7 blending principles 1student‐faculty interac on and … · blending principles...
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7BlendingPrinciples
Student‐FacultyInterac0onandRela0onsGoals:Socialpresence,approachable,realandhuman,awareandcaringgivinga=en0on,informalinterac0on,encouragingexpression,construc0vefeedback,warmandpersonableMethods:Profilepageswithpictures,discussionswithpictures,audio/videointroduc0ons,audio/videofeedback,videoconferenceofficehours,narratedmini‐lectures
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StudentCollabora0onandPeerFeedbackGoals:Socialpresence,coopera0onandhelpfulness,learningcommunity,informalconversa0on,peerreview&feedback,sumgreaterthanparts,mo0va0on&inspira0on,par0cipa0on&teamwork,collec0veknowledgeMethods:Webcollabora0onteammee0ngs,socialnetworking,informalconversa0on,peerassistance,conversa0onaldebate,socialbookmarking,collec0venote‐taking
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RespectforDiverseTalentsandLearningStylesGoals:Choicesandflexibility,varietyofsources,tappingdiversestrengths,diversifyingteams,useofmul0plemedia,tailoredresources,varia0onofac0vi0es,learningfromdifferencesMethods:Alternateblendedmodali0es,choicesinassignments,materialsindifferentmedia,personalinventoriesforteamforma0on,facilitatestudentblogging,stagedebatesforvaryingperspec0ves,learningcontracts,broadguidelinesforflexibility,peerinstruc0on
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Ac0veandExperien0alLearningGoals:Socialandintellectualengagement,inquiryanddiscovery,challengeandscaffolding,knowledgeconstruc0on,real‐worldproblemsolving,doingandreflec0on,roleassump0ons,mentoringandappren0ceship,meaningmakingMethods:Scenarioandroleplaying,caseanalysisfacilita0on,conceptpolling,peerinstruc0on,interac0vecasewarm‐ups,peercri0que&feedback,Skypebuddies,studentnarratedpresenta0ons,onlinesimula0ons,structuredcontroversies,personalreflec0onsandtakeaways
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PromptandSpecificFeedbackGoals:Focusingthelearning,guidingstudentwork,mo0va0ngandinspiring,observingprogress,amplifyinggoodprac0ces,derailingmisconcep0ons,buildingconfidence,evalua0veassessment,measuringcompetency,forma0veassessment,two‐wayfeedbackforteachingimprovementMethods:Auto‐gradedprac0ceexams,lowstakesquizzes,videoofexemplarproblemsets,peerreviewandfeedback,onlinecasewarmups,videoconferenceofficehours,audiocommentsonwork,anonymoussurveys,midtermevalua0ons
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ConcreteandHighExpecta0onsGoals:Suppor0ngachallenge,mo0va0onandinspira0on,real‐worldstandards,providingroadmaps,markingprogress,enhancingprofessionalism,definingrangeofacceptabilityandexamplar,substan0a0ngassessmentsMethods:Rubricsdelinea0nglevelsofqualityandexpecta0ons,pos0ngexemplarworksforreview,publiclypraisingexemplarwork,no0ngtypicalpiRallstoavoid,rewardrevisedwork,peerconstruc0vefeedback,repeatedknowledgesurveys,shortcommentsencouragingdeeperanalysis
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AllocatedTimeonTaskGoals:Effec0ve0memanagement,pacedeffortandlearning,maintainoverallflowandpacing,fostergroupcohesion,assureproper0meandeffort,avoidprocras0na0onandstress,reducewasted0meandeffort,allowincuba0onperiod,modelgoodplanning,efficientandeffec0veuseof0meMethods:Tradingcommute0mefor0meontask,narratedmini‐lecturesonline,deadlineclarityandreminders,breakassignmentsintosmallmodules,pacewithstageddeadlinesandfeedback,seekmid‐assignmentprogressposts,setdraSdeadlines,facilitatepeerreviewofdraSs,setrubricstoaidself‐assessment,regularlyscheduledcheck‐insonline
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7BlendingPrinciples
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Face‐to‐FaceIdeallySuitedfor:Establishingrela0onships,fosteringpersonalreport,establishingclassnorms,team‐buildingac0vi0es,integra0nglargeandsmallgroups,addressingdelicatema=ers,proctoringexams
14ModaliCes
Real‐0meRemoteIdeallySuitedfor:Reducingcommute0me,teamcollabora0on,peer‐to‐peerinstruc0on,conferringone‐on‐one,integra0ngguestspeakers,onlinegroupac0vi0es,conduc0ngclasswhiletraveling
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AsynchronousIdeallySuitedfor:Reducingcommute0me,studentreviewofmini‐lectures,0meintensiveac0vi0esandassignments,deepengagementwithcoursematerialsandcontent,peerreviewandfeedback,createandviewstudentonlinepresenta0ons,take‐homequizzes,prac0ceexams,teamprojectwork
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Mul0‐CampusIdeallySuitedfor:Reducingcommute0me,enhancedenrollments,programma0cflexibility,groupac0vi0esandprojects,integratedguestspeakers,recordclasssessions
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Access,Convenience,andFlexibilitySuccessin:
Course availability & scheduleMinimal driving requirementsFlexibility in class meeting timeMeeting with team outside classEasy access to course materialsRecorded content from in-classAccess to professor & classmates
15SuccessFactors
LearningEffec0venessSuccessin:
Meeting learning objectivesMeaningful interactions with prof & studentsOpportunities to interact with industry expertsEffective collaboration with teammatesMeaningful engagement with course contentSufficient time to dedicate to tasksTimely and meaningful feedback on workAppropriate assessments based on clear standardsExperiential activities giving meaning to key conceptsDiverse activities for diverse talents and learning
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StudentSa0sfac0onSuccessin:
Effective and relevant learning opportunitiesEasy and affordable access to e-learning toolsOngoing and effective technical supportEasy learning curve and effective trainingAdequate orientation to blended learning formatEfficient management of workload, schedule, & timeInvolvement in meaningful learning communityEasy and affordable access to services & materials
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FacultySa0sfac0onSuccessin:
Effective and relevant learning opportunitiesEasy and affordable access to e-learning toolsOngoing and effective technical supportEasy learning curve and effective trainingEfficient management of workload, schedule, & timeMeaningful collegial exchangesEasy and affordable access to services & materialsAssurance of administrative supportOpportunities for new researchFurther opportunities for professional developmentOpportunities for reward and recognition
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ScalabilityandSustainabilitySuccessin:
Effective repurposing of developed materialsEffective sharing of developed materials and methodsReplicable innovation Balance of workloads and value-added benefitsEnhancement of quality alongside quantityCapacity building within departments and programsAssured resource allocation over time
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YourTeachingMethods
Modality
Faculty‐StudentInteracC
onPeer
CollaboraCon
DiverseTalents&Learning
AcCve
LearningProm
ptFeedback
Clear&High
ExpectaCons
Allocate
TimeonTask
YourTeachingMethods
Face‐to‐Face
RealCme
Remote
Asynchronous
MulC
‐CA
mpus
ConceptualclarificaConquesConsques0onsthatgetstudentstothinkaboutconceptsbehindtheirarguments,for
example,Whyareyousayingthat?Whatexactlydoesthismean?Howdoesthisrelatetowhatwehavebeentalkingabout?Canyougivemeanexample?
ProbingassumpConsques0onsthatgetstudentstothinkaboutthebeliefsthattheybasetheirarguments
on,forexample,Whatelsecouldweassume?Howdidyouchoosethoseassump0ons?Howcanyouverifyordisprovethatassump0on?Whatwouldhappenif?
ProbingraConale,reasons,andevidenceques0onsthatgetstudentstothinkaboutthesupportfortheirarguments,for
example,Whyisthathappening?Howdoyouknowthis?Canyougivemeanexample?Whatdoyouthinkcauses…?Onwhatauthorityareyoubasingyourargument?
QuesConingviewpointsandperspecCvesques0onsthatgetstudentstoconsiderotherviewpoints,forexample,Whataresome
alternatewaysoflookingatthis?Whobenefitsfromthis?Howarexandysimilar?
ProbeimplicaConsandconsequencesques0onsthatgetstudentstothinkaboutthewhatfollowsfromtheirarguments,for
example,Thenwhatwouldhappen?Whataretheconsequencesofthatassump0on?
QuesConsaboutthequesConques0onsthatturntheques0oninonitself,forexample,Whatwasthepointofasking
thatques0on?WhydoyouthinkIaskedthisques0on?
PredicCngoutcomes“Describedemonstra0onsorproblemsetsandhavestudentspredicttheoutcomesand
thendescribe(orifpossible,carryout)thedemonstra0onsorproblemsetandshowtheactualoutcomes.”(p.281)Itisbeneficialwhenstudentsmakeincorrectpredic0ons.Iftheyaredirectlyconfrontedwithwrongmentalpictures,theywillbeverymo0vatedtomakecorrec0onsandlearntherightperspec0veontheproblem.
InterpreCngandmodelingphenomenaIntheseproblems,studentsareprovidedwithdatafromarealorahypothe0calcase,
andthentheyareaskedtousecourseconceptstoexplaintheresults.
GeneraCngideasandbrainstormingTheideahereistouseopen‐endedexercisestodisconnectstudentsfromtheirbelief
thateveryproblemhasonerightanswer.Forexample,ateachermightpresentstudentswithapar0cularcaseepisodeorproblemsetandhavethembrainstormasmanypossibleflawsandfailuresastheycanthinkof.Noanswerisconsideredwrongduringthebrainstormingprocess.
IdenCfyingproblemsandtroubleshooCngDescribeaproduct,service,process,orsystemthatisnotworkingeffec0vely,andask
studentstospeculateonthepossiblecausesoftheproblem.Theymightalsobeaskedtodeviseteststhatwouldconfirmorrefutetheirsupposi0ons.
FormulaCngproceduresforsolvingcomplexproblemsInthissitua0on,studentsaregiven“incompletelyspecifiedproblems.”Theystartby
itemizingwhattheyknow.Nexttheylistwhattheyneedtoknow,andfinallystudentsexplorehowtheywilldeterminethoseunknowns.Forexample,wouldtheylookuptheunknowns?Calculatethem?Measurethem?Es0matethemfromempiricalcorrela0ons?Userulesofthumb?
FormulaCngproblemsRatherthanalwaysgivingstudentstheproblems,turnthetables.Havestudentslook
atpreviouscoursecontentfromadesignated0meperiod(forexample,oneweek,threeweeks)andmakeuptheproblemsthattheythenalsosolve.Challengestudents(maybebygivingmorecredit)tocomeupwithproblemsthatrequirecomplexanalysis,cri0calexamina0on,orcrea0vethinking.
MakingjudgmentsanddecisionsandjusCfyingthem“Callonstudentstomakeandsupportjudgmentsonambiguousorcontroversial
ma=ers.”Thepointhereisnottheconclusionpersebutthequalityoftheevidenceandreasoningmusteredtosupporttheirposi0on.Inordertodothis,studentsmustbetaughttoevaluateevidenceintermsofitsreliabilityandvalidity.
GuidelinesforStudentPosCngs:• QuanCty:makeyourcontribu0onasinforma0veasisrequired,butnotmore,orless,
thanisrequired.• Quality:donotsaythatwhichyoubelievetobefalseorforwhichyoulackevidence.• RelaCon:berelevant.• Manner:avoidambiguityandobscurity;beclear,brief,andorderly.
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ConceptualclarificaConquesConsques0onsthatgetstudentstothinkaboutconceptsbehindtheirarguments,for
example,Whyareyousayingthat?Whatexactlydoesthismean?Howdoesthisrelatetowhatwehavebeentalkingabout?Canyougivemeanexample?
ProbingassumpConsques0onsthatgetstudentstothinkaboutthebeliefsthattheybasetheirarguments
on,forexample,Whatelsecouldweassume?Howdidyouchoosethoseassump0ons?Howcanyouverifyordisprovethatassump0on?Whatwouldhappenif?
ProbingraConale,reasons,andevidenceques0onsthatgetstudentstothinkaboutthesupportfortheirarguments,for
example,Whyisthathappening?Howdoyouknowthis?Canyougivemeanexample?Whatdoyouthinkcauses…?Onwhatauthorityareyoubasingyourargument?
QuesConingviewpointsandperspecCvesques0onsthatgetstudentstoconsiderotherviewpoints,forexample,Whataresome
alternatewaysoflookingatthis?Whobenefitsfromthis?Howarexandysimilar?
ProbeimplicaConsandconsequencesques0onsthatgetstudentstothinkaboutthewhatfollowsfromtheirarguments,for
example,Thenwhatwouldhappen?Whataretheconsequencesofthatassump0on?
QuesConsaboutthequesConques0onsthatturntheques0oninonitself,forexample,Whatwasthepointofasking
thatques0on?WhydoyouthinkIaskedthisques0on?
PredicCngoutcomes“Describedemonstra0onsorproblemsetsandhavestudentspredicttheoutcomesand
thendescribe(orifpossible,carryout)thedemonstra0onsorproblemsetandshowtheactualoutcomes.”(p.281)Itisbeneficialwhenstudentsmakeincorrectpredic0ons.Iftheyaredirectlyconfrontedwithwrongmentalpictures,theywillbeverymo0vatedtomakecorrec0onsandlearntherightperspec0veontheproblem.
InterpreCngandmodelingphenomenaIntheseproblems,studentsareprovidedwithdatafromarealorahypothe0calcase,
andthentheyareaskedtousecourseconceptstoexplaintheresults.
GeneraCngideasandbrainstormingTheideahereistouseopen‐endedexercisestodisconnectstudentsfromtheirbelief
thateveryproblemhasonerightanswer.Forexample,ateachermightpresentstudentswithapar0cularcaseepisodeorproblemsetandhavethembrainstormasmanypossibleflawsandfailuresastheycanthinkof.Noanswerisconsideredwrongduringthebrainstormingprocess.
IdenCfyingproblemsandtroubleshooCngDescribeaproduct,service,process,orsystemthatisnotworkingeffec0vely,andask
studentstospeculateonthepossiblecausesoftheproblem.Theymightalsobeaskedtodeviseteststhatwouldconfirmorrefutetheirsupposi0ons.
FormulaCngproceduresforsolvingcomplexproblemsInthissitua0on,studentsaregiven“incompletelyspecifiedproblems.”Theystartby
itemizingwhattheyknow.Nexttheylistwhattheyneedtoknow,andfinallystudentsexplorehowtheywilldeterminethoseunknowns.Forexample,wouldtheylookuptheunknowns?Calculatethem?Measurethem?Es0matethemfromempiricalcorrela0ons?Userulesofthumb?
FormulaCngproblemsRatherthanalwaysgivingstudentstheproblems,turnthetables.Havestudentslook
atpreviouscoursecontentfromadesignated0meperiod(forexample,oneweek,threeweeks)andmakeuptheproblemsthattheythenalsosolve.Challengestudents(maybebygivingmorecredit)tocomeupwithproblemsthatrequirecomplexanalysis,cri0calexamina0on,orcrea0vethinking.
MakingjudgmentsanddecisionsandjusCfyingthem“Callonstudentstomakeandsupportjudgmentsonambiguousorcontroversial
ma=ers.”Thepointhereisnottheconclusionpersebutthequalityoftheevidenceandreasoningmusteredtosupporttheirposi0on.Inordertodothis,studentsmustbetaughttoevaluateevidenceintermsofitsreliabilityandvalidity.
GuidelinesforStudentPosCngs:• QuanCty:makeyourcontribu0onasinforma0veasisrequired,butnotmore,orless,
thanisrequired.• Quality:donotsaythatwhichyoubelievetobefalseorforwhichyoulackevidence.• RelaCon:berelevant.• Manner:avoidambiguityandobscurity;beclear,brief,andorderly.
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