{"id":76,"date":"2023-05-15T19:51:37","date_gmt":"2023-05-15T19:51:37","guid":{"rendered":"https:\/\/www.opennetworkedlearning.se\/mehmetilter\/?page_id=76"},"modified":"2023-05-15T19:51:37","modified_gmt":"2023-05-15T19:51:37","slug":"topic4-design-for-online-and-blended-learning","status":"publish","type":"page","link":"https:\/\/www.opennetworkedlearning.se\/mehmetilter\/topic4-design-for-online-and-blended-learning\/","title":{"rendered":"TOPIC#4: Design for online and blended learning"},"content":{"rendered":"

In blended learning context,\u00a0 it is much more difficult to trace the engagement level of the students particularly you do not have any clue the feeling of the students against course practicalities where we are expected to introduce new synchronous and asynchronous activities.\u00a0 From this aspect, creating authenticity among the students in blended learning environments turns into expected ingredient in the course design.<\/span><\/p>\n

At this point,\u00a0 \u00a0after reading Topic#4 scenario, \u00a0the following question started to flash in my mind: As being in teacher\/facilitator’s role, the key question herein how we can move forward to being more authentic without being dropped into manipulative region. First let start to think about the definitions. The former one implies using the forces or authority in order to influence people do something. On the other hand, authenticity targets that everyone feels respected, valued and included [1]. For example, it is quite easy to give some credit for the attendance to make the students being in the lectures. By this way,\u00a0 you can have crowded lectures but motivation feeling of being valued\u00a0 might be still questionable. However I believe it creates more positive feeling to teacher if similar crowded classroom while the attendance is not mandatory. So the questions we need to answer, how can we make the students feel respected, valued and included in the blended online learning environment?<\/p>\n

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taken from https:\/\/picpedia.org\/<\/p><\/div>\n

To start with we can offer them to choose their course assessment and provide them some options. Negotiated assessment refers learners the opportunity (within parameters) to create their own course assignments [2] By this way, the students are given a chance of demonstrating their learning. Also, it can promote personalised learning which is key ingredient in blended learning environment.\u00a0 In addition, e-assessment can be attractive enabler to<\/span> students\u2019 diversified needs and preferences [3]. In order to increase the motivation, it is quite important to c<\/span>larify e-assessment instructions and the teachers’ expectations.<\/span><\/p>\n

In this small journey during Topic#4, I think create authenticity between learning environment will help more self-aware individuals who are adaptive to different working setting and confident about their ability which help them lead themselves to a desirable goal.<\/p>\n

 <\/p>\n

References<\/p>\n

[1] https:\/\/www.linkedin.com\/pulse\/authentic-manipulative-henry-koge\/<\/p>\n

[2] https:\/\/read.aupress.ca\/projects\/assessment-strategies-for-online-learning<\/p>\n

[3] Raynault, Audrey, et al. “Teaching Experiences of E-Authentic Assessment: Lessons Learned in Higher Education.” Journal of Teaching and Learning with Technology 11.1 (2022)<\/span><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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