Fotf11 pyser & costello (final version 6-2-11)
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Transcript of Fotf11 pyser & costello (final version 6-2-11)
Hybrid Course Success: Continuity and Learning Community Strategies for
Guiding Students between Face-to-Face and Online Environments
Steven N. Pyser, J.D.Temple University, Fox School of Business and [email protected]
Ron Costello, M. Ed.Penn State University, Abington [email protected]
Faculty of the Future ConferenceFriday, June 3, 2011
Agenda – Learning Objectives• Describe foundational elements
necessary to transition seamlessly between the classroom and online environment.
• Explore methods to achieve cohesive, scalable and sustainable working learning community in the online environment.
• Identify key shared values necessary to create an open collaborative online learning environment.
• Identify what inquiry Circles and Coordinated Management of Meaning (CMM) look like in practice in face-to-face and online environment.
• Identify potential pitfalls that can hinder establishing an open collaborative online learning environment, and offer solutions.
Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what
the student does to learn.HERBERT A. SIMON, one of the founders of the field of Cognitive Science, Nobel Laureate and University Professor (deceased) at Carnegie Mellon University.
The “Hybrid Dichotomy”
Photo By: Gilles Guerraz
Expectations Hybrid ExperienceCommitment and Time Communication Accountability
Success?
Interdependent Mutual Obligations between
Faculty and Students in Hybrid Environment
Expectations & Agreements –
Establish Norms
FVCA with Graphic Syllabus
LNRA – Class 1; CyberCafe; Student
Information Essay (SIE)
Low Stakes Individual Activities
Weekly Reflection Journal
Voice Board/Voice Threading; Peer
Review of Projects; Final Journal
Project/AI
Graded Multiple Small Group Activities &
Presentations
F2F and Computer Mediated
(WebEx/Wimba) – 2 and 5 member
groups
CSRwire WSJ Morning meeting; Destination Singapore; Workplace
Lesson Plan
Co-create Continuity and Learning Community
How we join our actions with the actions of other people • Within conversations people • Coordinate and establish meaning• Identify with each other • Making socials worlds
How we make sense out of what we’re doing Choice: we can go on in practice together with or go away from each other (Holmgren, 2004, p. 92).
Coordinated Management of Meaning (CMM) Continuity between Classes
Education as Social Experience through CMM
•two people interact socially construct meaning of their conversation (Barnett Pearce, personal communication, December 28, 2007).
•individuals comprised of interpersonal system to explain actions and reactions
•people in conversation first want to understand
•apply rules to figure things out
•rules decide action to create understanding (University of Twente, 2010).
Inability to communicate effectively or receive criticism
New work environment, collaborate with veteran team members; seek advice and support
Represent 35 percent of the U.S. workforce
Influence in the workplace continues to grow based on their technology savvy and diversity skills
Simulating Future Work Environments for Millennials
Born after 1980 or, more specifically, between 1977 and 1995.
Source: http://www.diversity-executive.com/article.php?in=1187
(Wenger, White, & Smith, 2009, p. 153)
Learning Agreeme
nts
Course Schedule
Graphic Syllabus & Acknowledgments Weekly
Journal - Reflectio
n
Virtual Office Hours
Infrastructure for Hybrid Learners
See, www.timelinemaker.com for more information, including a 50% discount for qualified educational users.
Don't ignore the small things -- the kite flies because of its tail. -- Hawaiian Proverb
The optimist pleasantly ponders how high his kite will fly; the pessimist woefully wonders how soon his
kite will fall. -- William Arthur Ward
Promoted discovery/active
learning
Responsibility for one’s own learning
Strengthened student
motivation
Built student-teacher
relationships
Promoted peer communication
Increased capacity for connection
Observed Hybrid Outcomes
Learning in the presenters’ c lassrooms occurs in a metaphorical “terrarium”
Photo: V. Tobin
The goal is to create a sustainable learning community consistent with the elements of a natural ecosystem.
We endeavor to achieve the seamless transition between the face-to-face classroom experience and
the online learning environment.
The Inquiry Circle is an effective tool of dialogue that can be deployed in the face-to-face or online learning environment.
Delivering The Content
Don’t Spend Too Much Development Time On
“Absorb” related content
Online Interaction
I learned so much from your post!
Q & A
Reference
Holmgren, Allan (1994). Saying, doing and making: teaching cmm theory. Retrieved June 2, 2011, from http://www.pearceassociates.com/essays/documents/documents/84954_Holmgren.pdf
Nilson, L. B. (2007). The graphic syllabus and the outcomes map: Communicating your course. San Francisco, CA: John Wiley & Sons, Inc.
University of Twente, (2007). Coordinated management of meaning. Retrieved January 20, 2011, from http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Language%20Theory%20and%20Linguistics/Coordinated_Management_Meaning.doc/
Wenger, E., White, N., & Smith, J. D. (2009). Digital habitats stewarding technology for communities. Portland, OR: Cpsquare.