Posted on by Barb Brown

Exploring the Promise of Online and Blended Pedagogy (Jacobsen & Brown, Nov 30, 2020)

Interactive Technology Demos, Resources and References from our Synchronous Session in the WSE Professional Learning Series: https://werklund.ucalgary.ca/professional-learning-series

Overview:  Good teaching is good teaching whether it occurs online or in blended contexts. One of the myths of online learning is that it is inferior to meeting in person. In this session, we explore how teachers can cultivate strong relationships with students and create the conditions for learning in digital spaces. This session focuses on ways teachers can engage with networked learning communities and access expertise and resources for teaching in diverse contexts. Session slides: Nov30-2020 Slides

Connect with us:

[email protected] and [email protected] 

Twitter: @barbbrown @dmichelej

 

Interactive Technology Demos

  • Google slides, Google forms & Google jamboards
  • Zoom videoconferencing
  • Zoom polls, Zoom chat, Zoom annotations, Zoom breakout rooms
  • Using Zoom to Create Messages

Using Zoom to Create a Weekly Video Message for Students

Resources & Networks

  • EdCan Network – https://www.edcan.ca
    • National Educational Association that amplifies how teachers, principals, superintendents, researchers and other education leaders are boldly challenging the status quo.
    • Open access to Education Canada Magazine

References & Readings

Brown, B., & Jacobsen, M. (2020, September 3). Underlying Messages and Myths about Online Learning. Blog:  http://girlprof.blogspot.com/2020/09/underlying-messages-and-myths-about.html

Underlying Messages and Myths about Online Learning

Brown, B., Alonso-Yanez, G., Friesen, S., & Jacobsen, M. (2020). High school redesign: Carnegie unit as a catalyst for change. Canadian Journal of Educational Administration and Policy (CJEAP), 193, 97-114. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/68066

Brown, B. & Eaton, S. E. (2020). Using a community of inquiry lens to examine synchronous online discussions in graduate courses. In L. Wilton, & Brett C. (Eds.) Handbook of Research on Online Discussion-Based Teaching Methods (pp. 229-262), IGI Global. https://doi.org/10.4018/978-1-7998-3292-8

Brown, B. (2019). One-Take Productions for Student Feedback. Education Canada Magazine, 59(2). https://www.edcan.ca/articles/student-feedback/

Brown, B., Jacobsen, M., & Lambert, D. (2014, May 9-10). Learning technologies in higher education [Paper presentation]. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to the Challenge Conference, (pp. 25-43). Werklund School of Education, University of Calgary, AB, Canada.http://hdl.handle.net/1880/50588

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, Technology & Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education eBook: https://www.learntechlib.org/p/216903/

Friesen, S., Saar, C., Park, A., Marcotte, C., Hampshire, T., Martin, B., Brown, B., & Martin, J. (2015). Focus on Inquiry. [eBook] http://inquiry.galileo.org/

Friesen, S. (2009). What did you do in school today? Teaching Effectiveness: A Framework and Rubric. Canadian Education Association. https://galileo.org/publication/what-did-you-do-in-school-today-teaching-effectiveness-a-framework-and-rubric/

Friesen, S. (2015). “An Inquiry Stance on Practice: How the Process of Inquiry Produces Knowledge”. Focus on Inquiry.  https://inquiry.galileo.org/ch5/an-inquiry-stance-on-practice/

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.

Community of Inquiry (CoI) Framework – https://coi.athabascau.ca/coi-model/

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4-14. https://doi.org/10.1016/j.iheduc.2012.09.003

Irvine, V. (2020, Oct 26). The Landscape of Merging Modalities. Educause Review, 4. https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities

Jacobsen, M., Friesen, S., & Lock, J. (2013). Strategies for Engagement: Knowledge building and intellectual engagement in participatory learning environments. Education Canada, https://www.edcan.ca/articles/strategies-for-engagement/ 

Jacobsen, M., Brown, B., & Lambert, D. (2013). Technology-enhanced learning environments in higher education: A review of the literature. Werklund School of Education, University of Calgary, (80 pages).http://hdl.handle.net/1880/52244

Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom. Journal of Educators Online, 16(1), 9-13. https://www.thejeo.com/archive/2019_16_1/martin

Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning Designs using Flipped Classroom Instruction. Canadian Journal of Learning and Technology, 41(2), 1-26. https://doi.org/10.21432/T2PG7P

Minero, E. (2020, August). Educators turn to Bitmoji to build community and engagement. Edutopia. https://www.edutopia.org/article/educators-turn-bitmoji-build-community-and-engagement

Stelmach, B. M., Hunter, D. M., Brown, B., O’Connor, B., & Brandon, J. (2019). Optimum Learning for All Students: Highlights from the Research Literature. http://hdl.handle.net/1880/110447

Tucker, C. (2020, August 19). Asynchronous vs. Synchronous: How to Design for Each Type of Learning. https://catlintucker.com/2020/08/asynchronous-vs-synchronous/

Werklund School of Education Research Partnership. Optimum Learning for All Students: Implementing Alberta’s 2018 Professional Practice Standards. Online: https://werklund.ucalgary.ca/community-engagement/partner-research-schools/research-partnerships/optimum-learning-all

 

This post is also available on Dr. Jacobsen’s site –http://girlprof.blogspot.com/2020/11/exploring-promise-of-online-and-blended.html