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Exchange and multiplier event by Naomi Wahls (TU Delft)

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Exchange and multiplier event by Naomi Wahls (TU Delft)

  1. 1. CC-BY-SA 4.0 Martijn Ouwehand, Wiebe Dijkstra, and Naomi Wahls TU Delft Flow of Engagement for Blended and Online Teaching
  2. 2. Terms used in Digitel Pro and EMBED Projects • Blended Learning is learning as a result of a deliberate, integrated combination of online and face-to-face learning activities. • Blended Teaching is designing and facilitating blended learning activities. • Blended Education is the formal context of blended learning that is determined by policies and conditions with regard to the organization and support of blended learning. • Remote Teaching refers to on-campus courses that shifted to online, blended, and hybrid formats as an emergency response to lockdowns.
  3. 3. F2F Online Explanation Labwork (Textbook) assignments Clickers Student presentations Game Peer instruction Guest lecture Fieldtrip Modeling Face-2-face discussion One minute paper Discussion board Assignments Interactive courseware Peer feedback Concept Map Read a chapter Quiz in the LMS Online brainstorm Collaborative writing (Online) Portfolio Student generated content F2F Online Video
  4. 4. Blended Learning Wave F2F Read material Watch video Discuss Quiz Calcu- lations Online Quiz Peer Instruction Prepare lecture Discuss calculations In-depth Lecture Online
  5. 5. IO3A1 Updated report on the state of art in blended learning and conclusions related to the COVID 19 context. • Published • Scientific publication in preparation
  6. 6. Darker Times • Rise of suicide and depression - Central Bureau of Statistics (CBS) • Longer waitlists for support (van Zyl, 2021) • Limited outlets to discuss darker moments – masking emotions in front of family/friends to make it • Floodlighting – awkward moment when a person overshares negative moments due to overload of darker times (Brené Brown). If the others withdraw from person, the person tends to further overshare in order to help others understand but that tends to make it worse and create a cycle. (The Body Keeps the Score) • Homeschooling and children falling behind, thus needing extra support (Troubled children face long waits for psychiatric help, officials call for action, 2021) • Underreported sexual assault as both the people involved could be in trouble for breaking curfew and COVID regulations with a stranger (Asik & Ozen, 2021) • Cuddle buddy (Local government websites, cites were removed post lockdowns) • Rise of STDs (van Zyl, 2021)(Pinto et al 2021) • COVID activating dormant STDs - (Katz et al, 2021; Nadeem et al 2021; Naendrup et al 2021)
  7. 7. Initial Literature Findings • Initial research findings show similarities between isolated students and people with complex PTSD in the sense of having flashbacks and fear of situations they cannot control. • Adding social learning spaces and providing meaningful engagement can increase learner engagement • Learner engagement is not just participation, interactions, or following instructions. It involves learner emotions, commitment, and effort. • A forthcoming literature review focused on learner engagement will provide further details of positive preventative an interventive solutions.
  8. 8. Preventative and Interventive Solutions • Social spaces within course (café and icebreakers) • Networking • Collaborative Learning • Group work • Peer Feedback • Brainstorming with peers • Social elements of learning activities • Balancing Collaborative Learning with independent learning specific to assignments and course activities
  9. 9. 3 considerations for adult learners • a) educational background considerations (e.g., significant interruptions in formal education), • (b) disability considerations (e.g., learning disabilities and students on the autism spectrum), and • (c) status considerations (e.g., domestic violence and mental health issues). Housel, David (2019). When Co-Occurring Factors Impact Adult Learners: Suggestions for Instruction, Preservice Training, and Professional Development.
  10. 10. Suggestions by Housel • Universal Design for Learning (UDL) • Culturally Responsive Pedagogy (CRP) “using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively” and asserted that “when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly” Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
  11. 11. Emergency Support • Support for emergency educational shifts can include: • a Lecturer Satchel with institute specific support • Change Management considerations: • weekly webinars • centralizing licenses for tool • space for piloting tools • guide for non-supported tools • Adding social elements or social learning spaces online • Understanding for Floodlighting
  12. 12. Encouraging Engagement How will you use these?: • Social spaces within course (café and icebreakers) • Networking • Collaborative Learning • Social elements of learning activities
  13. 13. CC-BY-SA 4.0 www.digitelpro.eadtu.eu Blending your Education
  14. 14. Released Modules and Webinar Schedule Module 1 - Getting started with Blended Learning Module 2 - Is your course ready to blend? Module 3 - Plan your course design Module 4 - Prepare and teach your course Module 5 - Build your blended course Module 6 - Teach your blended course Module 7 - Evaluate and improve your course
  15. 15. Social Learning
  16. 16. Tool Exploration Results Module 1
  17. 17. Module 1 Survey Results so far
  18. 18. Module 1 Survey Results so far
  19. 19. Blended Course Design Tool EMBED Course-Level Self-Assess Tool + Storyboard Template Module 2
  20. 20. Course Design Dimension EMBED Course-Level Self-Assess Tool + Storyboard Template Module 3
  21. 21. Module 3 Survey Results so far
  22. 22. Module 3 Survey Results so far
  23. 23. Course Link https://studio.onlinecourses.tudelft.nl/course/course-v1:TUDelft+BYEd1+2021_Q3
  24. 24. Purpose of Media: https://teaching-support.tudelft.nl/purpose-of-media/ Online Learning Hub: https://onlinelearninghub.tudelft.nl/ OLE paper: https://drive.google.com/file/d/12dvtW0TXYYHrCyrUHPrkGBE2siDQfZpN/view OLE Tool: https://docs.google.com/spreadsheets/d/1M6SDWTLiRoBNJ1mpHbpxQqJcxLZ6qV11/edit#gid=1855549683 Digitel Pro Project: https://digitelpro.eadtu.eu/course-programmes/blended-education Open Education for a Better World Mentoring Programme: https://oe4bw.org/projects/ Next call will be in late fall 2022 Links shared today

Notes de l'éditeur

  • Model for blended learning & learning activities
    1. Online components
    2. Face 2 face components
    3. Time
    4. Activities. In this case online activities. Students need to Watch, Read and do a quiz
    5. Offline activities. They did the preparation at home. In the lecture they're going to discuss the quiz.
    6. Go home, online activities
    7. Next lecture, discussion & indepth lecture
    8. Wave --> Activities follow upon each other. What they do at home/online is the input for the f2f meeting
    This is called the wave,
  • This is the first tab of the tool. It’s meant to help you understand the 2 European projects that collaboratively brought you this tool.
  • This is the storyboard tab that you will use as a course design template. This is where you will mainly work throughout modules 2 and 3.
  • This is a part of the storyboard process and is on the tab marked ‘Course Design template’. This section is a guide for you to plan your course.