In order to allow for the transition from the traditional classroom teaching to fully online learning, blended learning could be an effective learning strategy that leverage the merits of both classroom learning (with authentic learning) and fully online and virtual learning (like the MOOC).
Here Dr Nellie Deutsch, a global expert in Blended Learning provides an excellent overview and shares her views and experience in Blended Learning in the video below.
A re-posting of the details on Youtube by Nellie follows:
“Blended Learning (BL) in higher education addressed a workshop organized by the British Council and the Khartoum University on August 3, 2010 at Khartoum, Sudan. For further information of the workshop by Dr. Hala, please view the following learning environment: http://ictineltsudan.pbworks.com/Day-3
This video provides tips and strategies from Anastasia Pryanikova that help prevent and effectively manage online conflicts in the distance learning environment.
3 changes from traditional pedagogy to digital are:
– Select and Combine
– Distributed Authority
– Social Media Objects
Tensions:
– Lack of
* Understanding
* Funding
– Curriculum Requirements
Solution:
– Natively Digital Media
– Flexible Standards
– Global Connectedness
Digital pedagogy surely has a huge potential, and as Marquis has highlighted in his post, the solution lies with adapting the use of media to suit the education and learning framework within an institution, especially by the use of digital media readily available, like YouTube, Flickr, and the use of flexible standards which focus on learners’ needs, whilst also meeting the curriculum requirements.
In this respect, I think Jim Groom and Alan Levine (Cogdog) are adopting this Digital Pedagogy in the course of DS106 in an open manner.
Relating to the tensions and challenges based on learning with digital pedagogy, these are also emerging issues due to wicked problems.
So, what might overcome some of these emergent issues?
Netagogy is the study of netwok and internet-based learning.
The notion is an expansion and interpretation of Connectivism, heutagogy and andragogy. It is the process of engaging learners with the structure of learning experience in personal, social, international networks, and internet.
Netagogy places emphasis on learning how to learn, with multiple loop learning, personal, social, global and nebulous learning opportunities, a multi-purpose and non-linear complex and emergent process. A multi-learner interaction coupled with self-directed Netagogy requires that educational and learning initiatives include the innovative and improvement practice of network and internet-based learning and technological skills, as well as learning experience on the multi-faceted perspectives and interpretations on various subject domains in the networks and internet. These could include Connectivism, Networked Learning, Social Media Learning, PLE/N(PLENK), Virtual Learning Environment, LMS, Web 2.0, Information and Communication Technology, Mobile Learning and Digital/Online Learning based on a Pedagogy of Abundance.
This Netagogy helps to develop the capability and capacity of both individuals and networks in personal and social learning with affordances: communicating, engaging, interacting, cooperating and collaborating with others, leading changes necessary for transformational learning under a network and internet based learning ecology.
Accept the continued value of traditional educational paradigms in guiding early use of VLEs and explore new possibilities as instructors gain experience and experiment with other new ICTs, such as wireless.
Rethink teaching practices embedded in university cultures and rules that make innovation in online learning difficult.
Enable new forms of content and communication media to support new educational patterns and paradigms, such as group work and multitasking.
Diffuse e-learning innovation by motivating grassroots take-up of new electronic media, as e-learning policies cannot be imposed top-down.
Offer ample training and support to encourage better management of information and communication as a university becomes more dependent on ICTs.
Complement e-learning with appropriate face-to-face contact.
Provide sufficient resources to support effective innovation not only in the classroom, but also in the offices, libraries, households and dormitories of students and teachers.
Do not expect an overnight revolution, as much time is needed for teachers and students to understand how to utilize e-learning capabilities fully.
Identify, target and support key likely benefits of e-learning, such as saving teachers’ time, supporting individual and group student working and opening new ways to reconfigure the geography and timing of class activities.
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