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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

10 Recommendations for Improving Group Work | Faculty Focus - 1 views

www.facultyfocus.com/...endations-improving-group-work

group work groupwork assessment assessment design

shared by livvyfox on 12 Sep 14 - No Cached
  • livvyfox on 12 Sep 14
     
    Really useful recommendations for improving group and all easy to implement
livvyfox

Teaching with Technology | Online Discussions: Week 1 - 1 views

teachingwithtech.lss.wisc.edu/m1w1.htm

online facilitation online teaching blended learning

shared by livvyfox on 15 Jan 15 - No Cached
  • livvyfox on 15 Jan 15
     
    Useful for blended learning resource on implementing blended learning
livvyfox

Blended Learning Redesign schedule - 0 views

at.simmons.edu/...urse%20Redesign%20Schedule.pdf

Blended learning curriculum design curriculum redesign

shared by livvyfox on 05 Mar 14 - No Cached
  • livvyfox on 05 Mar 14
     
    8 month plan for redesign of a Blended course
livvyfox

Design and implementation factors in blended synchronous learning environments: Outcome... - 1 views

www.sciencedirect.com/...S0360131515000755

blended learning synchronous communication

shared by livvyfox on 26 Mar 15 - No Cached
  • This notion of creating an enhanced sense of community among both F2F and remote students is arguably one of the main educational advantages of blended synchronous learnin
  • The paucity of relevant professional development and training opportunities presents another barrier to the growth of blended synchronous learning
  • ack of institutional recognition for the degree of effort involved and cultures that do not encourage risk taking can leave teachers feeling unsupported in their efforts to innovate in this area
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  • Some F2F students have suggested that teachers can become overly focused on remote students, prioritising their queries and spending time troubleshooting their technical problems
  • One way to mitigate the load on individual teachers is to employ one or more teaching assistants who can attend to technology-related problems, respond to student text chat comments, and manage other issues not related to the core aspects of the lesso
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