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Harriet Fayne, Ph.D. Otterbein College

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18 diapositives · 212 Views · Nov 27, 2013

Explore the self-study approach in educational settings, focusing on personal and professional growth through reflective practices and collaborative efforts. Delve into implementing hybrid course design with options for physical or virtual attendance to bridge the gap between beliefs and actions.

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Harriet Fayne, Ph.D. Otterbein College
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  1. Harriet Fayne, Ph.D. Otterbein College “We Expect Perfect Attendance, Physical or Virtual—You Choose” Taking Hybrid Course Design to a New Level

  2. Self-Study “Study of the self and study by the self.” (Samaras & Freese, 2006)

  3. Self-Study Researchers • Focus on personal as well as professional growth • Use personal history to understand current actions (biography, autobiography, narrative) • Examine their beliefs and actions in order to determine whether there is a “disconnect” between the two • Are willing to be open about their weaknesses, fears, prejudices, etc. • Collaborate with others throughout the self-study process

  4. My “Disconnect” Belief: Instructors should be inclusive and responsive. Actions: I teach a time and space-bound course that creates barriers for practicing teachers.

  5. Will incorporating hybrid course design and providing students with a choice of a virtual or physical class each week narrow the gap between my beliefs and practice? What impact will hybrid design have on student learning? Classroom community? Research Questions

  6. Cast of Characters Instructional Team Sue Constable Harriet Fayne Leslie Ortquist-Ahrens

  7. And 33 graduate students…

  8. Teacher as Inquirer Teacher as Inquirer is a course focused on inquiry based practice.  It is designed to introduce practicing teachers enrolled in the MAE program at Otterbein College to action research and self-study.

  9. Instructors’ Blogs Formative Student Evaluations Work Samples Attendance Records/Grades Data Sources

  10. Design Experiment Narrative Critical Episode Student Responses Blog Focus Group Week One Overview Week Two Context Week Three Finding a Focus Week Four Practical Theories Week Five Data: Observation Blog Wiki Week Six Data: Surveys Week Seven Data: Interviews Artifacts Week Eight Data Analysis Week Nine Drawing Conclusions Week Ten Sharing Findings Note: Click on hyperlinks to access faculty and student data.

  11. Attendance Physical: Attended 9-10 Face-to-Face Classes (36%) Mixed: Attended 3-8 Face-to-Face Classes (46%) Virtual: Attended 0-2 Face-to-Face Classes (18%)

  12. Final Grades

  13. Incorporate very predictable routines for online submissions. Provide model assignments. Hold chat room office hours each week. Involve all students in Discussion Boards and structure participation very intentionally. Lessons Learned

  14. Teacher as Inquirer Course Folio If You are Interested…

  15. Slides with Audio/Video Files The next three slides contain audio and video files. They have been Hyperlinked to the slide entitled: “Design Experiment Narrative”

  16. Sue’s Blog Entry: Week 3 • http://www.taskstream.com/ts/fayne/TeachersasInquirerDiscussionBoardPostWeek3.html Back to Design Narrative

  17. Focus Group • http://www.taskstream.com/ts/fayne/LeslieVideoclip.html Back to Experiment Design Narrative

  18. Sue’s Blog Entry: Week 8 • http://www.taskstream.com/ts/fayne/TeacherasInquirerDiscussionBoardPostWeek8.html Back to Design Narrative