Example:
Continuing with the Geography example, a student may then decide to study Language geography (a “big” teleport). This studies the geographic distribution of languages. One component of this is how geographical barriers have impacted the spread of languages, and the isolation that has separated languages and dialects. Obviously, many more possibilities exist.
A “smaller” teleport may be the study of tectonic processes (rather than just tectonic landforms as in the previous model); this may involve the study of plate tectonics, volcanoes, earthquakes, etc. involved in the formation of landforms unrelated to the coastal landforms being studied.
Role of the teacher: In this model, the teacher does not have to prepare learning materials; the student negotiates a topic with the teacher and then researches it by him/herself. The teacher and the student would also have to agree on a “deliverable”; what the student will have to show for the learning once completed. This may range from a discussion with the teacher explaining what has been learned, to sharing research notes that have been taken, to a written or multi-modal assignment or even a presentation to the other members of the class. There are many possibilities from ranging from informal to formal.
Assessment under this model is similar to that in the linear extension model. Ideally the assessment should have flexible timing.
Combinations of these models are obviously possible.
Conclusion
Effective teachers have been implementing these models (to a certain extent, and sometimes in an ad hoc fashion) ever since teaching began. However, blended learning makes it more important to formalize our understanding of these options so that teachers can choose the model that best suits their situation, and then have the model (and associated learning materials where necessary) prepared in advance for those students who work through topics at a rapid and effective pace. There is often insufficient time in the fast paced world of blended learning to create these materials “on the fly.”
Peter West is Director of eLearning at Saint Stephen’s College in Australia. He has over 15 years’ experience leading K-12 schools in technology enhanced education, particularly blended learning using online learning environments. He can be contacted at pwest@ssc.qld.edu.au.
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- Are outdated computers reverting students to a prehistoric era? - November 17, 2016
- Blended learning and the paradox of the experienced teacher - September 30, 2014
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