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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.
  • ...4 more annotations...
  • 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

Moodle Development Requests - 0 views

vle.monash.edu/devrequestsmoodle.html

Moodle Moodle Development Moodle feedback

shared by livvyfox on 17 Mar 14 - No Cached
  • livvyfox on 17 Mar 14
     
    A way of dealing with Moodle Development Requests which asks staff to consider very relevant questions
livvyfox

How Students Develop Online Learning Skills (EDUCAUSE Quarterly) | EDUCAUSE.edu - 0 views

www.educause.edu/...develop-online-learning-skills

learning online distance learning

shared by livvyfox on 30 May 14 - No Cached
  • livvyfox on 30 May 14
     
    "How Students Develop Online Learning Skills"
livvyfox

MOOCs: A view from Coursera (Michael Kerrison) - YouTube - 1 views

www.youtube.com/watch

moocs blended learning curriculum design

shared by livvyfox on 10 Oct 14 - No Cached
  • livvyfox on 10 Oct 14
     
    Income from validation signature track (1.5% of the students enrolled on a course) Significant satisfaction rates (3 based on BA courses) International degrees £5,000 for three years. Some of these delivered on Coursera. Cost £80,000 to develop 4 MOOCs that doesn't include lecturer time. £20,000 per Mooc 150 new students coming into programmes who had done MOOCs, but don't know cause and effect. Important element of tasting. Future developments: 6 MOOCs launching this year and new iterations of 4 ran last year. Careers and employability 1,000 students per day signing up. Highlighting importance of employability for students to sign up for MOOCs. Improvements required: Learning analytics need improvement on Coursera. Difficult for tutors to interpret on a personal level. Flipped classroom: Potential to use MOOC content with International centres. Signature tracking CPD:
livvyfox

Best Practices in Online Teaching - Pulling It All Together - Teaching Blended Learning... - 1 views

cnx.org/latest

curriculum design curriculum redesign curriculum planning

shared by livvyfox on 11 Aug 14 - No Cached
  • At a minimum, blended instructors should allow six months lead time for course development; one year is preferred. Several instructors voiced an opinion that the need for integration and organization necessitates a full course redesign; creating a blended course is not as simple as placing presentation slides or notes online.
  • At a minimum, blended instructors should allow six months lead time for course development; one year is preferred. Several instructors voiced an opinion that the need for integration and organization necessitates a full course redesign; creating a blended course is not as simple as placing presentation slides or notes online.
  • livvyfox on 11 Aug 14
     
    Time requirement for developing blended learning modules
livvyfox

Developing digital literacies - Jisc infoNet - 0 views

www.jiscinfonet.ac.uk/...digital-literacies

digital literacy engagement curriculum design

shared by livvyfox on 17 Mar 14 - No Cached
  • livvyfox on 17 Mar 14
     
    JISC Infokit around developing digital literacies
livvyfox

Rethinking technology-supported assessment practices in relation to the ... - 0 views

tltt.strath.ac.uk/...Nicol_Milligan_150905.pdf

feedback feedforward e-learning blended learning

shared by livvyfox on 28 Jan 14 - No Cached
  • livvyfox on 28 Jan 14
     
    This paper highlights hwo formative assessment and feedback might be used to promote the development of self-directed learning in blended learning environments
livvyfox

Blended learning trainer resources - 1 views

repository.excellencegateway.org.uk/...content

blended learning blended learning resources resources

shared by livvyfox on 28 Jan 14 - No Cached
  • livvyfox on 28 Jan 14
     
    Some useful ideas around how to develop and deliver a module about blended learning
livvyfox

Hybrid Courses: Faculty Resources - 0 views

www4.uwm.edu/...questions.cfm

curriculum design curriculum redesign consultancy

shared by livvyfox on 11 Aug 14 - Cached
  • livvyfox on 11 Aug 14
     
    Ten questions to support development of blended learning resources
livvyfox

The use of peer assessment/review in distance teaching via the Moodle VLE | eSTEeM | Op... - 1 views

www.open.ac.uk/...stance-teaching-the-moodle-vle

peer assessment peer feedback assessment workshop

shared by livvyfox on 30 Jan 15 - No Cached
  • livvyfox on 30 Jan 15
     
    "the Moodle VLE was evaluated. Feedback from students on their experience of using peer assessment/review and the Workshop tool was very positive. A user guide has been developed with LTS for Module teams to use the workshop tool. A number of modules have started to use the "
livvyfox

Student satisfaction with a web-based dissertation course: Findings from an internation... - 0 views

www.irrodl.org/...2765

dissertation dissertation support curriculum design cass shs

shared by livvyfox on 17 Oct 14 - No Cached
  • Key factors known to influence student satisfaction on e-learning courses include the relevance of the course materials, the learner’s autonomy, and their competence with technology
  • The supervisor-student relationship is another important factor in the students’ performance and their levels of satisfaction
  • Finally, we found no studies examining student satisfaction with their dissertation unit as part of an e-distance learning programme
  • ...57 more annotations...
  • The aim of the study was to assess student satisfaction with key elements of a dissertation course, including but not limited to supervision
  • he wide range of resources available to all students are designed to help prepare them for the dissertation unit and to provide further support and direction over the 12-month writing period.
  • Giving access to the resources as soon as students register for the MPH gives an opportunity for students to familiarise themselves with the material and to help them think about ideas for their dissertation earlier in the course.
  • The dissertation handbook
  • “What is the role of a supervisor?” and “What students can realistically expect”
  • self-directed learning unit which covers the following key topics: “What is a dissertation?”; “How to select and write a suitable proposal”; “How to write a critical literature review”; and “How to present your work”.
  • Supervisors can seek additional support at an individual level from the course dissertation lead (RAH). As a guide, supervisors are expected to provide around 16-20 hours of supervisory support in total, over the academic year.
  • PowerPoint presentations.
  • nline access to copies of previous dissertations t
  • nks to writing and study guides.
  • Students submit a dissertation proposal using a structured application form to frame their ideas and methodology. They then receive written feedback from three dissertation tutors.
  • short video presentations from dissertation tutors
  • self-selected
  • All supervisors are invited to training sessions and/or are sent written guidance
  • hey are put in touch with a supervisor to support the remainder of their work
  • At least 71% (24) of students were satisfied or very satisfied with each of these five areas (Table 4).
  • students are encouraged to introduce themselves to their supervisor and to identify any immediate or potential future learning needs
  • only part time students expressing a less than positive experience
  • These differences were not statistically significant (Fishers Exact test = 0.830, p = 1.000).
  • , ‘preparedness’ and ‘self development’.
  • amount of information available about the different aspects of the dissertation process
  • easy to access
  • d any questions sent to members of staff, including the administrative team, were quickly answered
  • “discussion with experienced supervisors for how to go about choosing a dissertation topic right at the beginning of the dissertation” [respondent 27].
  • Whilst writing a dissertation was challenging, they had adequate support.
  • to agree mutually acceptable methods for communication (e.g., email, telephone, Skype, Google+).
  • ‘developing the dissertation proposal’, ‘time planning’, ‘peer support’, and ‘location of information’.
  • This included sending a timeline of key dates and stages for the dissertation unit to all students at an early stage.
  • to discuss their ideas with a tutor during office hours and more examples of previous dissertations which included the marker’s critique
  • “more video content on how to go about doing the dissertation, to choose the topic and type of work, emphasise the number of hours needed to complete...”
  • Several students had found difficulties in accessing information, and that whilst the “information was adequate
  • Others suggested an email to “prompt what stage students should be at with their dissertation”
  • One student thought that it would have helped to have seen “hints and tips” [respondent 7] from previous students who had completed the dissertation unit. Another thought it would be a good idea to regularly summarize individual questions from students and produce a ‘live’ updated Frequently Asked Questions [respondent 14] section as an addendum to the handbook.
  • “live chat forum”
  • could expect around 16 hours of support from their supervisor over the academic year, and that they should allow up to 10 working days to receive feedback on written work.
  • ‘writing and structure’ and ‘assessment’.
  • “the dissertation course had several good ideas and provided guidance but for students who had never written a dissertation, more help on the actual writing process would have been helpful”
  • including a video from the tutor and from past students, to talk about some of the more practical aspects of writing a dissertation: “even a video of a past student(s) indicating what they did and what they would do differently”
  • “it would have been helpful to learn different practical approaches that work well for others such as outlining the chapters and then starting a file for each chapter”
  • ust over half the students, 19 (56%), stated that they initiated contact with their supervisor at least once a month, 9 (26%) about once every three months, and 5 (15%) less than three times over the dissertation year.
  • he majority of students were satisfied or very satisfied with guidance on completing the dissertation proposal form (91%), the content in the self-directed teaching unit (91%), and the amount of general information on writing a dissertation (86%). But at least 26% (9) were less than satisfied with four of the other seven items examining this area (Table 5).
  • The results suggest that students who initiated contact at least once a month were more likely to have had a positive experience of the course. However these findings were not statistically significant (Fishers exact test = 2.423, p = 0.694).
  • “how supervision could be improved”.
  • ‘methods of communication’, how to use a supervisor’, and ‘availability’.
  • Several students identified a need for them to be encouraged to make contact with their supervisor initially, and then during the supervisory period
  • Similarly, we would need to consider the role (or not) of supervisors in social learning communities (Zhang, Perris, & Yeung, 2005).
  • “the dissertation process is difficult, and supervisors can be over-critical sometimes even contradicting earlier directives given, which can be frustrating”
  • Some students were clearly frustrated at the apparent lack of availability of their supervisor, and sometimes there were “long gaps in communication such as my supervisor being away for extended periods of time that I was not aware of”
  • Several students praised their own supervisor
  • However, our evidence suggests that providing student-orientated resources and support, informed with relevant pedagogical evidence, can provide clarity and transparency to the requirements of the final product.
  • The survey highlights the need to provide better personal communication with our students before and after their dissertation proposal has been approved.
  • students can use the discussion board in Blackboard to raise ideas and queries about their dissertation, and to receive feedback from other students, respond to other students, and with further postings from the dissertation tutor (RAH). Discussion boards have been found to be a valuable tool to support students in healthcare environments
  • Having been allocated a supervisor, a number of students went on to report dissatisfaction with the amount, timing, and purpose of the supervisor-student contact
  • Our study suggests that some supervisors need to be more proactive in communicating with their supervisees, and to provide better timely and constructive support. This includes providing students with relevant educational ‘scaffolding’ that encourages them to reflect on their ideas and to use this as part of the learning process (Quan-Baffour & Vambe, 2008). Supervisors also need to be encouraged to use their own and other real life examples, to support the students’ understanding and self-reflection (Sahin & Shelley, 2008).
  • communication was a key theme in the literature exploring e-learning for adult learners who work
  • but making a compulsory initial Skype or telephone call with the supervisor would be helpful, as “that way, the relationship will kick off immediately without delay”
  • Yet higher levels of interaction can occur between student and tutor in an e-learning environment compared with face-to-face courses (Swan, 2006).
  • livvyfox on 17 Oct 14
     
    Yellow highlights: resources blue highlights: supervision
livvyfox

Constructing the Learning Framework - 1 views

www.netskills.ac.uk/...1011

curriculum design curriculum redesign Learning Success blended learning

shared by livvyfox on 22 Oct 14 - No Cached
  • livvyfox on 22 Oct 14
     
    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
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