BlendKit Blended Course Reflection

Reflecting upon BlendKit 2014 blended course, new perspectives were gained regarding how blended courses could benefit students, as well as instructors when delivering required continuing education and licensure courses. In forming a suitable question for basing further blended course development, the following question may aid in the development process: in what ways can a blended course development approach improve effectiveness and efficiency for delivering high quality educational experiences within the real estate industry?

Implementing this question, the first benefit that my be realized is the dual allowance for learning synchronously and asynchronously by students. The opportunity for students to learn multiple and alternative may promote higher levels of cognitive learning. In addition, permitting remote participation may be more convenient at times for students, especially for those who work full-time jobs and have family responsibilities. On the contrary, those students who may have the need to directly interact with their instructors benefit from the in-class sessions eliminating the possible feeling of totally being disconnected.

From an instructor's perspective, blended course delivery may offer an increased amount of time for managing courses and responding to students' need due to the decreased amount of time required in a classroom. Moreover, integrating a blended mode may also aid in the implementation of a flipped classroom scenario. By assigning reading and work assignments for homework, students may be more attentive within the classroom since they are given the opportunity to work on their assignments before meeting in-class. Because more in-class time is available, alternative learning experiences may take place such as role playing, games, and other in-class group activities.

In conclusion, the implementation of blended courses may provide a significant impact to my future development and delivery of instructional courses. As identified in my original question, effectiveness and efficiency are two important keys to the ongoing success for my current course covering cybercrime and upcoming courses on internet privacy and cybersecurity. With this in mind, I envision offering these three courses in blended mode along with online versions at the start so that I can make proper adjustments for effectively and efficiently delivering higher learning experiences to my future students.

--Corey

Blended Content and Assignments

After reading this past week's reading assignment, key points of blended learning activities were realized from a holistic perspective. Using my current course development of CYC2001 Introduction to Cybercrime, I will attempt to apply the key points gained from the reading for adapting to the upcoming modules. Next, I will offer ideas on technology-integration within CYC2001, as learning activity types were discussed within the reading. Finally, a conclusion is offered for resolving my thoughts and perspectives with the coupling of technology and learning activities.

In designing effective modules for online and face-to-face interactions, focusing on learning activities was emphasized using three different approaches: direct, indirect, and online. Applying a direct learning method to CYC2001, students may gain new knowledge by witnessing hack attacks in real-time via a security emergency center or antivirus third party vendor. If a real-time experience is not available, simulating events of cyber hacking and attacks within an internal network may offer links between course concepts and observational experiences. Furthermore, role playing may also add beneficial knowledge linkages for students during in class simulations.

For considering an indirect approach for learning activities, the delivery of case studies within the classroom would be an ideal method due to the connecting of current events and learning objectives within the course. Another indirect approach related to case studies would be the offering of personal or third party stories of examples of cybecrime for students to engage other students from others' experiences. Even though online gaming was listed under indirect approaches in the reading assignment, one online integration possibility is the delivery of an online game for students to experience. From last semester's course on instructional game development, I developed a prototype cybersecurity game involving a simple network topology, a user, and a virus which infects computers on the network. With this type of learning tool, an online game may enhance the learning experiences of students because of its adaptive nature and the enticement for learners to play for fun. No matter which learning activity is implemented, all students will be asked to reflect upon their learning experience after each module's interaction within discussion forums representing a communicative method. In addition, learners may develop mindmap diagrams of the their newly acquired knowledge for producing or remixing their knowledge signifying a productive learning approach to blended learning activities.

In sum, integrating technology and learning activities is a core requirement for not only my upcoming course in cybercrime, but also all future courses. Offering learners the opportunities to engage in multiple interactive ways during a course is a high priority for this instructor for enhancing overall course delivery and increasing the level of engagement. From the reading assignment, indirect, direct, and online were three approaches which were realized for developing face-to-face interaction and online interaction within blended courses. Furthermore, three types of learning activities were discovered for implementing in my immediate course delivery: adaptive, communicative, and productive.

--Corey