Friday, August 5, 2016

Blended Learning vs. Flipping Learning


According to Horn and Staker, blended learning is:

Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.

Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.

The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.

Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.

Flipped Classrooms provides pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.

This is the perfect way to “invert” doings in the class with activities outside the teaching space.

Flipping is not just about video and technology.

Moreover, technology does not replace good teaching. It enhances good teaching.

Flipping helps us to get the best use of class time. It is a methodology that permits the instructor to involve students intensely in the collaborative community and produce a shared problem-solving workshop.


Sometimes, instead of giving lectures, I call for scholars to watch chosen PPT, videos or podcasts at home, so when we gather in the course of work, we can concentrate on the debate, as well as interpretation of the problem.

In my point of view, there are some significant ways to involve students during a lecture such as short demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.

I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further learning, or else to mature students' thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.


Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.

During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.

Wolff, Lutz-Christian, and Jenny Chan. "Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.


 



http://www.christenseninstitute.org/blended-learning/


 

Blended Learning vs. Flipping Learning


According to Horn and Staker, blended learning is:

Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.

Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.

The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.

Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.

Flipped Classrooms provides pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.

This is the perfect way to “invert” doings in the class with activities outside the teaching space.

Flipping is not just about video and technology.

Moreover, technology does not replace good teaching. It enhances good teaching.

Flipping helps us to get the best use of class time. It is a methodology that permits the instructor to involve students intensely in the collaborative community and produce a shared problem-solving workshop.


Sometimes, instead of giving lectures, I call for scholars to watch chosen PPT, videos or podcasts at home, so when we gather in the course of work, we can concentrate on the debate, as well as interpretation of the problem.

In my point of view, there are some significant ways to involve students during a lecture such as short demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.

I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further learning, or else to mature students' thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.


Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.

During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.

Wolff, Lutz-Christian, and Jenny Chan. "Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.


 



http://www.christenseninstitute.org/blended-learning/


 

HALINA'S LEARNING, TEACHING AND MUCH MORE....: FOREVER YOUNG - Rod Stewart and daughter Ruby DUE...

HALINA'S LEARNING, TEACHING AND MUCH MORE....: FOREVER YOUNG - Rod Stewart and daughter Ruby DUE...: "Forever Young" May the good Lord be with you Down every road you roam And may sunshine and happiness surround you whe...

FOREVER YOUNG - Rod Stewart and daughter Ruby DUET







"Forever Young"

May the good Lord be with you
Down every road you roam
And may sunshine and happiness
surround you when you're far from home
And may you grow to be proud
Dignified and true
And do unto others
As you'd have done to you
Be courageous and be brave
And in my heart you'll always stay
Forever Young, Forever Young
Forever Young, Forever Young

May good fortune be with you
May your guiding light be strong
Build a stairway to heaven
with a prince or a vagabond

And may you never love in vain
and in my heart you will remain
Forever Young, Forever Young
Forever Young, Forever Young
Forever Young
Forever Young

And when you finally fly away
I'll be hoping that I served you well
For all the wisdom of a lifetime
No one can ever tell

But whatever road you choose
I'm right behind you, win or lose
Forever Young, Forever Young
Forever Young ,Forever Young
Forever Young, Forever Young
For, Forever Young, Forever Young

The Learning Styles









Let’s look at some ways you can retain the richness of social learning as you make the move to online.

The magic of people in learning


Well-designed face-to-face learning has some great features going for it:

  1. Stories and example sharing: rich sources of learning that tend to stick in people’s minds
  2. Observations: people can practice a skill and be observed by peers or an expert, who provide feedback
  3. Collaborative learning: where people work together on a task and learn from one another
  4. Expert guidance: facilitators who provide knowledge, demos, and feedback
  5. Competition: there might be some competitive elements that encourage learning to take place. Whether it’s formal or informal, people often try to perform well in front of peers, especially when given tasks to complete and share with others
  6. Informal learning: never underestimate the power of the ‘down time’ chats and the networking that inevitably take place— these all work toward the learning goals




The big question is WHAT IS YOUR LEARNING STYLE???