Join us for the first of a three-part series on blended learning. Participants will learn strategies to purposefully balance online and face-to-face instruction by applying the principles of backward design and the blended learning models. Using overarching course goals as a starting point, participants will begin defining the application of blended learning principles to their unique context.
Workshop Learning Objectives:
Upon completing this workshop, you should be able to:
1. Define blended learning in your own words
2. Articulate an initial vision for blended learning by defining a specific learning goal or overarching course outcome
3. Identify a type of technology and how you would use it to meet the learning objective
4. Apply the four principles of blended learning to your course
Skills, concepts, or competencies this workshop delivers:
- Theoretical frameworks of how people learn
This workshop is intended for:
- Staff who provide pedagogical and/or technological support for instructors or TAs
- Participants will be offered access to supplemental materials in Canvas on blended learning.
This session is the first in a three-workshop series on blended learning. It will be followed by:
- Workshop #2: Mixing It Up with Tech: Turning a Course Activity into a Blended Learning Experience (DigPed 002)
- Workshop #3: Leveraging Classroom Spaces for Active, Collaborative Learning (DigPed 003)
Note: Participants are encouraged, but not required, to complete each of the three workshops and their corresponding online components.
Related LibGuide: Digital Pedagogy Workshop Series by Joe Schaffner
With the Penn Libraries' Collaborative Classroom as a focus, Catrice is building a strong program to support faculty in using active learning pedagogies and technologies. Catrice collaborates with faculty and teaching librarians, developing effective teaching practices, and doing research to demonstrate impact. Her background in teaching, materials development, and course design is international in scope, including institutions such as Wuhan University in China, Penn, Temple University and various non-profits in Atlanta and Philadelphia. Her prior work in software engineering inspired Catrice's technological initiatives in developing online learning and collaboration environments for both students and teachers, conducting research on students in online learning environments, and working with educators to connect practice with research evidence. Catrice holds a Ph.D. in Educational Linguistics and teaches courses in the Collaborative Classroom for Penn’s Graduate School of Education.