Assessment life cycle - 1 views
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livvyfox on 09 Sep 14Useful resource for planning e-assessment. Adopted by JISC from Manchester Met.
Chapter 7: Lecturing Effectively
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Blended learning in higher education: Three different design approaches | Alammary | Au... - 1 views
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Shared from Leona
ADDIE Model - 0 views
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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?"
Blended and Flexible Learning - effective-teaching - 1 views
Workshop Blended Learning - 1 views
CTE - Flipping the Classroom - 0 views
Flipped Classroom: An Approach to Teaching and Learning | e-learning at Sheffield Hallam - 0 views
Problem-based learning - 1 views
Disrupting Ourselves: The Problem of Learning in Higher Education - 1 views
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From individual to team design of blended learning,
Instruction at FSU: A Guide to Teaching & Learning Practices | Office of Distance Learning - 1 views
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Chapter 1: Designing an Effective Course
PDF.js viewer - 0 views
Constructing the Learning Framework - 1 views
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Some useful resources in here about designed to meet different learning preferences and answering the what's in it for me for different types of students. Useful resource for developing self-directed modules such as the Learning Success module
The student digital experience in 2020 - 0 views
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Staff and student thoughts on the student digital experience in 2020
Developing digital literacies - Jisc infoNet - 0 views
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JISC Infokit around developing digital literacies
Academic Professional Development - Technology-Enhanced Learning (TEL) - CHELT - ANU - 0 views
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Ideas around workshops for Moodle and Blended learning
Course design: planning a flipped class | Centre for Teaching Excellence - 1 views
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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.
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