BLENDED LEARNING Technology in the Traditional Classroom Alyssa DeBlasio, PhD (Dickinson College, USA)

BLENDED LEARNING Technology in the Traditional Classroom Alyssa DeBlasio, PhD (Dickinson College, USA) s/

OUTLINE I. Blended Learning: What & Why? II. Technologies for Teaching (a) Blogging (b) Videos (c) Podcasts III. To Consider: Questions and Challenges IV. Discussion: Questions and Contributions

I. Blended Learning: What? Blended Learning / Hybrid Pedagogy Hybrid Pedagogy (March 5, 2015): “supporting students through a process of consuming, creating, and filtering content on the internet in a way that gives them ownership of their learning while also teaching them essential curation and critical thinking skills” (Hudson, using digital tools to “teach smarter”: assignments that are better (learning outcomes achieved) and more efficient

I. Blended Learning: Why? 1. Efficiency 2. Students as “Digital Natives” Babson Survey Research Group & Pearson: students report (1) “higher levels of connection to the class”; and (2) learning that “extends beyond classroom and is more relevant to real life” when social media (blogs, podcasts, etc.) are incorporated into syllabi 3. Digital Literacy

Digital Literacy FCC definition of digital literacy from ”Digital literacy is the ability to find, evaluate, utilize, and create information using digital technology. Additional skills include the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation and to evaluate and apply new knowledge gained from digital environments. It can include the ability to analyze and reflect critically on digital media. Digital citizenship and safety are often included in definitions of digital literacy as well."

Digital Literacy Skill Sets 1. Visual Literacy 2. Digital Writing 3. Digital Presentation and Expression 4. Understanding the Internet as a social and/or public space 5. Information Literacy

“RSUH will adhere to reaching new horizons in fundamental humanities sciences together with responding to the demands and challenges of the society in generating new productive ideas, technologies, and products to bring value to the solution of the most important issues of social development in Russia and its role as the part of the ever- changing world.”

II. Technologies for Teaching: BLOGGING

as a syllabus US History to 1877: journaling and/or reflection pieces Intermediate Russian language blog: Spanish for Business Spring 2015: pre-class assignments to help in-class discussion or post-class discussion Communism & the Environment blog: sp12/2012/02/29/downstream-valentin-rasputin/ sp12/2012/02/29/downstream-valentin-rasputin/ used to track progress on a long-term research project, like a course paper or thesis “For instance, Post 1 could be a list of potential topics; post 2, 2-3 primary sources on a chosen topic; post 3, a research proposal; post 4, a progress report; post 5, a draft of a section of the paper. The benefit of having students do this on a blog is that you can put them into peer editing groups and students can give one another feedback online” pages/blogs/ pages/blogs/ collaborative work / class project Mapping NYC Modernism: Historical Markers of Virginia: connect different classes, departments, programs, or universities RSUH and Dickinson professor exchange: course portfolio / student portfolio Digital Resume: II. Technologies for Teaching: BLOGGING

II. Technologies for Teaching: VIDEO Audiovisual essay Intro to Arts of Asia: of-buddhism-2/ of-buddhism-2/ “TED talk” style assignment or “Thug Notes” style assignment Recorded lectures The Mixxer

II. Technologies for Teaching: PODCASTS Learning a language – record speaking and reading; practice dialogues and vocabulary; receive comments from instructors and class members Text annotation – comment on a reading love-catullus-85/ love-catullus-85/ Music – music students can share and promote their work Public speaking – practice public speaking in low-stakes environment Radio broadcast & storytelling – promoting university events; preparing short informational stories; incorporating oral history or interviews Oral reports – used in place of oral or written reports or essays

III. To Consider: Questions and Challenges how to write assignments

III. To Consider: Questions and Challenges how to write assignments how to grade assignments start-up labor / faculty workload technical support intellectual property & privacy issues sustainability

Process Checklist for Digital Assignments 1. connecting course and project 2. scaffolding: breaking down work into smaller chunks 3. logistics: time, labor, materials 4. student feedback Based on suggestions by Rebecca Frost Davis: rebeccafrostdavis.wordpress.com

Final Suggestions start small use available resources ask for help incorporate student feedback department chairs & administrators: designate specific courses as “digital literacy” courses don’t just do it because it’s technology

IV. Discussion: Questions and Contributions Alyssa DeBlasio

April Workshop: Assignment Workshop If you have a specific assignment that you would like to incorporate technology into, please send it to me by April 1st and we can discuss it in detail at the next workshop. Alyssa DeBlasio