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Will it Blend Tip #3: Zorg ervoor dat alle activiteiten relevant zijn Nu Driz 2014 - 2015.

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Presentation on theme: "Will it Blend Tip #3: Zorg ervoor dat alle activiteiten relevant zijn Nu Driz 2014 - 2015."— Presentation transcript:

1 Will it Blend Tip #3: Zorg ervoor dat alle activiteiten relevant zijn Nu Driz

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3 Set-up: Nu Driz Goals: Explain the theoretical basis of my Blended Learning design; Illustrate to you how I make sure my activities are “relevant”; Show you what my classes actually look like; Schedule: 1. Theory 2. Show & Tell 3. Questions

4 Theoretical Basis: Learning context: Practical or theoretical? Home, field or classroom? Alone? Class? Group? Skills to be taught: Experiential, didactic or strategic? Situational or book-based? Practicality: Time and/or place Number/Level of students Budget/facilities Theoretical soundness “ Media selection must be based on the learning context, the skills to be taught, the practicality of the situation and what theory indicates would be appropriate.” - Dick and Carey (1996)

5 Dick and Carey (1996)

6 Guiding Principles: How I keep activities relevant Create learning opportunities before, during and after class; Assist teaching/learning, do not replace it Justify AND sell the rationale behind the design (re)Connect home/digital exercises to classroom work/professional skills Hands-on: Engage the students in both home & classroom activities Give feedback!

7 Learning before class: Blackboard-based pre-class quiz: Introduction to week’s topic; Low bar, easily passable, meant to be inclusive; Connected to homework & topics in other subjects. Outcomes: Students come prepared, not like nestlings waiting for worms; Experience of success; encourages involvement; Feeling of urgency; connection to the greater whole.

8 Introduce topics using weekly pre-class quizzes

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10 Learning during class: Short recap of previous class & Results of Blackboard Quiz: Application of theory learned: Actual skills practice based on homework, Feedback Tangible product at end of class Justify AND sell the rationale behind the design Outcomes: Reconnect to the greater whole, Feedback Feeling of urgency/efficacy Measurable progress Re-stress the importance of the activities

11 Today: Learning Goals: By the end of this class, students will be able to Differentiate between Strong & Weak organizational cultures; Name the 4 kinds of corporate cultures from Cameron & Quinn’s Competing Values Framework; Use HR-related vocabulary words; Write a rough draft of an introduction. Today’s Schedule: Part 1: Quiz recap: strong & weak organizational cultures; Vocabulary: Competing Values Framework; Part 2: Skills Practice (Re)writing the introduction. Homework: Do the exercises in Blackboard; Finalise your introduction.

12 Strong & Weak Organizational Cultures

13 What is organizational culture?

14 STRONG

15 WEAK

16 Strong Organizational

17 Weak Organizational

18 Why is this important to me?

19 Concurrerende Waarden en 4 ‘archetypen’ van Cameron & Quinn

20 The Competing Values Framework

21 Why is this important to me?

22 Part 2: Writing the Introduction

23 The Introduction

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25 Learning after class: Continuation of unfinished work: Preparation for next class: Pre-class quiz; Homework; Outcomes: Working towards final project; Feeling of urgency/motivation; Setting foundation for classroom activities.

26 Bibliography: Dick, W., Carey L. (1996). The Systematic Design of Instruction, 4th ed. New York: HarperCollins College Publishers. McLaughlin, J. cultures-examples-differences.html 17 March 2015.http://study.com/academy/lesson/strong-vs-weak-organizational- cultures-examples-differences.html Woodall, D. (2012). Blended Learning Strategies:Selecting the Best Instructional Method. From 17 March

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