professional and disciplinary backgrounds who develop a shared repertoire of resources: experiences, tools, and ways of addressing recurring problems Instructional Strategies: knowledge

negotiation and sharing, dialogue, multiple perspectives.

Page 15: Blended Pedagogy and Online Learning

Overview of Pedagogical Models

Personal Learning Environments: support individual learning processes that can be personalized by the learners to match their individual needs and interests Instructional Strategies: Self-reflection,

knowledge creation and management, Self-regulated learning.

Page 16: Blended Pedagogy and Online Learning

Grounded Design Process

Cognitive Apprenticeshi

p(Mastery of expert

skills and practices)

Community of Practice(connectedness and knowledge

creation and sharing)

Personal Learning

Environment

(Professional Autonomy and

Passion).

A Whole New MindSocial?

Expert knowledge?

Autonomy?

Page 17: Blended Pedagogy and Online Learning

A Whole New Mind

A Whole New Mind

Page 18: Blended Pedagogy and Online Learning

References

Attwell, G. (2007). The personal learning enviornments – The future of eLearning?eLearning Papers, 2 (1)Buysse, V., Sparkman, K. L., & Wesley, P. W. 2003. Communities of practice: Connecting what we know with what we do. Exceptional Children, 69(3): 263-277.Collins, A. (2006). Cognitive apprenticeship. In R. K. Sawyer (Ed.). The Cambridge Handbook of the Learning Sciences. 47-60. Cambridge: Cambridge University Press. Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15 (1), 3-8Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In D. H. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology (2nd ed.). 813-827. Mahwah, NJ: Lawrence Erlbaum Associates.Schlager, M., & Fusco, J. (2004).Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse?In Barab

S., Kling, R., &Gray, J. (Eds.), Designing for virtual communities in the service of learning. Cambridge, UK: Cambridge University Press.

Page 19: Blended Pedagogy and Online Learning

Thank you!!

Questions or comments??