Week 12

  1. What was the best learning experience you have had on this online PGCHE course (most valuable, positive, useful, life-affirming, generative, enjoyable, nurturing, stimulating, exciting, etc. )?

Most importantly, it was a self-paced program. We could remediate a topic or get a concept before a class, and when we came to class, the whole concept was ready to be applied in the class within different groups. The groups did work according to the progress, and their goals were assigned accordingly. The unprepared students were advised by the teacher to watch the webinars videos and go through the learning and reading resources in the break. In this way, they joined the class in a better way. In this way, students get motivated and regard the presence of group working and give their value in the group and as an individual. It is the best part of the learning experience and the most positive in the class. The effective differentiation of different groups is a fact, and higher learner students were extended and expanded in the class (https://www.youtube.com/watch?v=cyDpsJ5nS74). The organization of the content and support was its specialty.

  1. Think about and explore this specific experience in detail. What was it about this experience that made it so valuable for you? How and why was it so valuable?

Experience is a subjective phenomenon, but it can be helpful to many persons teaching in a flipped classroom. First, the experience was to integrate online activities with the ongoing module. Second, I was not a perfectionist in making podcasts. Audacity did wonders for me. Just learn to make it useful, and getting stuck in video making is not good. Learning with new technology and moving with it is very important. My philosophy was that technology is for ease and not for problems. As time goes, it is going to be comfortable with time. Just keep in mind the learning outcomes when making a podcast. Third, it should be interesting for the students. Fourth, engage students in the process. Fifth, It should benefit students. Sixth, while designing a flipped classroom, one should consider our preferences. Seventh, consider the timing when designing the podcast, make sure they don’t have exams or another schedule, work with and through students. Last but not least, I always get feedback for efficiency (https://www.youtube.com/watch?v=gnjMBzEco1g).

  1. In what ways could you build those valuable qualities into your future practice of designing and facilitating online and/or blended learning, to try and help your students have optimal learning experiences?

By the end of this course, I can assure you that I am a changed person as a teacher. Now I can use the techniques and tools learned here in a very diligent manner and foresee myself as a good flipped classroom teacher. Our course was a hands-on experience of blended e-learning/online learning. The online participation of worthy teachers and members was a unique experience of class and etiquette. Maintenance of a disciplined environment is the practical training that I have learned here, and lam going to practice it in my classroom. I have learned here how to make a podcast useful and how to move the class in a pleasant environment. Learning one education framework: CEG is a skill worthy of being copied in my practical life. This education framework allowed us to evaluate different variables of teaching critically. This framework is not strict but gives us an example to follow any framework in our class, but according to our needs. “To help you do this, I’m going to use and introduce you to a well‐known and widely used framework for professional practice in teaching and supporting student learning in Higher Education in the UK. I’m not saying this is the definitive framework for all HE teaching and learning practitioners everywhere; there are other similar and different frameworks used in other countries, which could be just as appropriate for this task. But I think this is a useful one for us to use, just as an introduction and starting point, to get you started, for thinking about the range of different areas of practice that there is, for those supporting student learning in HE (Introduction to the UKPSF and Areas of Activity A1‐A5)”.