Will it Blend Tip #3: Zorg ervoor dat alle activiteiten relevant zijn

Nu Driz

2014 - 2015

Set-up: Nu Driz

Goals: • Explain the theoretical basis of my Blended Learning design;• Illustrate to you how I make sure my activities are “relevant”;• Show you what my classes actually look like;

Schedule:

1. Theory

2. Show & Tell

3. Questions

Theoretical Basis:

• Learning context:• Practical or theoretical?• Home, field or classroom?• Alone? Class? Group?

• Skills to be taught:• Experiential, didactic or

strategic?• Situational or book-based?

• Practicality:• Time and/or place• Number/Level of students• Budget/facilities

• Theoretical soundness

“ Media selection must be based on the learning context, the skills to be taught, the practicality of the situation and what theory indicates would be appropriate.”

- Dick and Carey (1996)

Dick and Carey (1996)

Guiding Principles: How I keep activities relevant

• Create learning opportunities before, during and after class;

• Assist teaching/learning, do not replace it

• Justify AND sell the rationale behind the design

• (re)Connect home/digital exercises to classroom work/professional skills

• Hands-on: Engage the students in both home & classroom activities

• Give feedback!

Learning before class:

• Blackboard-based pre-class quiz:

• Introduction to week’s topic;

• Low bar, easily passable, meant to be inclusive;

• Connected to homework & topics in other subjects.

• Outcomes:

• Students come prepared, not like nestlings waiting for worms;

• Experience of success; encourages involvement;

• Feeling of urgency; connection to the greater whole.

Introduce topics using weekly pre-class quizzes

Learning during class:

• Short recap of previous class & Results of Blackboard Quiz:

• Application of theory learned:

• Actual skills practice based on homework, Feedback

• Tangible product at end of class

• Justify AND sell the rationale behind the design

• Outcomes:

• Reconnect to the greater whole, Feedback

• Feeling of urgency/efficacy

• Measurable progress

• Re-stress the importance of the activities

Today:

Learning Goals: By the end of this class, students will be able to• Differentiate between Strong & Weak organizational cultures;• Name the 4 kinds of corporate cultures from Cameron & Quinn’s

Competing Values Framework;• Use HR-related vocabulary words;• Write a rough draft of an introduction.

Today’s Schedule:

Part 1:• Quiz recap: strong & weak organizational cultures;• Vocabulary: Competing Values Framework;

Part 2: Skills Practice• (Re)writing the introduction.

Homework:• Do the exercises in

Blackboard;• Finalise your

introduction.

Strong & Weak Organizational Cultures

What is organizational culture?

STRONG

WEAK

Strong Organizational

Weak Organizational

Why is this important to me?

Concurrerende Waarden en 4 ‘archetypen’ van Cameron & Quinn

The Competing Values Framework

Why is this important to me?

Part 2: Writing the Introduction

The Introduction

The Introduction

Learning after class:

• Continuation of unfinished work:

• Preparation for next class:

• Pre-class quiz;

• Homework;

• Outcomes:

• Working towards final project;

• Feeling of urgency/motivation;

• Setting foundation for classroom activities.

Bibliography:

Dick, W., Carey L. (1996). The Systematic Design of Instruction, 4th ed. New York:

HarperCollins College Publishers.

McLaughlin, J. http://

study.com/academy/lesson/strong-vs-weak-organizational-cultures-examples-differ

ences.html

17 March 2015.

Woodall, D. (2012). Blended Learning Strategies:Selecting the Best Instructional

Method. From

http://www.skillsoft.com/assets/whitepapers/blended_learning_strategies_wp.pdf

17 March 2015.

QUESTIONS?