Topic 4 Reflection

Blind of own thoughts - Dazzled by consciousness returning

In my workplace we often used blended learning (pre-recorded videos, quizzes, lectures with teacher in room/by link, practical exercises, seminars, individual/group exam, verbal/written exam and so on) and I like it because I think it reflects a professional nurse work. An example: “Based on a learning, caring relationship with the patient, the student identify and reflect on the nurse’s pedagogical responsibilities. Based on a caring conversation with a patient, the student identify and reflect on the patient’s knowledge needs”. Blended learning is a good way of learning but Staff-students partnerships are central to promoting learner engagement and sense of belonging

Armellini, A., Teixeira Antunes, V. & Howe, R. Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context. TechTrends 65, 433–443 (2021). https://doi.org/10.1007/s11528-021-00593-w https://www.ted.com/talks/diana_laufenberg_how_to_learn_from_mistakes

In this Topic the PBL group also looked at Models COI (Community Of Inquiry) framework and community of Inquiry categories and indicators has been used to collect and analyze empirical data about learning experience. Stenbom (2018) find it necessary to expand settings in COI to make more general claims about the nature of online and blended learning.
http://www.thecommunityofinquiry.org/coi
Stenbom, Stefan. (2018). A systematic review of the Community of Inquiry survey. The Internet and Higher Education. 39. 10.1016/j.iheduc.2018.06.001
I also did some research about learning and found Blooms Digital Taxanomy Levels      
https://www.niallmcnulty.com/2017/11/blooms-digital-taxonomy/

In a webinar with Martin Weller he presented the ICEBERG model and the PBL group decided to investigate 7 dimensions of course design. After that I made my own summaries what is important in my context as a teacher in ICEBERG´s dimensions by looking at the group contributions.
https://www.opennetworkedlearning.se/onl212-course-overview/onl212-topic-4-design-for-online-and-blended-learning/onl212-topic-4-event-webinar-with-martin-weller/
http://www.open.ac.uk/blogs/learning-design/wp-content/uploads/2020/09/ICEBERG-booklet-compressed.pdf

Integrated:

  • Schedules
  • Activity planners
  • Portfolio – Who am I? Witch can used at first as a presentation to get to know the other students. During the course, the Portfolio is filled with individual and group task that can be assessed. Portfolio expert presence– how to build a professional id
  • Platform – activities, available tools, resource – IT presence to help student if they have problem
  • Shared vision – group dialogue between teacher and students to share expectations and reach consensus
  • Teambuilding – “Friends for this task”
  • Learning materials updated and relevant

Collaborative:

  • Small groups max 4 members per group
  • Expected presences – assigned roles in teamwork
  • Team evaluation – What went well and what needs to be improved? Common blog post/report
  • “Individual collaborative” that the participant must look for other people/groups (outside the team) to obtain information and knowledge that can solve the task
  • Close teacher presence in the beginning of task and student’s teambuilding

Engaging:

  • Teacher participant in discussions with students’ questions – What´s in it for me?
  • Guest lectures from “Grassroots level” to inspire and make sense
  • Student/Team choice in parts of each task. If possibly one for each team so that they can share knowledge with each other
  • To agree of goals/outputs and that the goals can be revised
  • Meaningful and relevant task and activity

Balanced:

  • Clear expectations
  • Time estimated per actively/week known by student
  • Commitment to the expected workload
  • Clear time schedule of when things will be happening and outcome
  • Communication to resolve misunderstandings

Economical:

  • Easily accessible and standard structure to find information and material so students feel it´s meaningful to check in
  • Ensures that the students aren´t overwhelmed because they do not know or understand activity/task
  • Clarify what student expected to deliver in each activity/task
  • Understand that student have different needs – help each other
  • Teacher support – knowledge of the learning process

Reflective:

  • Give/receive feedback from other teams/students/teacher before presentation of outcome
  • Individual reflective – Self-interpretation process where student review and reconsider previous experiences and create order and meaning. What have I learned? Individual blog post/report
  • Team reflective – Communication – The team discussed challenges about the task and collaboration. Opinions are exchanged with help of questions. Common blog post/report

Gradual:

  • Clear instruction about, points, and grade
  • Activities with growing complexity
  • Checking the Portfolio – looked at development and knowledge
  • Meta level of understanding. How to create a new product our point of view?

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5 reaktioner till “Topic 4 Reflection

    1. I have not used portfolio in my teaching but I want to. I think it is a good way for students experience in future networking. Maybe it also give students an insight how to create a professional ID.

      Gilla

  1. Wow, what an amazing list of ambitions. I would argue that models are models and they should be handled with care as educational situations ask for adaptation to actual space, time and level, not predicted such. Plans (curricullum) are plans, and they help, but to reach learning potentials within a group we need to listen.

    You and I are part of long professional program education. It should, I would say, allow us to see beyond the course directive (course by course) when it comes to learning outcomes. Imagine the example of two persons where one has worked in health care for a long period and now wants to get a proper qualification and the other comes directly from high school. It would ask for a flexible approach to meet these different students, thus requiring somewhat different content within the slots/categories of the models presented in your post. Our reflexivity and flexibility would showcase what we expect from our students.

    I might be far out here, but I am just scared of applying models as if they are solutions rather than tools to achieve a solution.

    Keep up the fantastic work!!
    /Lars

    Gillad av 1 person

  2. I too found the ICEBERG-principles very useful as a base to think about what you want to include in your course and which activities to plan. I also think Bloom’s Taxonomy becomes very relevant to many of the models in this course, ICEBERG, Visitors vs Residents and definitely the latest Modes of learning.

    Gillad av 1 person

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