Group items tagged

Our education is shifting from century-old, industrial-age factory model to personalized learning through technologies. Blended learning has been widely recognized as a promising approach to facilitate a learning-on-demand model. This infographic displays the ideas around it along with 6 programs representing each of the blended learning models

Models for meeting vs online are very useful

Designing a Blended course: Here is a three-step process: Establish clear learning goals for the topic. Design activities to help students meet the learning goals. Sort the activities into two categories: online and face-to-face. Very short article that might be useful in CELT's blended classes.

Based upon proven research and informed by practical experience, this Blended Learning Toolkit will offer guidance, examples, professional development, and other resources to help you prepare your own blended learning courses and programs.

On September 15 and 16, 2010, the ELI teaching and learning community gathered for an online focus session on blended learning. This white paper is a synthesis of the key ideas, themes, and concepts that emerged from those sessions. This white paper also includes links to supporting focus session materials, recordings, and resources. It represents a harvesting of the key elements that we, as a teaching and learning community, need to keep in mind as we work to refine the blended instructional delivery model in higher education.

When designing a blended learning course, the instructor should remember to use the online portion as an opportunity to create more exciting face-to-face interactions.

Mike's site at WSUV for blended and networked learning resources

GSC's blended/hybrid learning wiki that was shared in 2009

The classroom of the future features face-to-face, online, and hybrid learning. And the future is here.

Keep in mind these 7 Tips for Video Tutorials when creating video course content.Possible reading for video blended learning course.

Wendy used in Blended course chat where you can see more than one line at a time She calls it a bloginar.

"Lecture capture systems offer three important benefits: an alternative when students miss class; an opportunity for content review; and content for online course development. Lecture capture enhances and extends existing instructional activities, whether in face-to-face, fully online, or blended learning environments."

examples of PD courses

The following table provides a listing of the nine Principles of Universal Design for Instruction©, as well as a definition and example for each principle.  Principles like: Equitable Use, flexibility in use,tollerance for error, low physical effort

About Science Pond Welcome to the pond! For this Twitter experiment we'll need science nerds of all stripes, including scientists, bloggers, journalists, educators, and students. The criteria for inclusion: on-topic feeds in English that are interesting and useful--to your peers at the very least.

HyFlex is a course design model that presents the componentsof hybrid learning (which combines face-to-face with onlinelearning) in a fl exible course structure that gives students the option of attending sessions in the classroom, participating online,or doing both.

Class Differences: Online Education in the United States, 2010 is the eighth annual report on thestate of online learning among higher education institutions in the United States. The study isaimed at answering some of the fundamental questions about the nature and extent of onlineeducation. Based on responses from over 2,500 colleges and universities, the report addresses thefollowing key issues:* Is Online Learning Strategic?* How Many Students are Learning Online?* Are Learning Outcomes in Online Comparable to Face-to-Face?* What is the Impact of the Economy on Online Education?* Proposed Federal Regulations on Financial Aid.* What is the Future for Online Enrollment Growth?

Linda Kenney, Granite State ID has her name on this pge. Many many readings.

Web 2.0 has been, during the last years, one of the most fashionable words for a whole range of evolutions regarding the Internet.Although it was identified by the current analysts as the key technology for the next decade, the actors from the educational fielddo not really know what Web 2.0 means. Since the author started to explore and use Web 2.0 technologies in her owndevelopment/improvement, she has been intrigued by their potential and, especially, by the possibility of integrating them ineducation and in particular in the teaching activity.The purpose of this paper is both to promote scholarly inquiry about the need of a new type a pedagogy (Web 2.0 based) and thedevelopment / adoption of best practice in teaching and learning with web 2.0 in higher education (HE).The article main objectives are: * to introduce theoretical aspects of using Web 2.0 technologies in higher education* to present models of integrating Web 2.0 technologies in teaching, learning and assessment* to identify the potential benefits of these technologies as well as to highlight some of the problematic issues /barriers encountered, surrounding the pedagogical use of Web 2.0 in higher education* to propose an agenda for future research, and to develop pedagogy 2.0 scenarios for HE sector. © 2009 Elsevier Ltd. All rights reserved

Many teachers go to school each day, teach their students and leave. If they're struggling with how to teach a lesson that will engage their students, they might ask for advice from the teacher down the hall, but a lot of times, they struggle alone.  That's not the case for educators who have built a network of people who share resources, advice and techniques, whether they call it a personal learning network or something else. Here's why educators should start a personal learning network, or PLN.