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A ED

JOLT - Blended Learning: An Institutional Approach for Enhancing Students' Learning E... - 0 views

jolt.merlot.org/...poon_0613.htm

learning blended blended learning resources edtech

shared by A ED on 24 Feb 14 - No Cached
  • The first suggestion for institutions that intend to implement blended learning is that they must be realistic about the investment of time, effort, and resources that are required for development and implementation. Institutions must create the necessary policy, planning, resources, scheduling, and support systems to ensure that blended learning initiatives are successful.
  • nstitutional factors. The first institutional factor required for successful blended learning is the allocation of dedicated services to support and assist learners and facilitators throughout the development and use of modules. This includes spending resources on communication to encourage instructors and prospective end-users to become actively involved and fully aware of blended learning initiatives (Garrison & Kanuka, 2004; Harris et al., 2009). The emphasis in this communication should focus on the learning and the associated outcomes rather than on the use of technology only. It should aim to encourage communication between users and developers, and help those involved to take full advantage of the resources available.
  • nstitutional factors. The first institutional factor required for successful blended learning is the allocation of dedicated services to support and assist learners and facilitators throughout the development and use of modules. This includes spending resources on communication to encourage instructors and prospective end-users to become actively involved and fully aware of blended learning initiatives (Garrison & Kanuka, 2004; Harris et al., 2009). The emphasis in this communication should focus on the learning and the associated outcomes rather than on the use of technology only. It should aim to encourage communication between users and developers, and help those involved to take full advantage of the resources available.
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  • Institutional factors. The first institutional factor required for successful blended learning is the allocation of dedicated services to support and assist learners and facilitators throughout the development and use of modules. This includes spending resources on communication to encourage instructors and prospective end-users to become actively involved and fully aware of blended learning initiatives (Garrison & Kanuka, 2004; Harris et al., 2009). The emphasis in this communication should focus on the learning and the associated outcomes rather than on the use of technology only. It should aim to encourage communication between users and developers, and help those involved to take full advantage of the resources available.
  • The final challenge for universities implementing blended learning is the difficulty in acquiring new learning technology skills, such as how to foster online learning communities, facilitate online discussion forums, and manage students (Dziuban & Moskal, 2013; Voos, 2003). As for students, technology can also be a challenge for universities implementing blended learning.
  • The other challenge for universities is the lack of support for course design. In order to ensure a successful blended learning experience for students, there must be university support for course redesign, which may involve deciding what course objectives can best be achieved through online learning activities, what can best be accomplished in the classroom, and how to integrate these two learning environments (Dziuban et al., 2006).
  • st as time concerns are a challenge for students, the first challenge for implementation of blended learning for universities is time commitment. Johnson (2002) estimates that planning and developing a large-enrollment, blended learning course usually takes two to three times the amount of time required to develop a similar course in a traditional format.
  • livvyfox on 24 Feb 14
     
    "Garrison and Vaughan (2008) describe best practices for blended learning implementation in higher education. They underscore the need for a seamless connection between the face-to-face and online components in order to ensure a truly blended learning environment. Moreover, they advocate the superimposition of various other pedagogies, as appropriate - lecture, problem-based learning, just-in-time teaching, cooperative learning, and others - on the blended framework."
livvyfox

ScienceDirect - The Internet and Higher Education : Blended learning: Uncovering its tr... - 0 views

www.sciencedirect.com/science

blended learning technology enabled student experience

shared by livvyfox on 28 Jan 14 - No Cached
  • livvyfox on 28 Jan 14
     
    " for a larger and more diverse cross-section of the population, to cater for emerging patterns on educational involvement which facilitate lifelong learning and to include technology-based practices in the curriculum" (p. 143). A source of this transformation stems from the ability of online learners to be both together and apart-and to be connected to a community of learners anytime and anywhere, without being time, place, or situation bound. Moreover, the increasingly prevalent practice of the convergence of text-based asynchronous Internet-based learning with face-to-face approaches is having a volatile impact on traditional campus-based institutions of higher education. To this point, the Pr"
livvyfox

The Process Approach to Online and Blended Learning | Faculty Focus - 0 views

www.facultyfocus.com/...to-online-and-blended-learning

blended learning blended learning model

shared by livvyfox on 28 Jan 14 - No Cached
  • livvyfox on 28 Jan 14
     
    Three stage model of engaging students in blended learning absorb, do & connect knowledge to real world
livvyfox

Moving from Face-to-Face to Hybrid Delivery Using Moodle - 0 views

www.moodlerooms.com/...e-hybrid-delivery-using-moodle

moodle blended Learning

shared by livvyfox on 05 Dec 14 - No Cached
  • livvyfox on 05 Dec 14
     
    " Participation in a hybrid course can be a tricky thing. If you plan on using participation as a portion of the students' grade, make sure you are clear as to what participation entails and for which part of the course, online or face to face. When students meet during class time, it's a great opportunity for group work, debate, case studies, or other active learning strategies. Time is precious and we never seem to have enough without reinventing the wheel each semester. Therefore, try using existing resources as a starting place for course content rather than creating all new online content yourself. You can always create your own content as needed. Take advantage of the training offered by your institution. You may have the opportunity to learn new skills or refresh existing ones like using the Joule Gradebook, Joule Reports, adding resources and activities. For more in-depth instruction on course "
livvyfox

Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classr... - 1 views

www.ncbi.nlm.nih.gov/...PMC4228829

blended learning online learning curriculum design

shared by livvyfox on 05 Feb 15 - No Cached
  • livvyfox on 05 Feb 15
     
    Evaluation of student experience online and face-to-face. Student preference for face to face discussion activities.
livvyfox

ADDIE Model - 0 views

www.instructionaldesign.org/...addie.html

addie curriculum design curriculum redesign

shared by livvyfox on 28 Jan 15 - Cached
  • livvyfox on 28 Jan 15
     
    Some useful questions to help inform blended learning framework * Who is the audience and their characteristics? * Identify the new behavioral outcome? * What types of learning constraints exist? * What are the delivery options? * What are the online pedagogical considerations? * What is the timeline for project completion?"
livvyfox

Online Learning in Music: Foundations, Frameworks, and Practices - Judith Bowman - Goog... - 1 views

books.google.co.uk/books

blended learning online learning

shared by livvyfox on 05 Feb 15 - No Cached
  • livvyfox on 05 Feb 15
     
    P136
livvyfox

Beyond MOOCs: Sustainable online learning in institutions | cetis publications - 0 views

publications.cetis.ac.uk/898

shared by livvyfox on 22 Jan 14 - No Cached
  • livvyfox on 22 Jan 14
     
    Lessons that Institutions can take from Moocs to apply to teaching & learning
livvyfox

Faculty readiness, competencies and levels of experience for online teaching bibliography - 2 views

docs.google.com/...mobilebasic

online teaching blended learning distance learning online facilitation

shared by livvyfox on 26 May 15 - No Cached
  • livvyfox on 26 May 15
     
    Bibliography of articles around online teaching with links to full articles
livvyfox

Int Learning Design Challenge - Wk 3 - Thoughts | Andy's Blog - 1 views

andyramsden.wordpress.com/...design-challenge-wk-3-thoughts

discussions engagement movtivation reflection curriculum redesign

shared by livvyfox on 16 Dec 14 - No Cached
  • Firstly, the use of a peer group discussion pyramid. This tries to overcome people who may lurk within discussions, ensuring they all contribute, but does acknowledge an individual’s participation is influenced by a number of factors. The use of a pyramid model, involves, stage 1 – personal reflection on the question stage 2 – create a group, with two people, they discuss the question stage 3 – create a group by combing two stage 2 groups, and they discuss the question stage 4 – create a group by combining two stage 3 groups, and they discuss the question
  • livvyfox on 16 Dec 14
     
    online pyramid model for online activities
livvyfox

Creating a Sense of Instructor Presence in the Online Classroom | Faculty Focus - 0 views

www.facultyfocus.com/...esence-in-the-online-classroom

blended learning discussion

shared by livvyfox on 28 Jan 14 - No Cached
  • livvyfox on 28 Jan 14
     
    Ideas to create teacher presence in online courses
livvyfox

Course design: planning a flipped class | Centre for Teaching Excellence - 1 views

uwaterloo.ca/...-design-planning-flipped-class

flipped learning curriculum design

shared by livvyfox on 11 Apr 14 - No Cached
  • Often when instructors are planning to flip a class they focus all their attention on planning the activities that the students will do in class and on what the students will do online to prepare for that active learning in class. However, there are two other aspects of the flipped-class design that require planning; how the activities will be introduced to the students and how the instructor and the students will know that they have adequately prepared for the in-class experience.
livvyfox

Building Community and Creating Relevance in the Online Classroom | Faculty Focus - 1 views

www.facultyfocus.com/...ing-relevance-online-classroom

communities_of_practice online communities teaching blended learning

shared by livvyfox on 12 Sep 14 - No Cached
  • Formula for Success: Provide an introduction each week and share your availability Give feedback and answer questions from the previous week Showcase exceptional student work from the previous week Highlight the objectives of the coming week and any special preparation or required resources Connect your coursework to relevant current events
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