Blind of own thoughts - Dazzled by consciousness returning

In my workplace we often used blended learning (pre-recorded videos, quizzes, lectures with teacher in room/by link, practical exercises, seminars, individual/group exam, verbal/written exam and so on) and I like it because I think it reflects a professional nurse work. An example: “Based on a learning, caring relationship with the patient, the student identify and reflect on the nurse’s pedagogical responsibilities. Based on a caring conversation with a patient, the student identify and reflect on the patient’s knowledge needs”. Blended learning is a good way of learning but Staff-students partnerships are central to promoting learner engagement and sense of belonging

Armellini, A., Teixeira Antunes, V. & Howe, R. Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context. TechTrends 65, 433–443 (2021). https://doi.org/10.1007/s11528-021-00593-w https://www.ted.com/talks/diana_laufenberg_how_to_learn_from_mistakes

In a webinar with Martin Weller he presented the ICEBERG model and the PBL group decided to investigate 7 dimensions of course design. After that I made my own summaries what is important in my context as a teacher in ICEBERG´s dimensions by looking at the group contributions.
https://www.opennetworkedlearning.se/onl212-course-overview/onl212-topic-4-design-for-online-and-blended-learning/onl212-topic-4-event-webinar-with-martin-weller/
http://www.open.ac.uk/blogs/learning-design/wp-content/uploads/2020/09/ICEBERG-booklet-compressed.pdf

Integrated:

• Schedules
• Activity planners
• Portfolio – Who am I? Witch can used at first as a presentation to get to know the other students. During the course, the Portfolio is filled with individual and group task that can be assessed. Portfolio expert presence– how to build a professional id
• Platform – activities, available tools, resource – IT presence to help student if they have problem
• Shared vision – group dialogue between teacher and students to share expectations and reach consensus
• Teambuilding – “Friends for this task”
• Learning materials updated and relevant

Collaborative:

• Small groups max 4 members per group
• Expected presences – assigned roles in teamwork
• Team evaluation – What went well and what needs to be improved? Common blog post/report
• “Individual collaborative” that the participant must look for other people/groups (outside the team) to obtain information and knowledge that can solve the task
• Close teacher presence in the beginning of task and student’s teambuilding

Engaging:

• Teacher participant in discussions with students’ questions – What´s in it for me?
• Guest lectures from “Grassroots level” to inspire and make sense
• Student/Team choice in parts of each task. If possibly one for each team so that they can share knowledge with each other
• To agree of goals/outputs and that the goals can be revised
• Meaningful and relevant task and activity

Balanced:

• Clear expectations
• Time estimated per actively/week known by student
• Commitment to the expected workload
• Clear time schedule of when things will be happening and outcome
• Communication to resolve misunderstandings

Economical:

• Easily accessible and standard structure to find information and material so students feel it´s meaningful to check in
• Ensures that the students aren´t overwhelmed because they do not know or understand activity/task
• Clarify what student expected to deliver in each activity/task
• Understand that student have different needs – help each other
• Teacher support – knowledge of the learning process

Reflective:

• Give/receive feedback from other teams/students/teacher before presentation of outcome
• Individual reflective – Self-interpretation process where student review and reconsider previous experiences and create order and meaning. What have I learned? Individual blog post/report
• Team reflective – Communication – The team discussed challenges about the task and collaboration. Opinions are exchanged with help of questions. Common blog post/report

Gradual:

• Clear instruction about, points, and grade
• Activities with growing complexity
• Checking the Portfolio – looked at development and knowledge
• Meta level of understanding. How to create a new product our point of view?