The second week of Blendkit focused on the interactions that can take place during your blended course. It is a human desire to interact with their peers, this occurs in the blended learning environment as interactions with the course instructor as well as classmates, and can occur online or f2f. It is a course design need to determine how and with whom course participants will interact with each other and the course content. Inherent in this decision is the level autonomy that the learners will have in discovering content, interacting with it, and sharing their own content with each other.
This an idea that I addressed briefly in week one response. I find that I am leaning towards the opinion of Kirscher, Sweller & Clark (2006) that minimal guidance is not as effective as guided instruction. The online portion of my course is very structured. I suppose of any of the described roles of educators in the networked world: Atelier Learning, Network Administrator, Concierge or Curatorial. My approach would be more in line with curator. I provide the content that is aligned with the objectives of the course and the content of the prescribed textbook by our institution’s department. The units or modules within each course are all linked, so that students cannot begin the next unit without completing the assignments in the previous unit.
Student interaction is somewhat limited within the online portion of the course. There are a few discussions, but mainly it is informational videos, readings, and listening tracks followed by quizzes to assess their understanding. Most of the interaction will take place in the face to face portion of the course. Because this is the first attempt at flipped learning I think it is important to exhibit much more control over the content, and then with subsequent presentations of the course I can see where students could benefit from more freedom to interact and find their own learning materials, and share these with their peers. I think that this is good for the EFL context because the learning gaps in the digital literacy working with English applications and their linguistic knowledge itself. No matter how much you design your course, you will never know how it will be interacted with by the peers, what will work as intended and what will not.