A presentation given to the faculty of Wheelock College on May 21, 2014

1. CONNECTED LEARNING
Blended Course Design That Fosters
Social, Cognitive, and Metacognitive
Development
Gail Matthews-DeNatale
Graduate School of Education

2. Today’s Agenda
• Introductions
• Definitions & Conceptual Models
• Possibilities & Examples
• Goals & Vision for Excellence
• Discussion & Possibility Thinking
2

3. Introductions
• Introductions
• Definitions & Conceptual Models
• Possibilities & Examples
• Goals & Vision for Excellence
• Discussion & Possibility Thinking
3

4. Definitions & Conceptual Models
• Introductions
• Definitions & Conceptual Models
• Possibilities & Examples
• Goals & Vision for Excellence
• Discussion & Possibility Thinking
4

5. Source: Blending In: The Extent and Promise of Blended Education in the United States
http://sloanconsortium.org/publications/survey/blended06
5
Blended/Hybrid Learning

6. Source: Garrison and Vaughan’s Community of Inquiry Model for Blended Learning
https://coi.athabascau.ca 6

7. Source: Balanced EdTech – Balancing Curriculum, Pedagogy, and Technology
http://balancedtech.wikispaces.com/SAMR 7

8. Source: Balanced EdTech – Balancing Curriculum, Pedagogy, and Technology
http://balancedtech.wikispaces.com/SAMR 8

9. Possibilities & Examples
• Introductions
• Definitions & Conceptual Models
• Possibilities & Examples
• Goals & Vision for Excellence
• Discussion & Possibility Thinking
9

10. 10
The Course
How People Learn focuses on something we
all have in common: learning. We will
investigate learning across the lifespan from
childhood to golden years, but because this is
a core course in the eLearning and
Before we dive into the first week's work,
please take time to look around and get
oriented. The video tour linked on the right
will help you get started. Read the syllabus,
browse the course, and post a hello message
in the Introductions discussion.
Instructional Design concentration we will pay particular attention to
the learning of adults within mobile and online settings.

11. 11
The Course

12. 12
Social Presence: Low Threshold
Water Cooler Area

13. 13
Social Presence: Low Threshold
Interdependent Assignments

14. 14
Social Presence: High Threshold – ePortfolio

15. 15
Social Presence: High Threshold – ePortfolio

16. 16
Cognitive Presence: Low Threshold
First: Imagine that you're leafing through a scrapbook of yourself as a young learner. You
don't need to limit yourself to "in class" learning, but focus on recollections from when you
were 15 or younger. What entries would be in your book? An experience with specific
teacher? A turning point in your development or discovery of yourself as a learner? Civic
involvement, camping, art, dance, or sports?
Select one experience to write about, and tell the story in 200 words or less. Craft this
narrative carefully, because it should be both specific and engaging.
Second: Fast forward into your adult years, reviewing your memories of learning experiences
that have taken place since you graduated from college. For some of you, graduation
happened only a few years ago, while others may have been out of school for a long time.
Don't worry about that, just look for a learning experience that took place in your adult years.
What comes to mind? Workshops? Museum visits? Graduate school?
Select one experience to write about and tell this second story in 200 words or less. Once
again, keep to the truth as yo know it, but make it interesting.

17. 17
Cognitive Presence: Low Threshold
Fink’s Taxonomy of Significant Learning

18. 18
Cognitive Presence: High Threshold

19. Cognitive Presence: High Threshold
19

20. Cognitive Presence: High Threshold
20

21. 21
Teaching Presence: Low Threshold – Voice/Tone
Turning our attention to this week's storytelling discussion, several observations and musings
come to mind. What connections do your see between your stories and the readings about
significant and meaningful learning?
Angela's story about a seminar's attention to detail -- arrangement of space, lighting, and
even music -- points to the sensory component of learning. What role does the setting play in
making learning memorable, when and how can we engage several or all the senses of our
learners?
Kara's story about a canoe trip reminds us that learning takes place in many settings, even
during a canoeing expedition. Perhaps our learning in school and at work would be improved
if we injected some of the experiential characteristics of learning "in the wild"?
Ashley's story about Tae Kwon Do provides us with an example that blends formal and non-
formal learning. She also notes that there's a difference between learning the "steps" and
perfecting technique. Perhaps approaches that engage novices might differ from those that
challenge expert learners to take their learning to the next level?

22. 22
Teaching Presence: High Threshold – Informal Video
I've missed talking to you via video messages, so thought
I'd share a few words in that format. Feel free to read on
below. However, in my message I do a "for example"
think aloud about your professional learning plan, so you
might get more out of viewing the video at
http://youtu.be/mC-0-zNJpAs
I've been reading your Week Four discussion, fascinated
by your analysis of the readings, VALUE and DQP
frameworks, the Masters program outcomes, and wiki work. A number of abilities
bubble up in several places, such as the capacity to collaborate, communicate, and
embrace diversity. But leadership and technology are the two themes that came up
most often in your starter messages.
This is very interesting to me, because they seem so different. For example, technology
includes skills that are pretty straightforward to demonstrate -- you can put examples of
your work with technology into your ePortfolios (in fact, your portfolio is in itself
evidence of proficiency with technology).

23. 23
Teaching Presence: High Threshold – Flipped

24. Goals & Vision for Excellence
• Introductions
• Definitions & Conceptual Models
• Possibilities & Examples
• Goals & Vision for Excellence
• Discussion & Possibility Thinking
24

25. Goals & Vision for Excellence
25
• Before
• Organization, Interface, and Visual Design
• Intentional and Creative Instructional Design
• Integrity of Assessment Plan
• Quality of Technical Implementation
• During
• Synergistic Integration of F2F and Online Modalities
• Learner Support and Resources
• Facilitation and Feedback
• Peer-Peer-Faculty Engagement
• Pedagogically-Sound, Technology-Savvy Interactions
• After
• Analysis of student questions, learning artifacts, and
interactions to inform revisions
• Incremental improvement (e.g. low to high threshold)

26. Discussion & Possibility Thinking
• Introductions
• Definitions & Conceptual Models
• Possibilities & Examples
• Goals & Vision for Excellence
• Discussion & Possibility Thinking
26

27. 27
THANK YOU
http://www.slideshare.net/gmdenatale/wheelock-5-2114