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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
From blended learning to blended pedagogy: Creating the hybrid e-learning environment
Agenda
BackgroundGrounded Design ApproachLearning Need and AudienceGrounded Design ProcessOverview of Pedagogical ModelsA Whole New Mind
Background
First year doctoral student at George Mason University
EDIT 730: Advanced Instructional Design with Dr. Nada Dabbagh
Grounded or theory-based design approach
Grounded Design Approach
Epistemology
Learning Theory
Pedagogical Model
Instructional Strategies
Learning Activities
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
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.
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
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.
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
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
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
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
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.
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.
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.
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?
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.
Thank you!!
Questions or comments??