Designing for Online and Blended Learning: Navigating Pedagogical Approaches and New Technologies
Before diving into this course, my interaction with AI was limited to spell-checking. However, as I progressed through Topic 4, I found myself experimenting with Generative AI (GAI) to create a starting point for a presentation (check it out here: https://prezi.com/p/edit/vmbk9azn3mqi/). This has added a completely different slide style to my horizon.
When designing a course for an online or blended learning environment, it’s easy to get overwhelmed by the number of tools and models available. Important is understanding the difference between hybrid and blended learning. Blended learning typically combines traditional in-person instruction with online activities, allowing for flexibility and personal engagement (Viewsonic). Hybrid learning, however, takes it a step further by delivering content both online and in-person at the same time, providing real-time interaction while bridging the physical and virtual learning spaces (University of Oxford).
Choosing the right pedagogical methodologies for these models is another crucial factor. The SECTIONS framework is a great resource here, as it emphasizes the importance of understanding the social context, technological support, and ease of use in digital learning environments. It’s a reminder that good design isn’t just about the tech – it’s about creating an engaging and accessible experience for students. Additionally, strategies like personalized learning and adaptive learning are increasingly becoming essential as we integrate more digital tools and AI (European Commission).
Speaking of AI, Generative AI is starting to play a bigger role in education, and while it has potential for supporting personalized learning and content generation, it also raises concerns around academic integrity. The European Commission’s ethical guidelines recommend that AI tools be used transparently, with educators clearly stating the tools used and how they were applied in the learning process. This transparency helps maintain trust and ensures the technology is enhancing, rather than undermining, the educational experience (European Commission). Personally, I hope that students are aware of the fact that Generative AI needs to be supervised by its user.
Another challenge when designing for online learning is balancing synchronous and asynchronous activities. Synchronous learning, where students and instructors interact in real time, fosters engagement but can lack flexibility. Asynchronous learning allows students to learn at their own pace, offering flexibility and the opportunity for deeper reflection. Combining both can create a balanced, engaging experience that encourages participation while supporting independent learning (Stanford University).
Ultimately, designing for online and blended learning is all about finding the right balance between technology and pedagogy. While Generative AI offers exciting possibilities, we must ensure its use aligns with ethical practices and enhances the learning process. With thoughtful planning and a focus on best practices, we can create courses that foster critical thinking, engagement, and meaningful learning experiences.
References
• Viewsonic. (2023). What is Hybrid Learning? Retrieved from https://www.viewsonic.com/library/education/what-is-hybrid-learning
• European Commission. (2021). Digital Education Action Plan 2021-2027. Retrieved from https://education.ec.europa.eu/focus-topics/digital-education/action-plan
• University of Oxford. (n.d.). What is Hybrid Teaching? Retrieved from https://www.ctl.ox.ac.uk/what-is-hybrid-teaching
• Stanford University. (n.d.). What is Synchronous and Asynchronous Learning? Retrieved from https://teachingresources.stanford.edu/resources/what-is-synchronous-and-asynchronous-learning
