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Logan Petlak

~ Lifelong Learner.

Logan Petlak

Monthly Archives: February 2017

Barriers to blended/hybrid/mixed-mode/distributed learning.

22 Wednesday Feb 2017

Posted by loganpetlak in ECI 834

≈ 6 Comments

Tags

blended learning, ECI 834, eci834, instructional strategies, learning styles, modes of instruction, modes of learning

Blended learning, instruction, styles, systems?

I recently stumbled onto a new term to be used interchangeably with blended or hybrid learning: mixed-mode learning (or distributed learning). More educational buzz words, yay! However, when I first saw the term “mixed-mode”, I thought: that sounds a lot like “modes of instruction”. Although I’ve read about modes of instruction for blended classrooms (and, in practice, plan to center these modes around student needs), I failed to specifically connect student modes of learning to student learning styles. I alluded to this association last week, but I just wasn’t full grasping it. Modes of learning are just students’ different preferred means/styles to learn, made possible through different modes of instruction, but these modes of instruction are not necessarily instructional strategies. But these modes of instruction can be made possible through the use of a LMS (or VLE… or CMS) or what I could call blended systems/environments. Most of which make use of certain instructional strategies.


A “Frustrated with Definitions” Activity
If you’re confused at all, here’s a fill-in-the-blank activity. I put hints for help and I’ll give you a word bank.

_________ _______ (use any of four different terms that mean the same thing) is a mixture of _____ __ __________ combining elements from a ____________ ____________ and a(n) __________ ____________ (compare an old classroom with a “new” classroom), one of which borrows pedagogy from a __________ ___________ model, where the delivery of lecture and homework are reversed. This  can help account for different ____________ _________ (use either of two terms that pertain to diversity of learners). Using different __________ ___________ (or _______ ___ _________) is considered easier in a _________ _______ (use any of four different terms that mean the same thing, but use the same one as above to avoid confusion) because it allows for _________-______ ________ (or _______-________ _________), especially when utilizing a  ___ (use any of three different terms that all basically mean: an online program that facilitates instruction and information distribution). Students may then create artifacts for ____________ of their learning (the words aren’t necessarily the same, but both can be applied).

Word bank: distributed learning, mixed-mode learning, hybrid learning, blended learning, traditional classroom, flipped classroom, online classroom, modes of instruction, instructional strategies, modes of learning, student needs, learning styles, inquiry-based learning, self-directed learning, project-based learning, CMS, VLE, LMS, assessment, evaluation


Does it make sense?

Bear with me.

If the mode of learning targeted was reading using a reading assignment as the mode of instruction, and the content was specifically fact-based, I would argue that would also be direct instruction (learning style). However, a reading that poses questions to the reader or connects the reading to other resources to further extend learning, could potentially be indirect instruction but the mode of learning (and by extension, mode of instruction) was still reading.

Still not sure? Below is a video that highlights what exactly blended learning involves, including how it looks different from classroom to classroom.

So what’s the point of clarifying blended learning; subsequently and seemingly trying to confuse you?

As positive as I tend to be, the reality is there are barriers to blended learning, and these barriers extend beyond terminology. So what are the barriers to blended learning? Not just for educators, but for students as well.

Barriers to Blended Learning

Educators
Like any new implementation, educators need two things: time and money.

  • Time
    Time to learn how to deliver blended learning in your classroom, as well as time for the accumulation and assessment of available blended learning tools (whether it’s presentation programs, editing/animation software, assessment apps, or learning management systems).
  • Money
    Money to actually make these tools available to educators on staff and in the division, as well as money to pay for the time teachers spend preparing.

Students
Just because the educators are prepared for this, doesn’t necessarily mean that the students are as well. Mostly, they need support. How do educators provide this (assuming the above are provided)? Guidance and patience.

  • Guidance
    Students will need to be told how learning will occur in and out of the classroom, including the emphasis this style may place on their role in directing their own learning.
  • Patience
    Students may be fresh to this style, so educators must provide them with time and opportunities to develop the skills to be successful in your particular blended learning classroom.

Making it happen

So with these barriers in mind, what are others tips to make it happen or drive blended learning? See below!

drivers-of-blended-learning

Drivers of Blended Learning via Pinterest

 

Closing Remarks

There will always be barriers to any style of learning. As educators, our first barrier is better understanding what exactly blended learning is and how it connects to what we already know, as most of it draws many parallels to previous pedagogy. However, it’s important to note that these barriers are not only limited to the educator and the student, but also the division, curriculum, and parents. Being aware of these barriers allows us to plan for potential or anticipated problems and implement our blended classrooms as best as we can for our learners.

Do you agree? Disagree? Is my definition of blended learning consistent with what you know? Have you felt my pain of not knowing exactly what all these educational terminologies are?

Have a great break everyone!

– Logan Petlak

Blended learner = blended educator.

10 Friday Feb 2017

Posted by loganpetlak in ECI 834

≈ 11 Comments

I’ve asked this before: what does my classroom look like?  Not in terms of engagement though, what is the balance of technology to traditional means of learning? Where do I fit on the blended learning spectrum? Why do I fit there? Am I doing it for me? Or am I doing it for the learners?

Pro-tip: it should be for the learners.

continuum-of-technology-based-teaching-2

Continuum of Technology-Base Teaching via OpenTextBC

Learning Preferences as an Educator

How does my classroom look in terms of print, audio, and video for digital resources? What is my typical practice and, therefore, preference? 70% of the time we’re using a PowerPoint to direct the flow of class, whether it is through discussions, lectures, or providing visual directions for activities. Within that 70%, we’re probably looking at an 80%-20% split of print-video (I provide the audio for most of the print work – lecturing – and this, typically, is not done digitally). But how does this sync up with my experiences from learning from digital resources? Do I emulate what I was exposed to when young? Or what worked best for me?

Learning Preferences as a Learner

What kind of learner was I even? What learner am I now? The different learning styles I was raised on were debunked, but for argument’s sake, let’s say I’m a kinesthetic, auditory/visual, and reading/written learner.

In a traditional classroom setting, when I was in high school at least, I learned best in the order of:

  1. Written and reading (to introduce content),
  2. kinesthetic (to try content) and;
  3. auditory (to explain and clarify content).though in a traditional classroom setting, at least this holds true for when I was in high school.

Now?

I need engagement and/or activities that keep me working. If the individual instructing isn’t enthused or invested, neither am I.

anyone

Anyone? via Giphy

To make matters worse, I typically need additional stimulation in order to stay focused, I need to doodle or have other things happening in order to stay on task. I frequently feel like people talk too slow, yet one of my biggest hurdles as an educator is to slow down the pace of my direct instruction. I find I may not even be looking at the instructor with poor body language/active listening skills – but I am (I swear). Hypocritically, when a student does this in my class I would probably question their engagement though.

Would I be a good student in my classroom today? I think so, my educating style is consistent with my learning style, but what about the evidence and overlap the style has with technology?

My classroom on the continuum

2f2766fb7d5da7e6231d9ac592175eb3

Benefits of Blended Learning via ELearningIndustry

Connecting the digital back to my classroom – my classroom falls into the blended variety (with flipped/hybrid elements) – and this “blending” checks off a lot of the needs I would’ve had as a learner! In my class, we utilize technology independently and frequently, but it is closely monitored/facilitated by the instructor (yours truly). When so much curricular content is available online, open and free, my role adjusts to that of a facilitator, helping students to synthesize information (because they will inevitably be exposed to it, with or without me). Many of the key concepts are covered by me prior to the students getting to pick a direction and run with it, so they require less pre-class work and a greater emphasis is placed on utilizing class time. With this methodology could I go completely online-based for my courses? Not until the evidence points that it shows a significant improvement in student-learning, right now, blended appears to be the best practice. Reducing costs is becoming a larger and larger priority, and blended learning helps makes that happen, I even use the digital medium to save paper (money and the environment, you’re welcome).

Several years from now, will my classroom look the same? Probably not. Not only may my assignment change, but so will the learners, as I mentioned previously, that’s what it’s all about. Fortunately, blended learning is versatile and adaptable in nature, and this may lend itself to evolving with the students without much transformational change. Perhaps we’ll regain the ability to spend more and we can invest in bio-technologies to use in the classroom to further enhance learning that may only be currently achieved in virtual labs? But maybe the virtual labs are more valuable so that we can drift towards MORE online-only learning?

Where does your class fit on the spectrum? If it’s blended, what modes do you use to make it blended? If it’s not blended, why? Are you doing it for you?

Let me know!
Logan Petlak

Can an educator become YouTube famous? Creating, comparing and critiquing an educational Vlog.

07 Tuesday Feb 2017

Posted by loganpetlak in ECI 834

≈ 8 Comments

Tags

ECI 834, eci834, edtech, education, educational technology, pinnacle studio, vlog, youtube, youtube editor

Part 1: Trying to Create a Vlog

petlak-tube-logo

YouTube Logo via Wikimedia Commons

Vlogging

I think I would be an engaging vlogger. I mean… I’m an engaging teacher (I think), so it should be an easy transition, right? I watch YouTube vlogs frequently, I bet I can create something similar. Maybe I can take advantage of the billion monthly users of YouTube for networking? But what avenue do I select to produce and create? Pinnacle studio is amazing and is what I used growing up, but a new version would cost money… so let’s try something free, while becoming comfortable with the medium in which I would be delivering the content anyway. Therefore, the means (for me) to create a vlog of sorts is through creating a video using YouTube and YouTube Editor! Clearly I will need to use a program like movie maker prior to upload and editing, but what can I do with YouTube Editor? What are the strengths and limitations of it? Let’s try it out and keep it short (under one minute is my goal).

Video: (Incomplete)

Here are some highlights had I finished my video!

Strengths

  1. Includes links to resources and content.
  2. Personalizes information consumption (it’s like you’re talking with someone).
  3. Condenses into a short chunk.

Weaknesses

  1. Reading is important! And it doesn’t (really) occur in this medium!
  2. Does obligation to create lead to staleness of content-delivery; bound to a particular character and the inevitable monotony? What if people don’t like me? What if I don’t like me?
  3. Expensive/time-consuming at start-up to establish professional content.

Potential for Teachers as a Content Tool

All I needed to create this is basically a script and a means to record video/audio (the latter of which may be mildly expensive/time-consuming, I just used my piano). Then I can add YouTube essentials to the video, like an ending part of my video with links to other videos? Ultimately, the YouTube Editor basically better utilizes the YouTube method of content delivery.

Part 2 – Comparing my Vlog to others

Rather than my video, let’s look/compare it to an example of a professional video, from one of my favourites, the vlogbrothers. Watch the video below!

Vlog Brothers: Understanding Trump’s Executive Order on Immigration
https://www.youtube.com/shared?ci=qBvSSsi2vwg
An educator replicating Crash Course w/ Petlak

Can I replicate this? What does one need? And, as Kyle and Natalie pointed out to me, do I even need to recreate it? We (educators) can throw in content and media (all created by others) organically throughout instruction.

Let’s say, hypothetically, I do decide to create my own. Creating a resource for other teachers in SK for health and environmental science could be very valuable and not only save them time, but also allow me to teach concepts if I’m missing due to extracurricular involvement. If I have created enough resources and taught the content several times prior to creation of the module as well, it should be easy to pick up and go (I’ve been writing the script every time I teach it), assuming I’ve accumulated the above and established comfort with the module medium.

But what about the impact on student learning?

In theory, it should be very positive.

Once the nuances of the format are grasped and the user establishes comfort, not only should the format add value to facilitating the content, but may even allow for greater engagement in the content, finding a balance with the right media.

Professional Quality

“Once the nuances of the format are grasped”, I say above, like that’s supposed to be easy! If professional quality is to be established, for starters, professional devices are required. Next, if you look at any of the Crash Courses, you’ll see no shortage of additional people involved in the production of the video; script-writers, fact-checkers, camera-person, producer, animators and someone to compose or create original music. As a vlogger on a budget, I have to do all of these. Unless I talk to Andres and he can take care of animation while I take care of sound.

BUT WHAT ABOUT EVERYTHING ELSE?!

It’s not like educators ever wear multiple hats, right? (Wrong.)

Devil’s advocate: as educators, we are morally obligated to continue learning, so dive in.

Conclusion

The start-up may be difficult, much like Justine addresses in her post! I’ve been making movies for fun since I was young so my experience with the medium is likely greater than most educators, so some of you may find the learning curve is steep and this is very time-consuming (even I found my limits, and it can be frustrating when it’s just not as good as professional vloggers). So, find your boundaries, and push your technological literacy limits (within reason).

Could you see yourself as a vlogger? Is it hard to establish confidence in the creation of this media? Do we even need to learn it?
Questions, comments, feedback – let me know!

– Logan Petlak

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Incredible day! Photo courtesy Julia and Lucas Photography

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