Agile XR
  • Welcome
  • Key Project Learnings and Reflections
  • Project Result 1
  • 1 - Guide: Agile Teamwork in Web-Based Learning
    • Chapter 1 - Agile in Software
      • 1.1 Values in Agile Software Development
      • 1.2 Principles in Agile Software Development
      • 1.3 Agile Project Management and practices
      • 1.4 Agile Mindset
    • Chapter 2 - Agile in Education
      • 2.1 Agile Compass for Education
      • 2.2 eduScrum
      • 2.3 Agora schools
      • 2.4 Agile Learning Centers
    • Chapter 3 - Agile practices for project-based learning
      • 3.1 Sprint Planning and Execution
      • 3.2 Daily Stand-Up Meetings
      • 3.3 Collaborative Learning and Projects
        • 3.3.1 Project initiation
        • 3.3.2 Project planning
        • 3.3.3 Project execution
        • 3.3.4 Project performance/monitoring
        • 3.3.5 Project closing
        • 3.3.6 Agile rituals using Mural
    • Conclusions
    • Bonus: Interviews with Agile Experts
      • Interview with Yeremi Marín, ALC Facilitator at EduCambiando, Mexico
      • Interview with Ryan Shollenberger, Co-director ALC NYC
      • Interview with Willy Wijnands, Cofounder eduScrum
  • 2 - Video Tutorials: Agile Teaching Techniques
  • Project Result 2
    • 3 - Guide: Implementing VR/XR in Team-Based Education
      • Our Approach: Design-Research
      • State of VR for Education
      • How To Choose VR Hardware and Software
      • Testing and Benchmarking VR Platforms
      • Designing Virtual Environments for VR Learning
    • 4 - Manual: Spatial.io for VR-Enhanced Teamwork
      • Terminology in XR
  • Project Result 3
    • 5 - Workshop: Designing Blended Learning Courses
      • Session 1 - Redesign Project Framing
      • Session 2 - Understanding the Student Experience
      • Session 3 - Understanding the Teacher Experience
      • Session 4 - Blended Course Plan
    • 6 - Workshop: Enhancing Existing Lessons for Blended Learning
      • Session 1 - Quick Scan
      • Session 2 - Deep Scan
    • 7 - Lesson Plan Templates for Online and Hybrid Learning
      • LP1 - Intro to AI - Elementary School
      • LP2 - Planning Skills - Lower Secondary Level
      • LP3 - Intro Radioactivity - Higher Secondary Level
      • LP4 - Berlin Wall - Upper Secondary Level
      • LP 5-10 - Lifelab Project - Upper Secondary Level
  • Project Result 4
    • 8 - Guide: Mastering Effective Distance Learning
      • Module 1: Introduction
        • What is distance learning and is it expanding so fast?
        • Online learning
      • Module 2: Methods of implementing distance learning
        • Synchronous online learning
        • Asynchronous online learning
        • Blended learning and flipped learning/classroom
      • Module 3: Classroom management in online learning
        • Class management in distance learning and how to engage students in distance learning
      • Module 4: Promoting collaborative learning in distance learning
        • Collaborative learning in distance learning
        • Problem-based learning and project-based learning in distance learning
        • Cooperative learning in distance learning
      • Module 5: How to promote social interactions in distance learning
      • Module 6: Educational technology tools for distance learning
      • References
    • 9 - Reference Guide: EdTech Tools for Interactive Teaching
      • Module 1: Introduction
        • How to get more student engagement?
        • How can we make it more collaborative?
        • What can be done with less or no teacher support? (e.g. for flipped classrooms)
      • Module 2: EdPuzzle
      • Module 3: Socrative
      • Module 4: Trello
      • Module 5: Nearpod
      • Module 6: Google Drive, Microsoft OneDrive, etc. (Shared document tools)
    • 10 - Digital Tool: EdTech Decision-Maker
    • 11 - Report: Evaluating Agile and VR/XR Teaching Pilots
      • Introduction
        • The project "Augmented Agile teamwork for hybrid learning at Schools” (AgileXR)
        • Project Result 4: Pilot and Impact Evaluation and Lessons Learned
        • Brief Theoretical Framework
        • Pilot Teaching Experiences in the AgileXR Project
      • Aim of the report
      • Method
        • Participants
        • Materials
        • Data Analysis
        • Procedure
      • Results and discussion
        • Students' perspectives
        • Teachers’ perspectives
      • Educational implications
      • Conclusions
      • Bibliographical references
      • Appendix
        • Appendix 1. Pilot evaluation student questionnaire
        • Appendix 2. Pilot evaluation teacher questionnaire
        • Appendix 3. GDPR - Family authorisation for secondary school students
  • Translations
    • 12 - Multilingual Publication Translations
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On this page
  • PURPOSE
  • METHOD
  • OUTCOME
  • Before you start
  • A - Reflecting on the Teachers' Jobs to Be Done
  • WHY
  • WHAT
  • HOW
  • B - Brainstorming the Jobs to Be Done
  • WHY
  • WHAT?
  • HOW?
  • RESULT
  1. Project Result 3
  2. 5 - Workshop: Designing Blended Learning Courses

Session 3 - Understanding the Teacher Experience

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Last updated 1 year ago

PURPOSE

This session aims to understand the evolving role of teachers in a blended learning environment. Recognizing how teachers' roles shift and identifying their key motivations are crucial in designing a blended learning plan that is both effective and satisfying for educators.

METHOD

The session employs a 'jobs to be done' framework, similar to the one used for understanding students, to map out teachers' core responsibilities, motivations, and challenges within a blended learning context.

OUTCOME

By the end of this session, we will clearly understand teachers' key motivators and essential roles in blended learning, which will inform the design of a supportive and effective blended learning plan.

Before you start

This session is dedicated to defining the teacher experience. Involve all teachers currently or potentially impacted by your redesign initiative.

DOWNLOAD THE WORKSPACE TEMPLATE FOR SESSION 3

You can upload this template in Mural or Miro.


A - Reflecting on the Teachers' Jobs to Be Done

⌛ - 30 min

WHY

Understanding the 'jobs to be done' for teachers helps align the blended learning plan with their motivations and professional goals, ensuring teacher satisfaction and effectiveness in the new learning environment.

WHAT

We focus on identifying and prioritizing teachers' core jobs and motivations within the context of blended learning.

HOW

STEP 1 - Identifying Teachers' Jobs to Be Done

  • Please read the list of potential teachers' jobs to be done and discuss them in small groups, clarifying any questions.

Teacher Job List

  1. Extended Reach and Specialization

    "Help me find ways to amplify the impact of effective teaching practices and assign specialized roles to teachers in a blended learning setting. What are the best strategies for this?"

  2. Recognition and Achievement

    "Help me develop methods to recognize and reward skill mastery and engagement among teachers. How can this be effectively implemented?"

  3. Streamlined Workflows

    "Help me streamline lesson planning, grading, and student assessment processes. What tools or techniques can simplify these tasks while ensuring quality?"

  4. Professional Growth and Development

    "Help me identify professional growth and development opportunities in blended learning environments. What resources or programs are available?"

  5. Flexibility and Autonomy

    "Help me explore ways to achieve greater flexibility and autonomy in my teaching approach and lesson designs. What are some effective strategies for this?"

  6. Collaborative Teaching and Teamwork

    "Help me enhance collaborative teaching and teamwork among educators. How can we foster a more collaborative environment in a blended learning context?"

  • Revisit the initial project problem statement and project objectives for context.

  • Reflect on three questions to generate additional job frameworks related to the project. Write insights on sticky notes, one job per note.

  • Cluster and finalize the jobs-to-be-done list.

STEP 2 - Prioritizing Teachers' Jobs to Be Done

  • Rate each job on a scale of 1-3 for importance, based on personal and professional context (1 being least important, 3 most important).

  • Non-teachers skip this step.

  • Summarize the scores and discuss to identify the top three key motivators for teachers.

  • These top motivators will inform the teachers’ roles in the upcoming blended learning plan.


B - Brainstorming the Jobs to Be Done

⌛ - 30 min

WHY

This part of the session aims to delve deeper into the architecture of a teacher's job, identifying the experiences and resources needed to perform these jobs effectively in a blended learning environment.

WHAT?

We explore the layers of a job: the foundational job itself, the experiences required to complete the job effectively, and the integration of necessary resources.

HOW?

STEP 1 - List Identified Jobs:

  • Write down the prioritized jobs from the previous step.

STEP 2 - Brainstorm Experiences:

  • Identify experiences that are necessary for teachers to fulfil their jobs. Consider curriculum development, student engagement strategies, and technology utilization.

  • Potential experiences to consider might include collaborative planning, professional development opportunities, and support systems for technology integration.

STEP 3 - Defining Resources:

  • Determine the needed resources and how they must be integrated to support the identified experiences. This could include technological tools, administrative support, and professional learning communities.

RESULT

By the end of Session 3, we will have a comprehensive understanding of the teachers' roles and needs in a blended learning environment, outlined through a detailed job architecture. This understanding will be instrumental in designing a blended learning plan that aligns with teachers' motivations and enhances their ability to support student learning effectively.

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Session 3 - Step A - Teacher Jobs
Session 3 - Step B - Brainstorming Jobs
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