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anita z boudreau

Current Events (VBQ): June 2015 - 0 views

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    Example VBQ with G Forms
anita z boudreau

http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_20... - 0 views

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    OU Innovating Pedagogy 2013 Report looks at new forms of teaching, learning and assessment for an interactive world; and presents 10 innovations - starting with MOOCs - that are currently in practice but have not yet had a profound influence on Education
anita z boudreau

Design and implementation factors in blended synchronous learning environments: Outcome... - 0 views

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    Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments-contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferencing, and virtual worlds. The study examined how design and implementation factors influenced student learning activity and perceived learning outcomes, drawing on a synthesis of student, teacher, and researcher observations collected before, during, and after blended synchronous learning lessons. Key findings include the importance of designing for active learning, the need to select and utilise technologies appropriately to meet communicative requirements, varying degrees of co-presence depending on technological and human factors, and heightened cognitive load. Pedagogical, technological, and logistical implications are presented in the form of a Blended Synchronous Learning Design Framework that is grounded in the results of the study.
anita z boudreau

IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann - 1 views

  • The biggest success story in this realm has been that of time-delayed (asynchronous) communication. Traditionally, time-delayed communication took place in education through the exchange of homework, either in class or by mail (for more distant learners). Such time-delayed exchange was often a rather impoverished form of conversation, typically limited to three conversational turns: The instructor poses a question (a task). The student responds (with homework). The instructor responds some time later with comments and a grade. The conversation often ends there; by the time the grade or comment is received, the course and student are off on new topics. Now, however, electronic mail, computer conferencing, and the World Wide Web increase opportunities for students and faculty to converse and exchange work much more speedily than before, and more thoughtfully and “safely” than when confronting each other in a classroom or faculty office. Total communication increases and, for many students, the result seems more intimate, protected, and convenient than the more intimidating demands of face-to-face communication with faculty.
    • anita z boudreau
       
      Addresses how to avoid ineffective threaded discussions
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    Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education, provide a meaningful lens for thinking about online teaching and learning.
anita z boudreau

MOOCs and The Change of Higher Education | popenici - 0 views

  • “open=free”
    • anita z boudreau
       
      Does open = free or open resources
  • There seems to be a promise to open already opened doors
  • There is significant value in all forms of learning, online and on campus. Education must answer fast the challenge to nurture students’ imagination, creativity and build their skills for innovation for a future marked by uncertainty and serious challenges 
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