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Case-basedBlendedLearning(CBBL)Pedagogies
forPre-serviceTeachers:BuildingaCommunityof
PracticeinHigherEducationSettings
Faculty-level TDG June 2017 – November 2018
Experimentation TeamProjectconsultant
Principalsupervisors Participant members
LeeTaiHoiTheodore(EPL)YuenWaiKwanGail(EPL) Cheng YuenLingElaine (ECE)
Ho ChunSingMaxwell(EPL)HuXinyun Annie(ECE)Lee HuiLinDaphnee (EPL)PoonYuHin (EPL)Tang Hei HangHayes(EPL)XuHuiXuan (C&I)
Prof.CharlesR.GrahamInstructionalPsychology&TechnologyMcKaySchoolofEducationBrighamYoungUniversity,USA
Co-supervisors
ChanPoLinPauline(ECE)ChoiTaehee (EPL)WangZhihong Peter(C&I)YangMin(C&I)
Objectives
Experiment,documentandrefineCBBLpedagogiesIdentifypatternsandgoodpracticesEngageparticipatingfacultymembersCultivateacommunityofpracticeDevelopatrainingpackage
Experimentation– scaleandscope
SemesterI(trialrun)5instructors
6groups(239students)(4BEd, 2 PGDE)
SemesterII11instructors
13groups(528students)(1HD,12BEd)
Experimentation- feedback
SemesterI(trialrun)Instructors5 individualinterviews2 reflectivediscussions
Students3 focus groups28completedquestionnaires
SemesterIIInstructors11individualinterviews
Students9focusgroups228completedquestionnaires
SemesterITrialRun
Criticallearningpoints
SemesterI(trialrun)
Difficulty / Myth 1:How to develop a case? What is a good case?
• Goodcasematerials– highlyimportanttointegratingonlineandface-to-facecomponents
• Authenticexamples– connectstudentstotheirdailyexperience
• Challengingthinking– revealcomplexitiesandambiguities
SemesterI(trialrun)
Difficulty / Myth 2:How to prepare a CBBL lesson?
• Importanceofpriorexperience/ knowledge (e.g. casedevelopment)
• AttendingtotheconceptualelementsinCBBLdesign
SemesterI(trialrun)
Difficulty / Myth 3:Ishigh technology needed in CBBL lessons? / IsCBBL sameasadding activities using some technological means?
• CBBL– emphasisonpedagogical goals and strategies ratherthan high technology
• Purposefulpedagogicalplantointegrate:case+online+face-to-face
SemesterI(trialrun)
Difficulty / Myth 4:DoesCBBLworkfortheory-based or practical-basedcontent?
• Theory-basedcontent– focusonhigher-order/conceptualthinking,themaingoalofCBBL
• Practical-basedcontent- focusonskills e.g.writingalessonplan,storytelling,etc.,morelimitedintheuseofcases
Importanceoftheoretical framework
• DecreaseresistancetoCBBL,becausetheconceptualframeworkshiftsthefocusfromtechnologytopedagogy(T6)
• ReducebarrierstoimplementCBBL,providinga practicalframeofreference ondesign/planningCBBLlessons(T6Q12 )e.g.criteriaofagoodcase,threecomponentsofCBBL
• Moresystematic (T3.2Q1, T4Q1)e.g.aspectofconcern
CBBLdesign
Threecomponents
1. Content2. Communication3. Construction
Interlockingcomponents(non-linearrelation)
1. Selectionofcasematerials2. Developmentofcasematerials3. Lessondelivery4. Technology(interfacewith#1,2,3)
(adapted from McGee & Reis, 2012)(Kerres &DeWitt,2003)
CBBLdesign
1.Content CBBL
• Factsorrulesthelearnershouldbeabletorecall• Canbeexplicatedandcommunicatedbymediaortechnologicalmeans
• Specific informationasaprerequisiteforothercommunicativeorconstructivelearningactivities
Selectionofcasematerials
CBBLdesign
2.Communication CBBL
• Knowledgereaching acertaincomplexity• Knowledgeconsistingofdifferentcompeting
concepts• Requireadeeperunderstandingofatheoretical
framework• Studentslearntoformulate,expressanddiscussa
personalpointofview• Studentslearntoparticipateindiscussions,
formulateandreceive feedbackindiscursivesettings
Developmentofcasematerials
CBBLdesign
3.Construction CBBL
• Knowledgetobeapplied(andnotonlytoberecalled)
• Knowledgeconsistingofprocedures(andnotonlyofdeclarativeknowledge)thatrequirepractice
• Contentincluding‘fuzzy’knowledge
Lessondelivery:online andface-to-face
IntegrationinCBBL
CBBL
Case materials
(concepts)
Face-to-face Online
‘Marbling’ effects
Case
Online Face to face
PedagogicalLearning
1. Lessondesign2. Pedagogicalrichness3. Student-ledlearning4. Quantityandqualityofstudentinteractions5. Makinglearningvisible
1.Lessondesign
a. Changeintheconceptof‘lesson’b. Casecontentandimprovement
a.Changeintheconceptof‘lesson’
Traditionallessons
• Learningmainlycomesfrominstructors
• Dominatedbyfewstudents(raisehandandanswer) (Sfg3.2,Sfg6,T1)
• Limitedperspectives
CBBLlessons• Learningfromall students(e.g.onlinetaskresponses) (T2,Sfg3.2)
• Communicationhappensamongall students (T4,Sfg3.2)
• Differenttypesofpedagogicalstrategies(e.g.pre-class/in-class/post-class online responses)(T1-T11)
• Broadened perspectives (T1 AIS )
EnhancedbyTechnology
Changeintheconceptof‘lesson’→changeinthemindsetoflessondelivery→changeinthemeansforstudentlearning
ExampleInthepast After CBBLexperimentation (T9AIS2)Lecture:teachingTutorial:activity
Lecture:moreinteraction withstudentsTutorial:caseanalysis andin-depthdiscussion
CBBL (T9AIS1)
Tutorial Face-to-face:VideocasepostedtoMoodleOnlinetask (post-lesson):discusscurriculumdefinition+self-reflection
LectureOnlinetask(duringlesson)+facetoface:Activityweekexperienceoftwoschools+groupdiscussiononPadlet,followedbyanalysisofonlineresponses&self-reflection
b.Casecontent
• Goodcases• Embeddingconcepts• Studentpriorknowledge• Studentandinstructorfeedbackon
caseformat
Sharpenfocusandbroadenperspectivesindiscussions
Strengthenlinksbetweentheoreticalconceptsanddiscussions
GoodcasesStudents Instructors
Concerns• Authenticity(Sfg1 , Sfg3.1,Sfg4,
Sfg7, student questionnaire)
• Connectivity(Sfg1,Sfg3.2, Sfg4)• Transferability(practicalknowledgeandskills)(Sfg4, Sfg7,student questionnaire )
Emphases• Authenticity(T1, T2, T3.1, T5, T6, T9)• Connectivity (T1, T2 ,T4,T6)• Transferability(practicalknowledgeandprinciples) (T1, T3.1, T7,T9)
• Complexity (T1,T3.2,T10)• Ambiguity (T1,T9)• Openness(multiplepointsofentry) (T3.2,T7)• Conceptualchallenge (T3.1)• Humantouch (T10)
Goodcases
ExampleAnanimatedcase– sexualharassmenthttps://drive.google.com/open?id=0B-C2l9x82slkYXE0MHdwS0VtYU0 (bilingual)
Scriptforinstructorshttps://drive.google.com/file/d/0B-C2l9x82slkeWZ5MHNsdE41cGc/view (Chinese)https://drive.google.com/file/d/0B-C2l9x82slkSUNjZmJGMEh0ZFU/view (English)
1. Presentarealincidentexperiencedbyaservingteacher
2. Showanethicaldilemmaanddiverseperspectivesinvolvedinmakingprofessionaljudgementandchoiceofaction
3. Requirepracticeinapplyingthecodeofethics
Authenticity, Connectivity
Conceptual challenge, Complexity, Openness, Ambiguity, Human Touch
Transferability
Goodcases
Studentsmoreconcernedabout‘solutionsandskills’(howtotackleproblemsinthefuture) (Sfg3.2, Sfg4, , Sfg7,student questionnaire)
Difficultiesinstudentlearning• Fromconcreteknowledgetoabstract/conceptualknowledge• Handlingcasesindifferentcontexts- transferabilitymaynotbuildon
theories/concepts
v Thismayberelatedtostudents’habitsoflearningortheabsenceofconceptualelementsintheselectedcase.
Goodcases
Fromstudentdata
• Caseswith lessambiguityaredifficulttodevelopin-depthdiscussions.
e.g.‘toogood/nearlyperfect’or‘toobad’ (Sfg4)- veryobviousanswer(Sfg6 )
Embeddingconcepts(notfacts)
Example (T3.2)
Before class Inclass AfterclassOnlinetask Facetoface Onlinetask
Watchingateachermovie +worksheet
Studentstoidentifysocialstructuresandemotionalrules
Discussionandanalysisofonlineresponses+conceptual explanationonemotionallaborandrules
Photographicjournal
Studentstocaptureavisualmetaphortodemonstrate conceptualunderstandingofemotionallaborandrules
Embeddingconcepts(notfacts)Moreexamples
Different usesofcaseforconceptualunderstandingToshowasanexample
(analysisT1)Tostimulate thinking
(analysisT10)Toconstruct thecourse
(analysisT9)Studentstosubmitonecase+ instructor cases
Usethecasein a game todistinguishbetween ‘fact’and‘principle’
Studentstosubmit onecaseontransition andapply concept(s) to thecase
Instructor tousestudents’authenticcasesinFE+instructor’scasesrelatedtoconcepts/theoriestaughtinthecourse
Studentpriorknowledge
Example1 (T10)
Priorknowledge:home-schooltransition
Face-to-face:Studentsanalyzedfactorsinthecaseandmappedthemwiththeecologicalsystem
▶ Padlet toexpresspointsofview→groupdiscussion→Mindmap tosummarizefactorsaffectingchildrenandmapthemwiththeecologicalsystem
Studentpriorknowledge
Example2 (T1)
Priorknowledge: codeofethics(readinginadvance)
Face-to-face:Studentsanalyzedacaseinrelationtotheprofessionaljudgementandactionsofteachers
Ø Commentsfromtheinstructorinterview:o withoutthecodeofethics:studentsfocusingmainlyonthewell-beingof
theaffectedstudentinthecase
○ withcodeofethics:studentsanalyzingtheteachers’actionsandmakingprofessionaljudgementbasedonthecodeofethics
Studentfeedbackoncaseformat
Text Animation Video• Text-basedcaseswithhighauthenticityandconnectivity helpful toconceptualunderstanding(analysisSfg1,studentquestionnaire)
• Somestudentsmaythinkitisamake-upcase,affectingauthenticity (analyzisSfg3.1)
• Visualandaudiostimulation,(e.g.concreteimage,dialogue,tone)invideosoffering‘humantouch’(C3.2)and‘authenticity’(Sfg3.1,studentquestionnaire)– helpfulto gainadeeperunderstandingofthecharacters
• Easier tounderstand keypoints (C3.1, Sfg3.2)
Instructorfeedbackoncaseformat
Text Animation Video
• Needadequatetimeforstudentsto‘digest’thetext(T1)
• Quickandefficientwaytocollectstudents’cases,increasingvariationofcases(analysis T1)
• Lesstimetoproduce thanvideos (T3.2)
• Higherconfidentiality e.g.cases fromstudentteachers(T9)
• Highlight theissue in case(T9)
• Casesfromwebsites/Youtube:a) timetosearch,andb) missingsome
concepts (T4,T8)
• Tailor-madevideos:needadequatetimetoproduce(analysis T3.2)
2.Pedagogicalrichness
a. Timingb. Meansc. Integrationd. Student-ledlearninge. Making(conceptual)learningvisible
a.Timing
• Facilitatestudentpreparationbeforelesson- designmoreengagingactivitiesinface-to-facelessons (T2,T3.2, T9)
• Collectstudentresponsesbeforelesson-moretimetopreparefeedback,thusincreasingrichnessandqualityoffeedback (T3.2, T9)
Onlinetasks(beforeclass)serveaspreparatorytoolsforCBBLlessons,andincreasestudentreadiness forface-to-facecomponents.
Traditionallessons
• Nothaving timeto‘digest’concepts
OnlineTasks(beforeclass) CBBLlessons
Processofthinkingtakingplace(analysis Sfg3.1,Sgf6,T3.2,T7)
• Easiertofacilitatedeeperthinking(analysis Sfg3.1, T1)
• Perspectivesorpersonalstanceconstructed(analysis Sfg3.1)
Enhancedby
Technology
Onlinetasks(in-class)serveasfacilitationtools forCBBLlessons,andincreasestudentparticipation inface-to-facecomponents.
Traditionallessons
• Due totimeconstraints,onlyasmallnumberofstudentsrespondtoinstructors’questions (T1 AIS)
OnlineTasks(in class) CBBLlessons
• Moreconvenienttofacilitatetheprocesstoexpressopinionse.g.allstudentsusing mobileappstoanswerquestionsatthesametime(analysis sfg1,T4, T1)
• Morewillingnesstoanswerquestionse.g.anonymityin Kahoot or Padlet - lessconfidentorshystudentsmorewillingtoparticipate (analysis sfg1,sfg3.2,sfg6,T11)
EnhancedbyTechnology
Onlinetasks(after class)serveasan extension forCBBLlessons,andincreasestudentopportunitytoapplyconceptslearnedfromface-to-facecomponents.
Traditionallessons
• Nothaving timeto‘digest’concepts
OnlineTasks(after class) CBBLlessons
• Aprocesstoreview theconceptsandtheoriestaught
• Application ofconceptsandtheories (sfg3.2)
• Understandingandclarifyingthetheories/conceptstaught withtheuseofgoodcases (sfg3.2)
EnhancedbyTechnology
b.Means
1. Bycase (T1,T2,T4)e.g.studentssubmitacasehappenedinschool
2. Bytext (T3.1, T7,T5,T6,T7,T8, T9, T11)e.g.Q&Aingoogleform
3. Byimage (T3.2, T10 )e.g.Mindmap,photos,WordCloud
c.Integration
Deepenstudents’conceptualunderstanding1. Categorize:Instructorssummarizestudentonlineresponses.(T6,T11)2. Elaborate:Studentsidentifykeyonlineresponsesanddiscussingroups.
(T3.1,T3.2,T2, T7, T1, T9)3. Clarify:Studentsdoonlinetasksinclassandinstructorsgiveimmediate
feedback. (T4,T10)
Example bytopic (T3)
Onlinetask– GoogleFormhttps://drive.google.com/open?id=1c4zIHTBj5rhv0_VVumR8zltLx5ipN5ak20QM77FZu7E• Youarethefourthteacherinthegroupofthecase.Whatwillbeyourchoiceofdecision?Explainandjustifyyourstance.
1. Applyknowledgeofethicaldilemmaandcodeofethics2. Practicetheprocessinvolvedinmakingprofessionaljudgementandchoiceof
actione.g.listeningtodifferentperspectives,investigation,handlingconflictingviews
3. Takenoteofwith‘fuzzy’knowledge– noabsolutesolutionorright/wrong
Interactivepedagogiestochallengestudents’thinking
Examplebytopic (con’t)
Face-to-face – GroupDiscussionhttps://www.youtube.com/watch?v=j7yEgXRJEjY&feature=youtu.be
1. Analyzestudents’onlineresponses• patternsoftheseresponses(e.g.someviewsmoreprominentthanothers)• reasonsbehindthedifferentstancesshowninthecaseandonlineresponses• refertothecodeofethics
2. Discusshowprofessionalethicsmayhelpupholdteacherprofessionalismandwhatismostimportanttoconsiderinthefaceofanethicaldilemma.
Co-constructionofknowledge(T3)
Topic(s) Case-BasedBlendedLearning
Whatiscurriculum? Session2 Face-to-face:VideocasepostedtoMoodleOnline(Postlesson):discusscurriculumdefinitions+Self-reflection
Analyzingteachers’perspectivesoncurriculum Session4
Online+Face-to-face:Fourvignettesonteachers'perspectives(minicases)onteaching,assessmentandcurriculumobjectivesintheirsubjects+GroupdiscussiononMentimeter+teacherfeedback
Analyzingastudentteacher’smodelofcurriculumdesign
Analyzingtheapproachestoassessmentusedinthe dramaplay
Session4,6,8
Online +Face-to-face:casedescription(withcaseteacher'sself-reflection) + lessonmaterials(e.g.Primary-4lessonon‘FreshFood’inEnglishlanguage)+groupdiscussiononPadlet +teacherfeedback
CateringAssessmenttodiverselearners
Readingweek
Online:Videocase (languagelearningandsocialdifficultiesofanewly-arrivedprimary-3student) +Self-learningbyrespondingtoquestionson Mentimeter
Analyzinghowthe“ActivityWeekExperience”helpsstudentsfulfilthesevenlearninggoals
Applyingtheguidingprinciplesoflife-widelearning
Session13Online+Face-to-face:AWEofTak SunPrimary&SecondarySchools+groupdiscussiononPadlet+ analysisofonlineresponses&self-reflection +readingon activitiesofOtherLearningExperiencesatLawTingPongSchool
Discussingacasestudyonthevalidityofschool-basedassessment(SBA)
Session14Online+Face-to-face:Aresearchstudyonstudents'4-stagepre-planning activitiesduring school-basedpeergroupspeakingassessmentinEnglishlanguagesubjectHKDSE+Groupdiscussion onMentimeter+analysisofonlineresponses
Example bycourse (T9)
d.Student-ledlearning
StudentscontributeStudentresponsesintheformofdecisions,opinionsandexplanations
Different sourcesofcase(examples)
Frominstructors Fromstudents
Casesdevelopedfromreadings Studentstosubmitacase (T1,T2,T4)
Cases fromnewspapers,YouTubeorwebsite,etc.(T8,T4,T11) StudentstousetheircasesinFE (T9,T4)
Casesfromtheir own teachingexperiences (T6, T10)
d.Student-ledlearning
Studentsengage• Studentengagementincaseselection(T1,T2,T4),discussion(T1-T11) and
analysis(T3.2, T7,T10,T9,T4,T2)
Studentschoose• Studentchoiceintermsoftimetocompleteanonlinetaskortoselectwhich
datetoparticipateinanonlineforum (Sfg6,T7)
Studentsinteract• Morevariability - technologymakesdifferenttypesofinteractionpossible
e.g.onlineforum,Padlet,Kahoot,Mentimenter vs.Q&A(summary T1-T11)• Moretime todigestotherpeople’sresponses (T4)
e.Making(conceptual)learningvisible
• Technologyasafacilitator (externalizenewlearning)e.g.showingstudentresponses ,differentmindmapsandphotographicimagesonscreen
• Studentresponsestocases(oftendescriptive)throughtechnology– challengeconceptualunderstandingand/ormisconception
(analysis T1-T11)
ProfessionalLearning
1. LearningcurveinCBBL2. Familiarityofcoursecontentinfluencinglevelof
difficultyinCBBLdesign3. CBBLtakingtimetodevelop4. AccumulationofCBBLexperiencethroughPLC
1. Learningcurvein CBBL
Exploration
Characteristics:• Materials - What is acase?What is a goodcase? (T4)
• Not familiar withtechnology(except forinstructors who have ahigher capability in usingtechnology) (T3.2,T9)
• No / less room forstudent-ledlearning(analysis T2, T3.2)
Transition
Characteristics:• Morefamiliarwithmaterials (T2)
• Familiar with selectedtechnology (T2)
• More room / tendencyfor student-ledlearning(T2, T3.2)
Adaption
Characteristics:• Smoothness in usingmaterials (T2,T10)
• Technology usedindifferent components /confident to useselected technology ordifferent means oftechnology (T3.2,T10)
• Reaching betterbalancebetweenteacher-led andstudent-led learning(analysis T2)
(T2Q1+ data from other instructors )
2.FamiliarityofcoursecontentinfluencinglevelofdifficultyinCBBLdesign
Teachersnewtothecourse
TeacherswithexperienceInthesamecourse
CBBLlessonplanninganddesign
• Moretimeonexplorationofcoursecontentandmaterials(analysis T6)
• Familiarwithmaterials,moreefficientinchoosingmaterials (analysis T3.2)
• EasiertomakeadjustmentinCBBLdesign, e.g.§ “morefamiliarwiththematerials,abletolet
studentsleadapresentation” (summary T3.2,T2)
§ furtherdevelopthecase, moreinformationtoenhancethecomplexityofthecase(analysis T10)
3. CBBLtakingtimetodevelopInstructorswithoutCBBLexperience InstructorswithpriorCBBLexperience
CBBLlessonplanninganddesign
• Inexploratorystage(T1,T6)• Morefocuson‘content - selectionof
casematerials’ (T6,T4,T1)
• Morefocuson‘construction– lessondelivery’e.g.howtohaveabetterintegration,howtousestudentresponses,howtodesignstudent-ledactivities,etc.(T3.2)
Process • Difficultiesencounteredduringexperimentation,e.g.definitionofcase(T4) ,waystointegrateacase,contentandlessondelivery (T6),oruseoftechnology(T9)
• Smootherteaching(T2)• EffectivenessofCBBLenhancedyearby
year(familiarwithmaterials/adjustmentofmaterials/changeofcoursecontentorstructureoverthe years) (T2,T3.1)
Integration • Generallinkagesfoundinonlinetasksandfacetofacelessons
• Someclassesnotshowingveryclearintegration(reflectedbystudentsinfocusgroups)(Sfg4,Sfg6)
• Deeperintegrationingeneral(reflectedbystudentsinfocusgroups)(sfg3.1,3.2,sfg7)
4. AccumulationofCBBLexperiencethroughPLC
Exchangeideas on CBBL
Theoreticalframework
ReviseCBBLlessons
Sharing onusing
technology
Trial andreflection
Sharing onfindings
FullImplementationand reflection
Sharing ontrial
experience
Thankyou
Appendices
SemesterI&IIStudentFeedback
More than 90% of students agree orstrongly agreed that:
1. Thecasematerialsofferedconcreteexamplestoillustraterelevantconcepts/contentinthecourse
2. Thedesignoftheonlinetasksenhancedmyunderstandingofrelevantconcepts/contentinthecourse.
3. Theonlinetasksandface-to-facelessonswereclearlyconnected.
4. TheoverallCBBLexperienceincreasedmyengagementinthecourse and usefultoextendmylearninginthecourse.
90%
10%
agree or strongly agree
disagree or strongly disagree
SemesterI(trialrun)(student questionnaire)
More than 90% of students agree orstrongly agreed that:
1. Thecasematerialsofferedconcreteexamplestoillustraterelevantconcepts/contentinthecourse
2. Thecasematerialshelpedmeunderstandrelevantconcepts/contentinthecourse.
3. Theonlinetasksandface-to-facelessonswereclearlyconnected.
4. TheoverallCBBLexperienceincreasedmyengagementinthecourse.
5. TheoverallCBBLexperiencewasusefultoextendmylearninginthecourse.
90%
10%
agree or strongly agree
disagree or strongly disagree
SemesterII(student questionnaire)
TheEnd