Notes from “Blending Online and On-Site Spaces and Communities: Developing Effective Practices”

Notes from “Blending Online and On-Site Spaces and Communities: Developing Effective Practices”

Niki Davis, Julie Mackey, Ann Mcgrath, Donna Morrow, Lawrence Walker, Nicki Dabner, University of Canterbury, New Zealand

  • E-learning blends to discuss
    • Blending physical and virtual spaces
    • Blending teacher’s online learning communities and local communities of colleagues
    • Blending teaching practice online with teachers redeveloping K-12 education
  • Online learning?
    • Learning with and through digital technologies
    • Online courses and resources for teachers, students, and the wider community
    • Online and blended learning is more effective
    • Creating learning communities
  • Characteristics of a learning community
    • Common cultural and historical heritage — build heritage with mediated artifacts
    • Interdependent system — sense of shared purpose and identity
    • Reproduction cycle — moving in and out, legitimate peripheral participation
  • Context of the two studies
    • Teachers participating in a graduate course, geographically dispersed across New Zealand
    • Took the ideas from the class back to their local classrooms, communities, families — need to think about how to value their local communities and classrooms in a way that lets them talk about the process that gets them to the point of participating in the online course
    • Blended learning, then, is a combination of the online class and the communities in which the participants are situated
  • Blending physical and virtual using Web 2.0
    • Doing more with less
    • Maintaining quality and integrity
    • Enriching the students’ authentic experiences
  • New Imperatives
    • Move to larger classes
    • Effectively model ICT as a tool
    • Wanted to model what may be reality in school
    • E-learning lab
  • Pedagogy re-thought
    • Creating a physical space that allows for large group, small group, and individual work that is collaborative
    • Screens around the room can display various screens from students, teacher, or multiple sources
  • Portfolio assessment — not connected to university network, students are able to use it outside of school
    • Grading the meaning that students have made from the process of creating the portfolio

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Author: Troy Hicks

Dr. Troy Hicks is a professor of English and education at Central Michigan University. He directs both the Chippewa River Writing Project and the Master of Arts in Educational Technology degree program. A former middle school teacher, Dr. Hicks has authored numerous books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age. Follow him on Twitter: @hickstro

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