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Transcultural Collaborations: Language Learning in Virtual & Physical Spaces NEALLT 2011 University of Pennsylvania April 1-3, 2011. INSTRUCTIONAL CHALLENGES OF HYBRID TEACHING. Presented by Luba Iskold, Ed.D. Muhlenberg College. Presentation Outline. Review of the Literature - PowerPoint PPT Presentation
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Presented by Luba Iskold, Ed.D.
Muhlenberg College
Review of the Literature
Hybrid Teaching vs. Hybrid Learning
Pedagogical Needs
Elluminate vs. Skype
Benefits & Solutions?
A combination of online and face-to-face instruction (Young, 2002)
Interchangeable with the term “blended” learning
Synchronous & asynchronous delivery modes:
● Classroom ● Online ● Blended ●
Distance Learning: Videoconferencing technology
Online Learning: Computer-mediated (CM)
technology
Combination of face-to-face instruction with a group of students in a regular classroom and synchronous interaction with one or more students at a remote location
Possible Scenarios:
Student cross-registration among consortial
institutions
Student extended absence from campus due to
various circumstances
Study abroad in an English-speaking country
In the past decade, widespread availability of digital learning technologies has led to increased integration of computer-mediated interaction in traditional face-to-face learning experiences.
Institutions of higher education are embracing online and blended learning (Bonk, 2004).
Although more research is needed, recent publications provide dozens of models that combine face-to-face instruction with online learning in formal academic settings (Bonk & Graham, 2006).
Reactions include a wide range of opinions, from excitement to disappointment (the Chronicle of Higher Education, Zemsky & Massy, 2004).
Blended Learning Models (Graham, 2006):
Activity Level: using technology to enhance learning activities
Course Level: combination of face-to-face and CM activities
used as part of a course
Program Level:
(1) participants choose a mix between face-to-face and online
courses
(2) combination between the two is prescribed by the program
Institutional Level: large-scale effort to enable students to
take advantage of both modes
How can we blend face-to-face and CM instruction
effectively?
To answer this question, let’s consider pedagogical needs
Synchronous Content Delivery:Presentations/DemonstrationsReviews & discussionsVideo & audioTB/WBPrinted handouts
Tests & Quizzes Experience & practice:
Role playPeer discussion Interactive Exercises
Library access (e-books, e-journals)
Blackboard (other CMS) access
Handouts & tutorial documents
PowerPoint presentations
Images and Internet links
Interactive generic & customized content
Asynchronous collaborative learning (e-mail,
discussion boards, chat facilities)
Student support (e-tutors, technical support)
Instructional MaterialsAudio
Textbook CDs Instructor & student recordings Songs
Video Textbook DVDs Student-produced videos YouTube clips SCOLA segments Dish TV clips
Chat box – type here
Polling buttons
Switch whiteboard “pages”
Whiteboard tools
Custom size/color/font options appear below when using certain tools
Turn microphone on/off and control volume levels
Menus & shortcut buttons
Enable/disable functions for individual participants
Share a single application,
or your entire desktop
While sharing the desktop, the quality of video and audio files is poor.
Better quality can be achieved by emailing files or links to students, or by
uploading them to Blackboard.
Pros:
Geared toward teaching and learning
Many features integrated into a single program
Students and guest speakers do not need accounts
The software is installed automatically upon first use
Instructors moderate discussion
Sessions can be recorded and reviewed at a later date
Cons:
The college must pay for a license
Cluttered interface with too many buttons
Time is needed to become familiar with the
software
Sessions must be scheduled in advance
Participants must be invited ahead of time
Invitations clutter email inboxes
The best audio quality is achieved by turning
microphones on/off each time someone speaks,
which is a distraction in a classroom setting
Calls with video &
audio
Desktop sharing
Instant Messaging
File sharing
Integrated access to
Facebook newsfeed
and contacts (Windows
only)
Pros:
Free
Easy to use, intuitive interface
Spontaneity: No need to send invitations or
schedule meetings in advance
No need to turn microphones on/off when
speaking
Less disruptive to classroom instruction
Runs in multiple languages
Cons:
No integrated whiteboard; however, any
drawing program can be run while sharing your
desktop
Every participant needs to create an account
and download the software
Professional development for instructors
Training and technical support for
learners
Dynamic institutional infrastructure
Acceptance of blended approaches by
institutional culture
Additional time to prepare ALL
instructional materials in a digital format
Seamless integration of online learners
with students in a traditional classroom
Switching between three modes:
Face-to-face in a traditional classroom
Blended learning in a traditional classroom
Online learning from a remote location
Impact on student learning
Faculty workload
Recognition of the value of faculty work
View learning as a social experience
View technology as an aid to the social
dimension of learning
Capitalize on the learner-faculty
relationship
Make the most of peer relationships
Luba Iskold
2400 Chew StreetMuhlenberg College,
Languages, Literatures and Cultures,Allentown, PA 18104Phone: 484-664-3516
E-mail: iskold@muhlenberg.edu
http://www.muhlenberg.edu/main/academics/llc/faculty/
russian/iskold.html
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