- 1. From blended learning toblended pedagogy: Creating thehybrid e-learning environmentMaha Al-freihPhD CandidateLearning Technologies Design Research George Mason Universitymalfreih@gmu.eduNada DabbaghProfessor & DirectorDivision of Learning Technologies George Mason University email@example.com
2. Agenda Background Grounded Design Approach Learning Need and Audience Grounded Design Process Overview of Pedagogical Models A Whole New Mind 3. Background First year doctoral student at GeorgeMason University EDIT 730: Advanced Instructional Designwith Dr. Nada Dabbagh Grounded or theory-based design approach 4. Grounded Design ApproachEpistemologyLearning TheoryPedagogical ModelInstructional Strategies Learning Activities 5. Learning Need and Audience Newly admitted doctoral students New roles Teachers and practitioners Researchers Research is a complex activity What about formal research classes and graduate research assistantships? Gap between knowledge, expert processes, and context/authenticity 6. Grounded Design ProcessLearning Outcomes: Tounderstand the complexity ofcarrying out an empirical research in education. To develop and conduct an empirical research study. 7. Grounded Design Process To enculturate learners intoauthentic practices and culture ofseasoned researchers. To develop a network of support withother researchers who share similarresearch interest and work effectivelyand efficiently within a team 8. Grounded Design Process Tocritically reflect on their actionsand choices and use that reflectionto inform their practices asresearchers. To develop a long term research plan and agenda that the learner feels passionate about. 9. Grounded Design ProcessLearning Outcomes: Tounderstand the complexity ofMastery ofcarrying out an empirical research inexpertskills and education. processes To develop and conduct an empirical research study. 10. Grounded Design Process To enculturate learners intoauthentic practices and culture of Connected- ness andseasoned researchers. knowledge sharing and To develop a network of support with creationother researchers who share similarresearch interest and work effectivelyand efficiently within a team 11. Grounded Design Process Tocritically reflect on their actionsand choices and use that reflectionto inform their practices asProfessionalresearchers. autonomyand passion To develop a long term research plan and agenda that the learner feels passionate about. 12. Grounded Design ProcessCognitiveApprenticeship Constructivism (Mastery of expertskills and practices)Personal Community Learningof PracticeEnvironment (connectedness (Professionaland knowledgeAutonomy andcreation and Passion).sharing) 13. Overview of Pedagogical Models Cognitive Apprenticeship: shifts the focus of learning from abstract acquisition of knowledge to the complex context and processes in which the knowledge is being used and applied by experts to solve problems and carry out tasks InstructionalStrategies:Mentoring/Coaching, modeling andexplanation, performance mastery, increasingcomplexity. 14. Overview of Pedagogical Models Community of Practice: a group of practitioners with similar professional and disciplinary backgrounds who develop a shared repertoire of resources: experiences, tools, and ways of addressing recurring problems Instructional Strategies: knowledge negotiationand sharing, dialogue, multiple perspectives. 15. Overview of Pedagogical Models Personal Learning Environments: support individual learning processes that can be personalized by the learners to match their individual needs and interests InstructionalStrategies: Self-reflection, knowledge creation andmanagement, Self-regulated learning. 16. Grounded Design ProcessA WholeCognitiveNew MindSocial? Apprenticeship (Mastery of expertskills and practices) Autonomy?PersonalCommunityLearningof PracticeEnvironment (connectedness (Professionaland knowledgeAutonomy andcreation and Passion).sharing) Expert knowledge? 17. A Whole New Mind A Whole New Mind 18. ReferencesAttwell, G. (2007). The personal learning enviornments The future ofeLearning?eLearning Papers, 2 (1)Buysse, V., Sparkman, K. L., & Wesley, P. W. 2003. Communities of practice:Connecting what we know with what we do. Exceptional Children, 69(3):263-277.Collins, A. (2006). Cognitive apprenticeship. In R. K. Sawyer (Ed.). The CambridgeHandbook of the Learning Sciences. 47-60. Cambridge: CambridgeUniversity Press.Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media,and self-regulated learning: A natural formula for connecting formal andinformal learning. Internet and Higher Education, 15 (1), 3-8Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research onscaffolding, modeling, mentoring, and coaching as instructional strategies. InD. H. Jonassen (Ed.), Handbook of Research on EducationalCommunications and Technology (2nd ed.). 813-827. Mahwah, NJ: LawrenceErlbaum Associates.Schlager, M., & Fusco, J. (2004).Teacher professional development, technology, andcommunities of practice: Are we putting the cart before the horse?In BarabS., Kling, R., &Gray, J. (Eds.), Designing for virtual communities in theservice of learning. Cambridge, UK: Cambridge University Press. 19. Thank you!!Questions or comments??