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livvyfox

Preparing for blended e-learning - 1 views

books.google.com/books

e-learning teaching blended learning learning design

shared by livvyfox on 28 Jan 14 - No Cached
  • livvyfox on 28 Jan 14
     
    Book by By Allison Littlejohn, Chris Pegler
livvyfox

Student Motivation: Moving Beyond "Leading a Horse to Water" | Faculty Focus - 0 views

www.facultyfocus.com/...ing-beyond-leading-horse-water

motivation engagement faculty focus

shared by livvyfox on 21 Feb 14 - No Cached
  • Students need clear, consistent directions and guidance to respond correctly.
  • timely and clear answers to questions
  • feedback and grading is consistent
  • ...2 more annotations...
  • Consider formally posting what you expect from your students and what they can expect from you. I suggest including a late policy, required level of participation, use of outside resources, format and structure, and degree of expected originality.
  • The instructor is available.
A ED

Using Forum - MoodleDocs - 0 views

docs.moodle.org/...Forum_ratings

moodle resources online teaching education edtech

shared by A ED on 18 Mar 14 - No Cached
  • A ED on 18 Mar 14
     
    Ratings on Forums - thought from TEAP and student feedback - use to allow non-verbal engagement with forum - can have a like, agree, disagree, good point etc rating maybe? Adding more opportunity for the lurkers?
livvyfox

Michelle Moore - Teaching with Moodle: Best Practices in Course Design - YouTube - 0 views

www.youtube.com/watch

online course design moodle curriculum design resources

shared by livvyfox on 30 Jun 14 - No Cached
  • livvyfox on 30 Jun 14
     
    Don't use more than 3 font styles per page - this includes colour and size. More than 3 fonts increases cognitive load for your students. Don't use course page to deliver your content. Use it as a launch page You should be able to see at least one topic without having to scroll. Don't be the one doing all the work - get students to design the practice quizzes. (Question creator role) Do let students participate and collaborate. Use forums, wikis Don't make users scroll side to side (centre banners makes it difficult to see outer blocks) Do make sure your content fits (on the course page irrespective of browser) Don't forget the value of the logs. (When a link is done from a label or assignment or HTML page you lose the logging capability you would get if you added it as a resource) Don't overdo the activity names - causes breadcrumb to wrap (use a label to provide the explanation) Do use labels to guide students Don't be afraid of white space (use indent and labels) Keep topic summary succint Don't force users to scroll and scroll (Avoid lots of images and content in topic 0_ Do use images Do simplify delivery (build it all in Moodle - lessons, book and pages) Don't be afraid to branch out (try something new!) Think about how you can use completion tracking effectively
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

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
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

SEDA - Blog Post Integrated course design - 0 views

www.seda.ac.uk/...53-ideas-34

curriculum design constructive alignment

shared by livvyfox on 22 Jun 15 - No Cached
  • In contrast, in terms of how much time students spend actually going about some kind of learning activity, it is nearly always time out of class that makes most demands, and yet what that learning is intended to consist of, or what it is for, may receive least attention of all from their teachers. As they design a course, or as they think about how well it is going, teachers tend to look at some components but not others. Their course evaluation questionnaire may list all the classroom teaching sessions, and perhaps students’ attendance at them, but none of the things students were supposed to have done out of class, or how much effort they put in.
  • Without clear goals, it is argued, it is impossible to design a coherent course. But my experience is that nearly all courses nowadays have stated learning outcomes and they are still often incoherent in terms of the educational processes involved.
  • But I believe that you need a sense of what students are supposed to be doing, not just where they are heading. In an integrated course what students do, and what they are learning to do, are often the same thing.
  • livvyfox on 22 Jun 15
     
    A great case for cohesive design of the entirety of a course.
livvyfox

threshold concepts - 0 views

www.et.kent.edu/...DD%2002-threshold.pdf

threshold concepts teaching

shared by livvyfox on 28 Jan 15 - No Cached
  • livvyfox on 28 Jan 15
     
    "Jewels in the curriculum Threshold concepts can be used to define potentially powerful transformative points in the student'slearning experience . They are the 'jewels in the curriculum' because they identify key areas that need mastery. "A focus on these jewels" write Land et al. (2006, p. 198),"
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