Helaine W. Marshall Professor of Education and Director of Language Education Programs at LIU Hudson, NY, USA.
She teaches courses in linguistics and multicultural education in face-to-face, blended, and synchronous online formats. Her research interests include: culturally responsive-sustaining education, SLIFE (Students with Limited or Interrupted Formal Education), nontraditional teaching of grammar, and instructional technology, especially flipped learning. Dr. Marshall has published articles in ELT Journal and TESOL Journal, among others. Her most recent book, published with University of Michigan Press, is Meeting the Needs of SLIFE: A Guide for Educators, 2nded., co-authored with Andrea DeCapua and Frank L. Tang. Dr. Marshall has developed a model of online flipped learning, and her most recent article on that topic is “Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach,” published in TESL-EJ and co-authored with Ilka Kostka.
Fostering Social Presence through the Synchronous Online Flipped Learning Approach – SOFLA®
Being socially present while in online or blended classroom contexts can pose a major challenge to both educators and their students. Yet, it is this social presence that most serves the need to engage meaningfully in accessing, developing, and mastering new course concepts and materials. The Synchronous Online Flipped Learning Approach is an active learning model that includes structured, interactive, multimodal activities, both asynchronous and synchronous, in an 8-step learning cycle that reframes and re-energizes our approach to instruction in all learning contexts.
Sanna Brauer, Ph.D., Learning & Educational Technology Research, Faculty of Education Unit/ School of Professional Teacher Education, Oulu University of Applied Sciences
Sanna Brauer received her Ph.D. in Educational Sciences from University of Lapland in February 2019. Her doctoral dissertation is the first to address digital open badges and badge-driven learning in Europe. She currently works with digital open badge-driven learning and research related to competence-based professional development, motivation and gamification.
Since 2011, Brauer has been working as a senior lecturer at Oulu University of Applied Sciences, School of Professional Teacher Education. The University of Oulu currently employs her also in development of the work-integrated pedagogy in higher education. She is the leader of national digital pedagogical development of medical education in Finnish universities. She is involved in various projects and national and international networks aiming to develop digital open badges and digital open badge-driven learning.
360 Degree View on Digital Open Badge-Driven Learning
The Designer Mind That Helps Teachers Shaping Tomorrow’s Citizens
For educational technologies to promote a Conscious, Open-minded, Creative and Social-Oriented Thinking, teachers need to acquire a Designer Mind with which to carry on a wise organization of the Learning Environment, as well as a precise didactic orchestration. Today’s students, in fact, will be called tomorrow to work in a team, making use of knowledge and skills within heterogeneous groups. However, collaboration and critical spirit are not innate skills and students require modeling and guides. In a nutshell: Learning Design, from Macro to Micro-Design, carefully anchored to achievement goals, defined around and by our Digital Era. But it does not end there, because the design cycle ends with a careful monitoring of the impacts and repercussions of the LD on learning, therefore on the measurement of the skills achieved. And a new cycle starts again …
From the general framework of the LD to practical examples of collaborative activities mediated by technologies, we will see together how to support the development of citizen skills of the digital age