Embedded Files
PART 1
PART 1
Effectively design an engaged and constructively aligned blended learning class
PART 1 LEARNING OUTCOMES
At the end of this Part 1, participants will be able to:
Appreciate the important of students engagements.
Effectively design an engaged blended learning class.
Implement micro teaching and constructive alignment in designing an engaged blended learning class.
rEAD THIS FIRST
rEAD THIS FIRST
Read this learning journal first. This is a learning reflection journal by a 3rd year UMS Chemical Engineering student.
Mid-Term Reflection Journal High_Muhammad Fikri Bin Othman_BK17110137.pdfREFLECTION!
What can you summarize of this learning reflection journal?
Effectively design an engaged blended learning class
Effectively design an engaged blended learning class
REFLECTION!
In your opinion, what do you mean by a blended learning class?
Activity
By referring to any resources (off course you may refer to Mr. Google!), state ONE of the characteristic of the engaged blended learning class.
Course design is key
Start by writing student-centred learning outcomes - these can influence the environment of the content delivery and learning activities and how these are connected together and assessed (online or face-to-face)
Align the learning outcomes, learning activities and assessments.
Create a syllabus with a course schedule that clearly communicates when and where students will engage with content and learning activities. Blended learning requires the development of self-directed learning and time management skills so students need to know what the expectations and deadlines are.
Employ "thoughtful integration"
Consider what you will do, and what your students will do. Blended courses are most effective when online and face-to-face activities are engaging and challenging and complement each other.
Avoid the temptation of creating a course and half. Just adding online activities to a traditional course will increase the workload for students. Creating a blended course should be viewed as a complete redesign where the time and place of each component is carefully selected.
Choose instructional strategies and learning activities carefully
Instructional strategies and learning activities contribute to the achievement of the desired learning outcomes so they should be chosen to support the learning outcomes and engage learners.
Student-student, student-instructor, and student-content interactions are all important components in learning. Varied interactions and prompt feedback from both the instructor and peers can help keep students engaged both in the classroom and online.
Active learning has been shown to be more effective for promoting deep understanding and retention of concepts. Instructional strategies such as flipping the classroom can help your students learn more effectively.
Discussions, laboratory work, field trips, group work, online activities and lectures -- these can all be part of blended learning.
MICRO-TEACHING IN DESIGNING AN ENGAGED BLENDED LEARNING CLASS
SCENARIO 1
Dr. Aziz want to design a blended learning class for his course using UMS SmartV3. He upload his presentation course content consists of 100 slides in SmartV3. Then he gives a simple instruction for students to individually make a summary of that presentation.
SCENARIO 2
Prof. S. Ahmad recorded his four chapters of lecturing video with the duration of three hours for his class this week. Then, he uploaded that recorded video in SmartV3. He also provides a simple instruction once he finished uploaded that video so that students will watch the video.
SCENARIO 3
Prof A. Halim reconstructes his last year two hours recorded video into eight small segments consist of 15 minutes video each. He just simply cut that two hours video by referring to the video duration. Then, he uploaded all these small segment videos into SmartV3. At the end of that segment, he gives a simple instruction to students to summarize the content.
ACTIVITY
Which scenario that you think will engage students?
HANDS-ON ACTIVITY
Based on your own course learning outcome 1 (CLO1), design your engaged blended learning class by implementing Micro-Teaching and Constructive Alignment. Use the given form.
Micro Teaching Blended Learning Course Mapping Jamboard.docxPlease complete this form. You will need it in Part 2.
END OF PART 1
Page updated
Report abuse