From reading Chapter 2, I learned the importance of interaction and how it should be something that guides me through the planning of a blended learning class. While I have tried implementing online components to my classes, I have struggled with keeping the interaction going. After awhile, my online components become more or less a place for me to dump something and for the students to check for something instead of a place for interaction. This chapter has provided some good advice and information for me to utilize in my future classes.
For instance, the chapter suggests varying the different kinds of activities by modifying the media used. Since I normally use online discussions, maybe I can have the students do something else. Instead of writing a response to something, then maybe the students can videotape their response or record themselves instead. Instead of me being in charge of the facilitation, I can assign others to do that role, as suggested by the authors.
I do think that there needs to be a purpose for these blended activities. It's not enough for me to put these activities together for the sake of the students. Some of this needs to come from an understanding of what my role is. Although the chapter provides examples of the different roles of the teacher, I still feel that my role as a blended learning instructor is that of a coach: I am there to give guidance and support as my students try to navigate their learning of a language and expressing it through various tools. Sometimes I will need to push my students harder than in other times. However, as long as I provide clear instructions with opportunities for interaction and expression, I can help my students reach their learning goals.
For instance, the chapter suggests varying the different kinds of activities by modifying the media used. Since I normally use online discussions, maybe I can have the students do something else. Instead of writing a response to something, then maybe the students can videotape their response or record themselves instead. Instead of me being in charge of the facilitation, I can assign others to do that role, as suggested by the authors.
I do think that there needs to be a purpose for these blended activities. It's not enough for me to put these activities together for the sake of the students. Some of this needs to come from an understanding of what my role is. Although the chapter provides examples of the different roles of the teacher, I still feel that my role as a blended learning instructor is that of a coach: I am there to give guidance and support as my students try to navigate their learning of a language and expressing it through various tools. Sometimes I will need to push my students harder than in other times. However, as long as I provide clear instructions with opportunities for interaction and expression, I can help my students reach their learning goals.
Susanne,
ReplyDeleteYour point on online components becoming a place to dump something and for the students to check for something instead of a place for interaction is something we all struggle with. I think it's important to build a sense of community which can be more difficult in an online environment. Meaningful interactions and assignments seem to be key.
I had a faculty member that would have students send in their picture and bio (optional). He created a flash where the students pictures would cycle through with their information. I thought it was a nice way to make that personal connection that's sometimes missing online. If you can put a picture with a face, it becomes more personal and possibly make the interactions more meaningful.