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Promising Practices in Blended & Online Learning

Promising Practices in Blended & Online Learning. Dr. Bernard Bull bernard.bull@cuw.edu www.bernardbull.com www.etale.org @bdean1000. http://www.sciencemuseum.org.uk/hommedia.ashx?id=10837&size=Large. Four Course Design Models. Feedback. A few more considerations. Painfully explicit

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Promising Practices in Blended & Online Learning

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  1. Promising Practices in Blended & Online Learning Dr. Bernard Bullbernard.bull@cuw.eduwww.bernardbull.com www.etale.org @bdean1000

  2. http://www.sciencemuseum.org.uk/hommedia.ashx?id=10837&size=Largehttp://www.sciencemuseum.org.uk/hommedia.ashx?id=10837&size=Large

  3. Four Course Design Models

  4. Feedback

  5. A few more considerations • Painfully explicit • An online course should not be the face-to-face course minus the face-to-face activities. • Chunking • Examples and non-examples • Getting informed about the possibilities • The design should be done before the course starts.

  6. Foundations of Online Course Design & Teaching Dr. Bernard Bullbernard.bull@cuw.edu

  7. Pedagogical • Disciplinary expertise • Intimate knowledge of the course content • Knowledge of the learners (developmental, context, motivations, etc.) • Knowledge of the teaching and learning possibilities • Primary focus upon mentoring and student mastery of the stated learning objectives

  8. Managerial • Painfully clear and explicit instructions • Well-organized • Keep things functioning well

  9. How do you mentor online learners?

  10. Mentoring • Real-time office hours • One-on-one real-time and small group sessions • Recorded audio feedback on work • Real-time feedback on work

  11. Mentoring • Let students communicate ideas using audio and video. • Multiple drafts and ungraded formative feedback • Ensure that the students can use their performance on the work in order to improve. • My feedback will not be solely focused on form or substance, but the student’s progress toward expertise with the area of student.

  12. Technical • First line of technical support • Know where to send students • Managing the emotions as much as the technical problems • Know the tools of the trade • “Settings issue” versus “broken”

  13. Pastoral • The instructor knows and embraces the school mission. • The instructor welcomes and elicits dialogue about matters of faith and learning. • The instructor promotes a positive Christian classroom environment. • The instructor engages students in how the content applies to real world contexts.

  14. Spiritual

  15. Spiritual – What is appropriate for each environment?

  16. Teaching Models

  17. Feedback

  18. Communication Plan

  19. Explicit and Intentional

  20. Style

  21. Frequent Communication

  22. A Learning Community

  23. Foundations of Online Course Design Dr. Bernard Bullbernard.bull@cuw.edu

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