Module 8: Learner Variability: Digital vs. Analog & Synchronous vs. Asynchronous
This module assumes you know and can do the following: (click to open drop-down)
The difference between “Must Do” and “May Do” learning experiences
How to align “Must Do” and ”May Do” learning experiences to learning targets
Competencies
Create customized learning pathways with students, where learning goals and objectives are linked to explicit and diverse learning experiences, matched to the individual student’s learning performance level and preferences. (Aurora Institute)
Provide opportunities for all students to learn in a digital setting (synchronous and asynchronous). (CCSSO Educator Competencies)
Tailor content and instructional strategies to individual learning goals, needs, and interests. (Aurora Institute)
Learning Outcomes
Differentiate between synchronous and asynchronous delivery in order to determine when to utilize them in “Must Do” and “May Do” learning experiences.
Differentiate between digital and analog learning delivery mechanisms in order to determine when to utilize them in “Must Do” and “May Do” learning experiences.
Understand the relationship between content curation, virtual and analog delivery mechanisms and instructional and learning strategies.
What I will DO in this module:
Brainstorm a variety of possible analog and digital resources and strategies needed to support “Must Do” and “May Do learning experiences for an upcoming unit.
Incorporate the use of synchronous and asynchronous delivery into “Must Do” and “May Do” learning experiences for an upcoming unit.
Learning Pathway
Start with the pre-assessment (below) to determine your path.
New Virtual _ Blended Learning Module 8 Pre Assessment's.pdfLAUNCH
You are HERE in the module or playlist design process:
THINK ABOUT
Take some private reasoning time:
What is the difference between synchronous and asynchronous learning?
When is synchronous learning needed? When would asynchronous make more sense?
What is the difference between digital and analog delivery mechanisms?
When are digital resources needed? When would it make more sense to use analog resources?
Set a learning intention for yourself: What do you hope to gain as a result of engaging in the various learning experiences?
LEARN
COLLABORATE
How does synchronous vs. asynchronous and digital vs. analog delivery mechanisms impact “must do” and “may do” learning experiences?
Use either of these strategies to collaborate:
MAY DO: Reflect on this asynchronous learning experience by talking about it or journaling
What made it asynchronous?
What components were digital vs. analog?
How did the digital and analog delivery mechanisms impact your engagement, motivation and acquisition of knowledge and skills?
FIGURE OUT
Choose one of the samples in the picture above, use it electronically or print out a copy
Highlight digital components in yellow and analog components in green
Label synchronous and asynchronous components
What are you noticing? What are you wondering? Use this collaborative think-tank to share your ideas, pose questions and respond to others.
MAY DO: Look at more than one sample to see a variety of ideas
Need a think-aloud model? Check out this resource and video or head to Model 6 for more learning
DO
Create or go back to a list of “must do” and “may do” learning experiences you have created. Choose either or both of the following:
Add notes to where you might include ideas for analog, digital, synchronous and asynchronous delivery mechanisms
Revise “must do” and “may do” learning experiences to address analog, digital, synchronous and asynchronous delivery mechanisms
Equity think-abouts to consider:
Do these opportunities assume students will have prior experience that will allow access?
How can your most marginalized populations see themselves in these opportunities?
REFLECT
SHARE
How would you explain your use of asynchronous, synchronous, digital and analog resources to others?
Use the style-shifting strategy to think about how you would explain the use of these various elements to parents and students; develop a 2-minute explanation for each group
MODULE RESOURCES
MustMayDoThinkAbouts (2).pdf"Must Do" May Do" Think Abouts
CHECKPOINT
Checkpoints include self-assessments, quick checks, peer feedback opportunities, etc. This is a way for you to determine if you are ready to move to the next module and/or if you would like to go deeper or return to previous modules for additional learning or practice.
MODULE SELF-ASSESSMENT:
Return to the Module 8 Pre-assessment or check out another Module's pre-assessment to see possible next steps for learning.
PLAYLIST SELF-ASSESSMENT
If this is your final module, complete this self-assessment based on the learning you've engaged in throughout the playlist; compare your responses to your (pre)self-assessment from the "Start Here" section of this playlist (your responses were sent to your email).
CELEBRATION OF LEARNING
As you create “must do” and “may do” lists of learning experiences, share them with others in our learning community! Use this folder to share your lists and share with others! Please make sure your name and contact information is visible too for collaboration opportunities!
