1. From blended learning to
blended pedagogy: Creating the
hybrid e-learning environment
Maha Al-freih
PhD Candidate
Learning Technologies Design Research
George Mason University
malfreih@gmu.edu
Nada Dabbagh
Professor & Director
Division of Learning Technologies
George Mason University
ndabbagh@gmu.edu

2. Agenda
 Background
 Grounded Design Approach
 Learning Need and Audience
 Grounded Design Process
 Overview of Pedagogical Models
 A Whole New Mind

3. Background
 First year doctoral student at George
Mason University
 EDIT 730: Advanced Instructional Design
with Dr. Nada Dabbagh
 Grounded or theory-based design approach

4. Grounded Design Approach
Epistemology
Learning Theory
Pedagogical Model
Instructional Strategies
Learning Activities

5. Learning Need and Audience
 Newly admitted doctoral students
 New roles
 Teachers and practitioners Researchers
 Research is a complex activity
 What about formal research classes and
graduate research assistantships?
 Gap between knowledge, expert processes, and
context/authenticity

6. Grounded Design Process
Learning Outcomes:
 To understand the complexity of
carrying out an empirical research in
education.
 To develop and conduct an empirical
research study.

7. Grounded Design Process
 To enculturate learners into
authentic practices and culture of
seasoned researchers.
 To develop a network of support with
other researchers who share similar
research interest and work effectively
and efficiently within a team

8. Grounded Design Process
 To critically reflect on their actions
and choices and use that reflection
to inform their practices as
researchers.
 To develop a long term research plan
and agenda that the learner feels
passionate about.

9. Grounded Design Process
Learning Outcomes:
 To understand the complexity of
Mastery of
carrying out an empirical research in expert
skills and
education. processes
 To develop and conduct an empirical
research study.

10. Grounded Design Process
 To enculturate learners into
authentic practices and culture of Connected-
ness and
seasoned researchers. knowledge
sharing and
 To develop a network of support with
creation
other researchers who share similar
research interest and work effectively
and efficiently within a team

11. Grounded Design Process
 To critically reflect on their actions
and choices and use that reflection
to inform their practices as Professional
researchers. autonomy
and passion
 To develop a long term research plan
and agenda that the learner feels
passionate about.

12. Grounded Design Process
Cognitive
Apprenticeship
Constructivism
(Mastery of expert
skills and practices)
Personal Community
Learning of Practice
Environment (connectedness
(Professional and knowledge
Autonomy and creation and
Passion). sharing)

13. Overview of Pedagogical Models
 Cognitive Apprenticeship: shifts the
focus of learning from abstract acquisition
of knowledge to the complex context
and processes in which the knowledge is
being used and applied by experts to
solve problems and carry out tasks
 Instructional Strategies:
Mentoring/Coaching, modeling and
explanation, performance mastery, increasing
complexity.

14. Overview of Pedagogical Models
 Community of Practice: a group of
practitioners with similar professional
and disciplinary backgrounds who
develop a shared repertoire of
resources: experiences, tools, and ways of
addressing recurring problems
 Instructional
Strategies: knowledge negotiation
and sharing, dialogue, multiple perspectives.

15. Overview of Pedagogical Models
 Personal Learning Environments:
support individual learning processes
that can be personalized by the learners to
match their individual needs and interests
 InstructionalStrategies: Self-
reflection, knowledge creation and
management, Self-regulated learning.

16. Grounded Design Process
A Whole
Cognitive New Mind
Social? Apprenticeship
(Mastery of expert
skills and practices)
Autonomy?
Personal Community
Learning of Practice
Environment (connectedness
(Professional and knowledge
Autonomy and creation and
Passion). sharing)
Expert knowledge?

17. A Whole New Mind
 A Whole New Mind

18. References
Attwell, G. (2007). The personal learning enviornments – The future of
eLearning?eLearning Papers, 2 (1)
Buysse, V., Sparkman, K. L., & Wesley, P. W. 2003. Communities of practice:
Connecting what we know with what we do. Exceptional Children, 69(3):
263-277.
Collins, A. (2006). Cognitive apprenticeship. In R. K. Sawyer (Ed.). The Cambridge
Handbook of the Learning Sciences. 47-60. Cambridge: Cambridge
University Press.
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media,
and self-regulated learning: A natural formula for connecting formal and
informal learning. Internet and Higher Education, 15 (1), 3-8
Dennen, V. P. (2004). Cognitive apprenticeship in educational practice: Research on
scaffolding, modeling, mentoring, and coaching as instructional strategies. In
D. H. Jonassen (Ed.), Handbook of Research on Educational
Communications and Technology (2nd ed.). 813-827. Mahwah, NJ: Lawrence
Erlbaum Associates.
Schlager, M., & Fusco, J. (2004).Teacher professional development, technology, and
communities of practice: Are we putting the cart before the horse?In Barab
S., Kling, R., &Gray, J. (Eds.), Designing for virtual communities in the
service of learning. Cambridge, UK: Cambridge University Press.

19. Thank you!!
Questions or comments??