1) The document discusses using blended learning to support a practical and studio-based drama class, which integrates theoretical and practical applications. 2) Challenges included a mixed cohort, limited prior experience, no network access in the classroom, and students leaving for practicum. Tools like Blackboard, blogs, and videos were used. 3) Student feedback was mixed - some appreciated the hands-on learning and guidance, while others felt overwhelmed by the number of reminder emails from the instructor. Greater clarity and more direct online engagement may help future classes.

1. Using blended learning to support practical and studio-based classes Kim Flintoff 02.02.2011

2. Using blended learning to support practical and studio-based classes 30.07.2010

3. Unit Overview Integrating theoretical studies and practical applications across a diverse range of dramatic experiences. Develops understanding of the complex cultural and social bases of dramatic expression through performing arts, music and language. An examination of the fundamental nature of 'storying', voice, dramatic accessories, mime and movement in the contemporary classroom. Using blended learning to support practical and studio-based classes 30.07.2010

4. Assessments Using blended learning to support practical and studio-based classes 30.07.2010

5. The challenges 2 hours per week Mixed cohort (2nd and 3rd year) Little practical experience previously Classroom is a dance studio Network access and digital display not available in space Some students leave for 3 weeks practicum Limited use of the technologies available in Blackboard Using blended learning to support practical and studio-based classes 30.07.2010

6. Action research Using blended learning to support practical and studio-based classes 30.07.2010

7. The rationale Reflect “Flexible Learning Policy” Provide opportunities for multi-modal engagement Learner-centredness should prevail Expectation of critical reflexivity Authenticity Blended learning Model teaching and learning approaches beyond the “drama praxis” content Opportunities for formative feedback from teacher and peers Using blended learning to support practical and studio-based classes 30.07.2010

9. Assignment Submission

10. Activity Summaries

11. Sign-up Lists

13. Wiki

14. Private Journal

15. Collaboration SpaceUsing blended learning to support practical and studio-based classes 30.07.2010

16. The tools eReserve Email Social networking (Diigo, Twitter) Embedded video (YouTube, Vimeo) SNAPP (University of Wollongong) – for analysis afterwards. Using blended learning to support practical and studio-based classes 30.07.2010

17. The “solutions” Using blended learning to support practical and studio-based classes 30.07.2010

18. Discussion Board Using blended learning to support practical and studio-based classes 30.07.2010

19. Blog Collaborative/sharing resources Opportunities for Peer feedback Peer Modelling Using blended learning to support practical and studio-based classes 30.07.2010

20. Wiki Student constructed rubrics Using blended learning to support practical and studio-based classes 30.07.2010

21. Journal Critical reflection Personal reflection Using blended learning to support practical and studio-based classes 30.07.2010

22. Journal Mechanism for formative feedback Timely Individual (comments) Whole Group (my own journal entries) Using blended learning to support practical and studio-based classes 30.07.2010

23. The “solutions” Twitter – sharing discoveries (#ED448Drama) Using blended learning to support practical and studio-based classes 30.07.2010

24. Student expectations Some high school drama – mainly performance Ignored 25pt unit requirement that 10 hours per week expected – some seemed to think 2 hours face-to-face would be all – “just an elective” Several wanted “right” information Discomfort with visible nature of drama work Using blended learning to support practical and studio-based classes 30.07.2010

25. Student expectations “Resistance” to using online environment. Knowledge of requisite IT Personal technology was not present. http://www.flickr.com/photos/mikelesombre/3510951708/ Using blended learning to support practical and studio-based classes 30.07.2010

26. Using blended learning to support practical and studio-based classes 30.07.2010

27. Instructions and Guidance Using blended learning to support practical and studio-based classes 30.07.2010

28. Instructions and Guidance Using blended learning to support practical and studio-based classes 30.07.2010

29. Instructions and Guidance http://community.learningobjects.com/ Using blended learning to support practical and studio-based classes 30.07.2010

30. Instructions and Guidance Using blended learning to support practical and studio-based classes 30.07.2010

31. Using blended learning to support practical and studio-based classes 30.07.2010

32. Observations Many students still wanted delivery approach Wiki use tended to be one time edit rather than ongoing review and modification Discussion board was only used when teacher was visibly active but students tended to reply to me rather than engage in extended discussion/critique Students wanted “minimum participation requirements” for online activities (eg. How many entries required?). Face-to-face was still seen as the preferred option. Students reported that technology use exceeded previous and current classes. Using blended learning to support practical and studio-based classes 30.07.2010

33. Observations Journal provided opportunities for formative guidance – when it was used as expected. Some students decided to use external systems and could not demonstrate validated assessment criteria. Teaching practice for some was a useful opportunity to implement in the classroom. Online tools allowed assignment submission and monitoring of face-to-face activities. Challenges with online submission. Students reactions to emails – polarised. Using blended learning to support practical and studio-based classes 30.07.2010

34. Observations Reportage rather than reflection. Critical awareness was limited. Little connection with the theoretical frame and established practice. Ignored connections with other educational knowledge – bullying performance did not connect with acceptable practices or structured approaches. Using blended learning to support practical and studio-based classes 30.07.2010

35. Student Feedback It was a very practical unit with lots of hands on drama and improvisation - which was brilliant. There was also a lot of scaffolding of our tasks, which was also brilliant because Kim showed us and lead us through what we need to be doing in the classroom with our students. It was a great unit. I am really glad I did this unit and I feel a lot more confident going into a classroom and incorporating drama. Using blended learning to support practical and studio-based classes 30.07.2010

36. Student Feedback The only difficult thing about the unit was the amount of emails we recieved from Kim, reminding us to do this, and asking us to do that. Not very many people contributed to the discussion board and for this reason Kim sent a lot of emails. A few people felt overwhelmed by the extra pressure that these emails placed on them. It does mean however, that Kim cares about our studies and is passionate about drama. Using blended learning to support practical and studio-based classes 30.07.2010

37. Student Feedback A few of the girls complained about how many emails they received from Kim, however I thought it was great, as he was the only lecturer whom was interested in each of us individually. Our maths unit didn't even turn on the blackboard discussion board! So I really appreciated that from Kim. Loved the little activities we participated in that can be used as educational time fillers in classes! I would've loved to receive more of those. Thanks Kim! Using blended learning to support practical and studio-based classes 30.07.2010

38. Student Feedback Just the pressure place us on us through the volume of emails sent. It was frustrating because not many people posted discussions on blackboard and because our class time was taken up with practical experience the only way for meaningful discourse to happen was through blackboard. So Kim tried to get everyone to contribute by sending a lot of emails - but all it did was turn a lot off people even more. Using blended learning to support practical and studio-based classes 30.07.2010

39. Suggestions Greater clarity at the outset about the nature of the online dimension. Scaffolded engagement with the technology. Network access in the teaching space. More arm’s length engagement in discussion boards. More direct engagement in blogs and journals. Review degree of student contact via email – perhaps set up an opt-in list Using blended learning to support practical and studio-based classes 30.07.2010

40. A look at the network interactionExperience and Expectations Using blended learning to support practical and studio-based classes 30.07.2010

41. A look at the network interactionExperience and Expectations Using blended learning to support practical and studio-based classes 30.07.2010