Creating quality learning experiences is the core business of teaching. And that core business transverses blended and online learning environments. But what a quality learning experience is will differ from environment to environment, and individual to individual. So the purpose of this presentation is to demonstrate how, in one unit in one session (LAW10157-2018-1), I worked to co-create quality learning experiences with the 121 face-to-face and online students through adopting and adapting teaching strategies for different environments and different individuals.
In line with SCU s Strategic Goal 1 and the impetus for teaching staff and students to engage in co-creating learning , this presentation will exemplify the pedagogy and strategies I adopted and adapted to co-create quality learning experiences with different students in blended and online environments. I will exemplify how Vyogtsky s (1978) zone of proximal development ( ZPD ) (McDevitt et al., 2013) and Koehler and Mishra s (2009) model of the integration of technology, pedagogy and content knowledge ( TPACK ) underpinned my use of Blackboard and Collaborate Ultra to tailor the instructional design to meet the needs of individual learners in blended and online environments. In addition, I will reflect upon Johnson s (2016) categorisation of the purpose of information communication technologies (ICTs) as supporting, enhancing, and/or transforming the content taught without ICTs.
In engaging with the question of what it means to be a learner or an educator in an online or blended environment, this presentation will engage with the pedagogical question of what it means to be a learner and an educator from the motivational and emotional perspective (Mackay, 2016) of the individual and of the learning environment to which that individual belongs. I will share and reflect upon teaching plans, snippets of Collaborate recordings and chat box transcripts, Unit feedback and a 5 Star Teaching Commendation resulting from my teaching in this unit. The take-home/take-to-work message of this presentation will be that, as teaching staff, we can adapt pedagogically sound teaching strategies to meet the needs of online learning environments through technology, as well as the needs of individual learners regardless of their status as internal or online students. Because, after all, quality learning experiences are co-created by teachers and students as individuals and as communities of learners.
Johnson, N. F. (2016). Teaching with information and communication technologies. In R. Churchill, et al. (Eds.), Teaching: Making a Difference (3rd ed., pp. 330 360). Milton, Queensland: John Wiley & Sons Australia, Ltd.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60 70.
Mackay, J. (2016). Interactive student engagement and management. In R. Churchill, et al. (Eds.), Teaching: Making a Difference (3rd ed., pp. 362 419). Milton, Queensland: John Wiley & Sons Australia, Ltd.
McDevitt, T. M. et al. (2013). Cognitive development: Piaget and Vygotsky. In T. M. McDevitt, G. C. Ormrod, M. Chandler & V. Aloa (Eds.), Child Development and Education (pp. 202 245). Frenchs Forest: Pearson Australia.