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Contents contributed and discussions participated by livvyfox

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livvyfox

QAA-position-statement-MOOCs.pdf - 1 views

www.qaa.ac.uk/...A-position-statement-MOOCs.pdf

moocs quality QAA

shared by livvyfox on 11 Mar 14 - No Cached
  • livvyfox on 11 Mar 14
     
    QAA position statement around Moocs
livvyfox

http://lms.unimelb.edu.au/user_guides/turnitin_grademark_guide.pdf - 0 views

lms.unimelb.edu.au/...turnitin_grademark_guide.pdf

Turnitin GradeMark Grades

shared by livvyfox on 10 Mar 14 - No Cached
  • livvyfox on 10 Mar 14
     
    Guidance on using grademark in turnitin
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

The student digital experience in 2020 - 0 views

digitalstudent.jiscinvolve.org/...al-student-experience-2020.pdf

educational technology learning technology horizon scanning curriculum design

shared by livvyfox on 05 Mar 14 - No Cached
  • livvyfox on 05 Mar 14
     
    Staff and student thoughts on the student digital experience in 2020
livvyfox

Trends in Educational Technology report | CLT @ LSE - 0 views

blogs.lse.ac.uk/...ends-in-educational-technology

moocs byod games gamification analytics

shared by livvyfox on 05 Mar 14 - No Cached
  • livvyfox on 05 Mar 14
     
    Moocs, byod, gamification and learning analytics. Useful info on cost of moocs for an institution and the number of production and teaching hours required
livvyfox

Moodle - 0 views

moodle24.test.city.ac.uk

Moodle Test

shared by livvyfox on 04 Mar 14 - No Cached
livvyfox

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 livvyfox 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."
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