Reading Chapter 5 of the BlendKit Reader and
Coming upon this quote:
"there is a work-in-progress aspect to conceptualizing quality in blended learning"Whoa!
Really really appreciating
Taking me immediately back
To an earlier post from February of last year
As I noted there:
My life has been and continues to be
A work in progress
Whether it be
Cleaning the house
Designing learning environments/experiences
Any other of a myriad of focus
At that time I was wondering and thinking out loud-- which activities/processes that I had just uncovered might best enable learning in the Blended Learning ecourse I was designing for Powerful Learning Practice. And as I was considering and thinking on the inquiry environment in which learning would occur, it became even more clear that my aspiration for quality might/should always be a work in progress-- For although I had quite a repertoire of processes/protocols/routines that encouraged interaction and deeper thinking, it has been my experience that there are always more that I haven't yet unearthed. In addition, the tech tools that enable these interactions among learners and with the content are constantly changing and offering greater affordances for learning.
So to discover this perspective in this reading-- after exploring the rubrics and checklists full of ideas yet in many ways prescriptive, at least for me-- caused me to smile broadly. For when I was asking last year in that post, "And that's OK, right?", here was an answer.
Joe Fahs notes "merits and limitations" in the use of rubrics and checklists for Quality Assurance while also adding his favorite quotes, one of which resonates with me:
“One might argue that faculty in meaningful dialogue with other faculty about the teaching/learning process is the most effective form of faculty development with everything else being merely layers of facilitation.In addition, I'm wondering on the role of learners in supporting the work to assure quality learning environments. When the reading suggests:
"it is in the lived experience of teaching a course (regardless of modality) that much can go wrong (or right)"from which designers can learn, I'm thinking that learner input is also of value as they have lived that experience also.
Finally, the reading's stance, that designers may
That stance-- of a learner--- can influence, IMHO. everything.
From gleaning new activities/processes as a life long learner of designs for learning
To being open to the possibilities of new learning learning landscapes
To continually aspiring to create the best of environments for learning
And to realizing that designing for learning is
Always a work in progress.