This course (EDTECH 522) has exposed me to several pedagogical concepts especially relevant to adult learners. Most notably is the concept of Andragogy by Malcom Knowles which related to psychological and educational theories such as progressivism, naturalism, constructivism, problem-based learning and motivation. Andragogy posits several key learning attributes of adult learners such as: Need to know; Self-Concept; Experience; Readiness to learn; Orientation to learning and; Motivation to learn.
Although these key attributes are useful, it is instructive that the approach used for instruction should still consider the levels of self-directness, motivation, and experience of the individual learner.
Another concept which was relevant was that of the Community of Inquiry. The elements to create this community being cognitive presence, social presence and instructor presence were useful not only for adult learning but in any educational environment if learning outcomes are to be maximized.
One instructional approach that this course highlighted was the flipped classroom. Although, I have read about the flipped classroom and the concept of blended learning, it was interesting to read the real-life experiences of instructors in the course who have attempted the flipped classroom and blending a course. These have informed my opinion that the flipped classroom is an instructional strategy whereas blended learning is a model of delivery for instruction.
Regardless, research suggest there are educational gains from adopting such approaches and any good instructor would be wise to incorporate them within their instruction.
From the theories to concepts to approaches considered, any instruction should be evaluated. I was particularly interested in the various rubrics available for evaluating blended and online courses such as the Quality Matters and SREB rubrics.
These rubrics were shared with colleagues since the institution I work at is set to formally launch a blended learning policy initiative which promises to be transformative.
Throughout the course, I have created several artifacts which encompassed technological and pedagogical skills. The rich media tutorial and online module development were two such artifacts. The skills developed will prove useful in providing further support to my colleagues at the institution at which I work.