With all the different models, it seems like anyone who incorporates technology, especially cloud computing, into their course is delivering a "blended course". If students use a web tool either in the classroom or for homework, the teacher can say, "Yes, I have a blended class". On the flip side of this, if a student takes an online course in a school setting, it is often deemed a "blended course". So I ask myself R, S or T?
Replacing - I am not a big fan of replacing, where often online programs try to replace the teacher. Teachers have great impact on student learning. Removing the most important factor in their learning makes little sense to me. The close relationships between students and teachers who interact face-to-face are important. "Close teachers" are better than online substitutes.
Distance learning works for a select few students, but not for most.
Supplementing- Supplementing seems like a great way to incorporate cloud tools for students. Teachers introduce students to cloud resources and tools and guide them along. During this time teachers can not only share content objectives,but also share the purpose for using a specific cloud tool. Better yet, why not have the students discuss and select the best tools to use?
Transforming- What significant change in learning has occurred, as a result of my blended course? Do the blended features (distance or F2F) change how/when/where students learn? Is the learning extended? Are HOTS (higher order thinking skills) incorporated into my course?
Whether a course is being supplemented or transformed in the cloud, blended learning should move students toward becoming independent learners. Blended Learning should incorporate similar pedagogical practices that have been proven in the traditional classroom.
Replacing - I am not a big fan of replacing, where often online programs try to replace the teacher. Teachers have great impact on student learning. Removing the most important factor in their learning makes little sense to me. The close relationships between students and teachers who interact face-to-face are important. "Close teachers" are better than online substitutes.
Distance learning works for a select few students, but not for most.
Supplementing- Supplementing seems like a great way to incorporate cloud tools for students. Teachers introduce students to cloud resources and tools and guide them along. During this time teachers can not only share content objectives,but also share the purpose for using a specific cloud tool. Better yet, why not have the students discuss and select the best tools to use?
Transforming- What significant change in learning has occurred, as a result of my blended course? Do the blended features (distance or F2F) change how/when/where students learn? Is the learning extended? Are HOTS (higher order thinking skills) incorporated into my course?
Whether a course is being supplemented or transformed in the cloud, blended learning should move students toward becoming independent learners. Blended Learning should incorporate similar pedagogical practices that have been proven in the traditional classroom.