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Decentralizing Power Relations, Creating Conversations

Presented at College Composition Theories and Practice graduate course.

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Decentralizing Power Relations, Creating Conversations

  1. 1. DECENTRALIZING POWER RELATIONS,CREATING CONVERSATIONSAn Analysis of a Blended Learning Pilot Project for a First-Year Composition CourseDecember 2012 @JasonCKTham
  2. 2. DIGITALTECHNOLOGIESIN THE WRITINGCLASSROOMUniversities are not justportals where studentsaccess learning, theyare places in whichpeople develop associal beings, in somequite specificallyinstitutional ways.Matthew AllenInternet Studies, Curtin University
  3. 3. 39 % 60 %Requires in-person, Mass adoption ofon-campus attendance of teleconferencing andstudents most of the time at distance learning tocourses featuring a lot of leverage expert resources.traditional lectures. Individualized learning activities.
  4. 4. WHAT’SHOLDING USBACK?It’s simply achallenging task tokeep up with the latesttechnology.Instructors may lackthe proficiency in usingnew teaching tools.Limitations in currente-learning systems.
  5. 5. RIGORREIMAGINEDWhat is a rigorouslearning experience?Is technology in thewriting classroomsupplementing orsupplanting traditionalclassroom instruction?
  6. 6. CHALLENGESFACED BYINSTRUCTORSDigital Natives vs.Digital ImmigrantsDifferent teaching styles.Integration strategies vary.
  7. 7. ASYNCHRONOUSPARTICIPATION:OPENNESSAlternative channels forparticipation for students whofeel less comfortablespeaking in class.
  8. 8. ASYNCHRONOUS Open-source web Higher level of applications foster engagement reported inPARTICIPATION: better engagement. online environment thanENGAGEMENT in-class.
  9. 9. STUDENTS’ SELF-REPORT OF IN-CLASS AND ONLINE PARTICIPATION18161412 Unsatisfactory10 Below Average Average 8 Above Average Excellent 6 4 2 0 In-Class Participation Online Participation
  10. 10. Good combination of onlineand face-to-face. Like thatsome homework is doneonline because you can turn itin right when you are done.
  11. 11. I like how on D2L thateverything is explained clearlyabout the assignments.
  12. 12. Needs more organization interms of curriculum planning!
  13. 13. There are so many sitesto keep track of!
  14. 14. A lot of the learning we’ve been doing istroubleshooting all the technical issueswith the online portion of the class.
  15. 15. ASYNCHRONOUSPARTICIPATION:BREAKINGBOUNDARIESHigher asymmetrical power incollege. Students learn toidentify diversity domainsamong themselves.
  16. 16. CONTACT ZONEIN BLENDED 191Twitter, blog, and wiki projectsenable students to learn from andwrite for their peers.
  17. 17. DECENTRALIZEDLEARNINGFlattening power relations ofthe teacher via a student-centered LMS
  18. 18. DECENTRALIZEDLEARNINGPromoting active learning andcooperative learning
  19. 19. DECENTRALIZEDLEARNINGUsing MOO [Multi-User Domain;Object-Oriented] asback-channeling toolMore autonomy for students.Critical consciousness ineducation.
  20. 20. STUDENTS’ INDICATIONS OF AUTHOMY IN THE COURSE AND LIKELIHOOD TO RECOMMEND THE COURSE More Autonomy in Learning Would Recommend This Model Yes Yes No No
  21. 21. LIMITATIONSAdvising issuesInconsistence in stylesDifferent levels of digitalliteracyNeed better organizationaround the curriculum
  22. 22. DECENTRALIZING POWER RELATIONS,CREATING CONVERSATIONSAn Analysis of a Blended Learning Pilot Project for a First-Year Composition CourseDecember 2012 @JasonCKTham

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