BlendKit 2014 Reading Reaction 4

Emphasized in the reading for Blended Content and Assignments is the point that online and face-to-face activities have to be coordinated so that the course does not seem like two different courses. For the last 14 years, I have provided assistance to faculty incorporating technology in teaching and learning, so it is hard for me to comprehend not integrating the two modes (one generally relying on technology and the one face-to-face). We have always stressed the teaching and learning should drive which technology is used and how, not the other way around. If the technology gets in the way of learning, then an easier-to-use technology should be used or no technology at all (here I’m thinking of whiteboard or some other technology not needing electricity or batteries). Perhaps I’m naïve in thinking that integrating the two modes would come naturally. I’ll find out with future assignments for BlendKit.

I also wonder with a blended course if it is most useful to explain the integration between the two modes to students to help them realize the connection that has been created? I remember as an undergrad that I eventually was able to see the pattern of assignments and class activities, but perhaps it would help students to understand why certain activities were moved online and what the expectations are from the students. Perhaps towards the end of a course, students could be asked about other ways they found connections between online learning and face-to-face? Such a practice could signal to students their important role in their own learning—their actively constructing knowledge anytime anywhere.