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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Announcing MSU’s EdTech Hybrid PhD

Last fall, Sara and I had opportunity to sit in on some conversations about MSU’s EdTech Hybrid PhD program, and Punya Mishra has recently written about this on his blog:

And finally, if you still aren’t satisfied… you can also work towards a Ph.D in Educational Psychology and Educational Technology! (Link updated 9/17/2012) Designed for bright, established professionals currently serving in K-12 schools, community colleges, universities, policy centers, and research institutions, the goal of the Ph.D. program in Educational Psychology & Educational Technology is to prepare the next generation of educational leaders with the requisite skills to direct learning as it forges forth at the intersection of the growing world of digital media, online learning environments and traditional face-to-face practice.  You can complete the Ph.D. program either on-campus in East Lansing (with graduate assistantship or fellowship support) or, (and this is the most exciting) keep your day-job, and complete the program over summers, with courses taken online, in a new cohort-based hybrid option. You can read my initial abut this here.

Exciting!! Edupunk refresher, hybrid PhD & more…

Curt Bonk, author of The World Is Open, a book I am reading right now, also interviews Punya on his blog.

As I continue to think more and more about the possibilities of online learning, especially hybrid models, I will be curious to see how this doctoral program develops, both personally (as an alum of MSU and the spouse of a current student) and a professional interested in what we can offer through our own writing project. Best of luck to my colleagues and friends at MSU!


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