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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