Week 1 provided a frame or template or blueprint for designer blended learning courses. The template achieved what is set out to do, providing a framework for constructing a blended course;
- Course Description
- General Course Goals
- Performance Objectives
- Learning Outcomes
Course Goals, Learning Objective and Learning Outcomes are certainly suitable course architecture. As for the skills required to write these components effectively, well that is a whole other story.
Week 1 also provided a “mixmap template” that encourage designers to think through the opportunties presented in f2f and online learning and the interactions between them. The course reading touching on a handful of considerations; to whom and how will students express themselves? Then there is the new challenge for instructors – how do ‘we’ monitor and enhance students’ engagement in both settings.
The course has yet to explore the balance of these two modes, for the type of learner, though we have touch on rewards (badges). One last consideration has been my personal contrasting experiences on LMS. The simple, clean and uncomplicated FutureLearn platform compared to the rich, busy and sophisticated Canvas LMS.
Finally we were introduced a range of educator and learner roles; studio or atelier learning, network administrator, concierge and curator. Of course the reality most teachers and tutors guide, connect, serve and share. As for recognition and reward, I am hoping to be able to discuss your use of Credly as opposed to Canvas badges as some point convenient.
Last year I ran an internal, blended professional development course for middle leaders. F2f, online and we also requested our staff secure a coach with whom they can discuss their learning. A double blended model?? Taking this course with the ability to reflect and confide with a non-learner was definitely an asset.
Talking of assets, I have a earnt a handful of badges – shared by Credly.
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