Pedagogy and Situational Creativity in Synchronous Hybrid Learning: Descriptions of Three Models
William Cain, Danah Henriksen, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: This paper describes how differences in pedagogy and content led instructors to exercise situational creativity in designing new models of learning and instruction at the graduate level. The term synchronous hybrid learning is introduced to describe a real-time learning environment that is simultaneously face-to-face (F2F) and online. Through direct observation and first-hand involvement in three new course designs, a behind-the-scenes account centers on the instructors’ use of situational creativity to solve complex contextual challenges. Each course was designed to address unique pedagogical and technological challenges, in which a “one size fits all” approach was not possible. This has serious implications for strategies aimed at educators’ professional development and related technology support. Educators should remain sensitive to the limits of technology, and employ situational creativity to “zones of possibilities” within those limits.
Cain, W. & Henriksen, D. (2013). Pedagogy and Situational Creativity in Synchronous Hybrid Learning: Descriptions of Three Models. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 291-297). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).