Thrive Reflection 12 - Design principles for Blended Synchronous Learning (BSL)

My reflection from Wang (2008), Wang and Huang (2018),  Johnson and Aargon (2003) papers on the principles design of technology-mediated learning environment, in particular, BSL to prepare for the possible scenarios of high absentee rate of students.

There are three board areas in which design specifications can be established. They are (1) pedagogical (2) Social (3) Technical. 

Pedagogical 

(1) Involve both in-class and online students from time to time during instruction through 1-min reflection and activity such as think-pair (online with face to face)-share

(2) Plan how best assessment data can be collected from both in-class and face to face students for feedback to avoid teacher over-load of information for effective feedback

(3) Organise information in small parts and review each part before moving on to the next (read a short text, discuss, reflect) - (watch a short clip, solve problem, peer assess) etc

(4) Provide assessment in a fun way to motivate - e.g using who wants to be a millionaires, khaoot

(5) Provide information in multiples format - web link, text, video, short movie clip instead of just using PowerPoint slide 

(6) Provide task that requires students to solve problems

(7) Provide students control of multiple format in (5) when task to solve problems in (6).


Social

(1) Provide opportunities for in-class students to work with online students

(2) Engage socially with students of at-risk profile if they are going online to set expectation after understanding their needs - involved parents if possible


Technical

(1) Ensure online students report 10 min beforehand to resolve technical issues

(2) Select easy to use or commonly-used platform (such as zoom or whatapp video-call) to minimise the need for training students technical skill

(3) Plan for the audio procedure to prevent echo when two microphones are on at the same time.

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