Transforming residential instruction to a blended format takes serious consideration of all facets of course design and instructional methods. Are you looking for tried and true pedagogical approaches that can be used in creating a high quality blended learning course? Here are 19 pedagogical approaches that work.
Faculty preparing to teach in a blended format may want to revamp their courses to include research-based pedagogical approaches to teaching and learning. The Pedagogical Approaches for Teaching and Learning with Canvas website offers information on student-centered approaches, from blogging to collaborative learning to teaching with video, and how each can be used in Canvas. Not using Canvas, no problem, each pedagogical approach also offers several other suggested technologies that can be used outside of Canvas. Along with an explanation of each approach, information is also provided on its impact on learning, assessment strategies, and relevant technologies. You can visit the Pedagogical Approaches for Teaching and Learing with Canvas at https://sites.psu.edu/pedagogicalpractices/.
During this highly interactive session you will:
- Tour the Pedagogical Approaches for Teaching and Learning with Canvas website
- Consider how these pedagogies can be utilized to transform traditional courses to a blended learning format
- Suggest other pedagogies and related technologies to be included in the existing approaches
- Consider opportunities to collaborate on expanding or modifying the existing approaches for other LMS systems
Pedagogy can be described as the art and science of teaching. Through the use of carefully selected pedagogical approaches, students become more engaged in the learning process. The approaches included as Teaching and Learning with Canvas resources focus on theory and/or research-based practices that can be used in any instructional format, including residential instruction, online learning, and blended classrooms. Our discussion will focus on the use of these approaches for blended learning.
These resources can easily leveraged as a tool for faculty to use to re envision their courses to be offered in the blended learning format. Each of the pedagogical approaches share similar characteristics
- Students become more engaged in the learning process
- Focus is on theory and/or research-based practices
- Can be used in any instructional format
- Give purpose for using Canvas to improve student success
The approaches include
- Active Learning
- Blogging
- Brainstorming
- Case Studies
- Clickers/Response Systems
- Collaborative Learning
- Concept Mapping
- Cooperative Learning
- Discussion
- E-portfolios
- Gallery Walk
- Guest Speakers
- K-W-L
- Peer Learning
- Problem-Based Learning
- Scaffolding
- Storytelling
- Teaching with Video
- Writing-To-Learn (WTL)
Each pedagogical approach is described in a clear and concise format so you can quickly and easily understand how they can be used to engage students. Based on learning theory research, each approach:
- Begins with an overview and suggested uses for the pedagogical approach
- Describes how to integrate the approach with Canvas and other technologies
- Shares the potential impact on learning
- Includes different ways to approach assessment
- Lists things to consider for successful integration
- Provides a bibliography for source information and further exploration
- Provides contact information for further discussion, questions, or pedagogical consultations.
After a brief tour of the Pedagogical Approaches for Teaching and Learning with Canvas digital resource at https://sites.psu.edu/pedagogicalpractices/ participants will be asked to list reasons why they might use this tool. In addition to the self-identified use cases, we will also consider the following:
What do you think this could be useful for?
- Focus on pedagogy first
- Faculty resource for pedagogies and related technologies
- Faculty consultation with instructional designers
- New course design/course redesign
- Increasing engaged learning
- Transition to Canvas from another LMS
- Transition from traditional courses to blended learning course offerings
Participants will also be asked to list reasons why they might not use this tool. In addition to the self-identified non-use cases, we will also consider the following:
What not to do with TLC
- Don’t over do it
- One or two approaches may be all you need
- Remember the focus is pedagogy first
- Do not force the use of technology for technology sake
Finally, participants will also be asked to list other pedagogical approaches and related technologies that could be included in this tool.