After reading this week's Blendkit2014 reading assignment, several thoughts came to mind regarding methods of interactions between an instructor and students during a blended course, specifically for a course I am currently developing, CYC2001 Introduction to Cybercrime. From my past instructional experiences, adult learners in real estate education generally require additional guidance with concepts and principles since most are new to the industry. Furthermore, the majority, if not all, real estate learners are merely present to receive their licensure for moving onto residential or commercial brokerage work. Because real estate educational requirements are minimally set by state commissions, learners' knowledge of real estate concept may vary greatly, in addition to their technical competence. With this in mind, identifying learners' experiences within a specific knowledge domain may play an important role in the decision making process for selecting a blended interaction model as discussed in this week's reading assignment.
Three specific interactions models were found most relevant from the reading for implementation purposes. First, the atelier learning model was presented as a method for instructors to observe and interact with learners similar to how art instructors observe and interact within their art studio classrooms. This interaction method could potentially work for observing posted discussion question and answers within an online forum discussing issues and topics on cybercrime. Second, fisher's interaction method for continuously establishing connections between concepts draws similar patterns to network administrators who connect new devices within an organization's network. Fisher's model of forming connections was received as an ideal method for integrating with my upcoming course, especially for connecting issues in cyberattacks to methods in preventing future attacks. The third method that may offer beneficial learning experiences was the concierge learning, a method for directing learners to resources previously unknown. This interaction method would seem the most ideal since real estate learners may not have been exposed to prevention measures in cyberattacks, but also unaware of other cybercrime topics such as phishing, viruses, and physical asset attacks.
In sum, all three interaction models will at some point be implemented within my upcoming cybercrime course. For online instruction, the atelier and fisher models seem most likely to be implemented online since discussions can be easily monitored online while offering URL links to additional resources for learners so that they are able to create new learning associations. In contrast, the concierge interaction would best play a role within the classroom during presentations for creating new in class discussions, covering case studies, and possibly for integrating within role playing situations for enhancing learning experiences. After implementing, evaluating how successful these three interaction methods is also a key element for revising or eliminating altogether from future blended courses.