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Beth Kiggins

Faculty Self Assessment for Online Teaching - Web Learning @ Penn State - 2 views

weblearning.psu.edu/...faculty-self-assessment

blended learning teaching

shared by Beth Kiggins on 14 Jul 11 - Cached
  • Beth Kiggins on 14 Jul 11
     
    The faculty engagement subcommittee has developed a faculty self-assessment for online teaching. Check it out! Over the past year, the faculty Engagement subcommittee has worked on a faculty self-asssesment for online teaching. Carol McQuiggan, an instructional designer at Penn State Harrisburg who manged the process, presented the faculty survey and its results at the SLOAN-C conference in Orlando in November of 2008.
  • Amy Roche on 28 Apr 14
     
    Thanks for sharing this resource Beth! Last year I worked with Carol and two other colleagues to revise/update the content of the tool. The main goal was to align it with the Competencies for Online Teaching (https://www.e-education.psu.edu/files/OnlineTeachingCompetencies_FacEngagementSubcommittee.pdf). In addition, we presented the updated version at SLOAN-C in October to solicit feedback. We implemented some of the changes and are putting other suggestions "on hold" as we investigate a different platform to move the tool to in order to address accessibility issues.
Cathleen Cuppett

Assessing online faculty: more than student surveys and design rubrics Anthony A. Pina ... - 0 views

go.galegroup.com/...i.do

online teaching evaluation quality matters assessment

shared by Cathleen Cuppett on 28 Mar 17 - No Cached
  • Cathleen Cuppett on 28 Mar 17
     
    Increasingly, faculty who teach an online course may not be the ones who actually designed the course. Thus, current measurements, especially those that focus on course design and innovation, are not appropriate tools for assessing these faculty members. Instead, the authors assert: "We must look at the actions performed by the instructors within the course." The objective of the authors' study was "to identify a set of criteria that would yield objective data easily examined by supervisors and peers during an online course observation and serve as a balance to the more subjective data gathered from student surveys." The authors identified six questions to be used as a starting point for evaluating online instructors. These questions are copied below verbatim: Has the instructor logged in at least an average of every other day? Has the instructor posted a biography of at least a paragraph, in addition to contact info? Has the instructor posted announcements at least weekly? Is there evidence that the instructor answers student inquiries in two days or less? Does the instructor participate in discussion forums where appropriate? Does the instructor provide feedback on assignments? This article is an excellent resource because it clearly delineates between design and instruction. It also provides the six very concrete questions to use when evaluating instructors.
jlgrisham

How One Instructor Teaches 2,670 Students - 0 views

chronicle.com/...131656

super-sized classes blended learning blendkit2014

shared by jlgrisham on 16 Mar 15 - No Cached
  • jlgrisham on 16 Mar 15
     
    I recently remembered this article published in The Chronicle of Higher Ed a few years ago. It speaks volumes about some pros and cons (mostly pros) of using technologies like Twitter, online office hours, video chat, etc. to connect to super-sized classes. Though I do not have personal experience in teaching courses with this many students, I still think this teacher has found a way to utilize modern technologies to connect to students in new and important ways. He has taken what many of us would consider a nightmare classroom situation (teaching over 2000 students!) and made it into a classroom experience like no other. If you read through the comments, you'll see that his former students say he has changed their lives and that his was the best class they've ever taken. It's amazing to me that he is/was able to create personal connections with so many students using technology. Basically, if this guy can do it with 2,000+ students, then many of us should strongly consider how we might benefit from these technologies in our own hybrid courses.
Christina Crawford

Typical Course Length for Blended Learning - 12 views

I also teach at a community college and my blended is one class a week and assignments online through Canvas. I came across this website for interactions in F2F and thought I would share. It is s...

blendkit2015 blended learning

started by tharelson on 09 Mar 15 4 follow-ups, last by Christina Crawford on 13 Mar 15
dr_bzen

BlendKit Course: BlendKit Reader: Chapter 2 | Blended Learning Toolkit - 5 views

blended.online.ucf.edu/urse-blendkit-reader-chapter-2

shared by dr_bzen on 07 Mar 16 - No Cached
  • High impact activities increase learner engagement and result in greater success in learning.
    • Robin Thompson
      Robin Thompson on 07 Mar 16
       
      What are high impact activities?
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      In my reading of this sentence, these activities are related to collaborative learning situations.
  • link the best technological solutions for teaching and learning with the best human resources…. encourag[ing] the development of highly interactive and collaborative activities that can be accomplished only by a faculty member in a mediated setting.
  • e second relates to the rapid decentralization and distribution of most of society’s channels of communication – newspapers, television, radio, and, more recently, academic publishing – and raises concerns of how learners are to make sense of information in a field that is fragmented and distributed, rather than well organized and coherent (such as information found in a traditional textbook).
    • Robin Thompson
      Robin Thompson on 07 Mar 16
       
      Very valid concern!
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      I have been working on creating a feedly site where students are directed to go for information.
  • ...21 more annotations...
  • Students are able to read each other’s work and gain insight from both instructor and their fellow students.
    • Robin Thompson
      Robin Thompson on 07 Mar 16
       
      This is what we are doing in our discussion posts for this course.  
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      So very true! Its interesting the anxiety I feel when I read this model. Even with my desire to turn this learning over to students, a part of me wants to hold onto control.
  • only asynchronous forms of communication can cause students, and even instructors, to feel disconnected
  • Blended learning, in all its various representations, has as its fundamental premise a simple idea: link the best technological solutions for teaching and learning with the best human resources…. encourag[ing] the development of highly interactive and collaborative activities that can be accomplished only by a faculty member in a mediated setting. (p. 332)
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      I've seen this dynamic happen in my classes when I don't give enough structure to an activity.
  • disruptive strategies
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      What does this mean in this context?
  • often fall into conflict on principles of minimal or guided instruction and instructivism or constructivism
  • Atelier Learning
  • Helping students to gain the skills they require to construct these networks for learning, evaluating their effectiveness, and working within a fluid structure is a massive change in how the dynamics of classrooms are usually structured.
  • Curtis Bonk (2007) presents a model where the educator is a concierge directing learners to resources or learning opportunities that they may not be aware of. The concierge serves to provide a form of soft guidance – at times incorporating traditional lectures and in other instances permitting learners to explore on their own. Bonk states:
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      This is the model I see myself gravitating toward -- though without knowing it was actually a model. I wonder what about my background learning/teaching has drawn me to see this as a way of doing blended learning.
  • While learners are free to explore, they encounter displays, concepts, and artifacts representative of the discipline. Their freedom to explore is unbounded. But when they engage with subject matter, the key concepts of a discipline are transparently reflected through the curatorial actions of the teacher.
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      Is the difference between this and concierge that the instructor sets up the frame in which the learning happens?
  • media to articulate ideas or thoughts”
  • When you design your own online course environment, keep interaction in the front of your mind.
  • Create a threaded discussion or wiki assignment,  asking students to review the syllabus and then to write one or two things that they would like to get out of the course, how the material could be made more meaningful to them or for their goals, and even their preliminary opinions about some of the main course themes or topics.
  • Again, it will not require a huge effort to create one general threaded discussion to let students tell you about the applicability of the materials to their lives or studies or to express their opinions about different aspects of the content itself.
  • The assignment can also enable other student techno expressions, such as photos, brief descriptions of where they are from, or even a sense of “in the moment” place (e.g., “From my computer, I can see the pine tree in my yard through the San Francisco fog each morning”).
  • The first classroom meeting is face-to-face. At this meeting, we ask students to use pastel pencils and construction paper to draw a symbolic representation of how they see the educational process.
  • If you have a choice, we recommend designing a hybrid course over a fully online course. 
  • There are a number of potential audiences to whom students could express themselves: to the instructor, to an expert in the field, to a small group of peers, to the entire class, to prospective employers, and to the public.
  • A special education credential  student writing a reflective weblog entry about a classroom observation only for the supervising faculty member might use different language than for the public at large. These types of experiences will prepare the students not only for future coursework but also for job interviews.
  • VODcasts
  • Before, the assignment, write clear instructions, including information about your policies on academic integrity and plagiarism. Provide examples of prior students’ work.
  • If this is the first group to do this type of assignment, go through the assignment yourself to create a model of what you consider to be good work. Let students know what could happen to their work if someone else were able to change it.
  • sefaye on 03 Apr 17
     
    I had the same thing happen to me: I was using a model without knowing it was a model! I'm glad I now have vocabulary to describe my work in the classroom.
kassymt

Top 5 Online Learning Skills That Online Instructors Should Have - eLearning Industry - 5 views

elearningindustry.com/ning-skills-online-instructors

BlendKit

shared by kassymt on 19 Mar 15 - No Cached
  • kassymt on 19 Mar 15
     
    One of the most neglected areas of online learning is the skills of online instructors. Like face-to-face instructors, online instructors need strong formation in content, instruction and assessment. But since they are teaching through technology, they also need formation in other areas (managing online learners, technology skills).
Dagmar Machutta

7 Essential Techniques to Increase Engagement and Enhance Online Learning Outcomes - 4 views

www.emergingedtech.com/...hance-online-learning-outcomes

blended learning blendkit2014

shared by Dagmar Machutta on 20 May 14 - No Cached
  • Dagmar Machutta on 20 May 14
     
    "There are Many Elements That can be Fine-Tuned to Bring out the Best in Online and Hybrid Teaching and Learning."
Matthew Bodek

Transforming the Teaching & Learning Environment: the PASSHE Virtual Conference - 1 views

www.passhe.edu/...Virtual-Conference-Home.aspx

blendkit2014

shared by Matthew Bodek on 08 May 14 - No Cached
  • Matthew Bodek on 08 May 14
     
    Recordings of 60 one-hour sessions from the 2/10 to 2/21 Transforming the Teaching & Learning Environment: the PASSHE Virtual Conference. Many recorded sessions (click 2014 Sessions-by-Date) focus on teaching/designing online/hybrid courses. The virtual conference uses Blackboard Collaborate so you may need to allow the download and running of a .jnlp file.
Dagmar Machutta

http://www.networkedlearningconference.org.uk/abstracts/pdf/rose.pdf - 2 views

www.networkedlearningconference.org.uk/...rose.pdf

blended learning blendkit2014 onlinge learning online disinhibition

shared by Dagmar Machutta on 26 May 14 - No Cached
  • Dagmar Machutta on 26 May 14
     
    "Would you ever say that to me in class?": Exploring the Implications of Disinhibition for Relationality in Online Teaching and Learning by Ellen Rose
Rob Straby

Tony Bates Blog about Online Learning - 2 views

www.tonybates.ca/

blended learning blendkit2014 Blogs eLearning

shared by Rob Straby on 05 May 14 - Cached
  • Rob Straby on 05 May 14
     
    Tony Bates is a leading Canadian researcher and writes in the online learning field. I highly recommend subscribing to his Blog for weekly insights. He is currently writing a new text that will be open and online. Tony writes about online learning in general, however, he also writes regular posts on blended learning, see for example: http://www.tonybates.ca/2014/04/20/synergies-between-online-learning-on-campus-teaching-and-flexible-learning/
Karen Haines

How to Combat Online Quiz/Test Cheating - Strategies-to-Combat-Online-Cheating-and-Plag... - 4 views

teach.ucf.edu/...ne-Cheating-and-Plagiarism.pdf

BlendKit assessment cheating

shared by Karen Haines on 08 Mar 15 - No Cached
  • Karen Haines on 08 Mar 15
     
    Useful to share with colleagues creating online quizzes
Karen Haines

Authentic Assessment Online - Authentic-Assessment-Online.pdf - 9 views

teach.ucf.edu/...uthentic-Assessment-Online.pdf

assessment BlendKit

shared by Karen Haines on 08 Mar 15 - No Cached
  • Karen Haines on 08 Mar 15
     
    Some very useful slides with details on online assessments and appropriate strategies etc.
  • hiddensparks on 11 Mar 15
     
    Thanks for bringing this site to our attention. It's loaded with great resources!
Sarah Morse

Removing the barriers for students with disabilities - 1 views

dx.doi.org/...08841230903022118

exceptionalstudenteducation disabilities onlinelearning educationaltechnology accessibletechnology

shared by Sarah Morse on 05 Oct 12 - No Cached
  • Sarah Morse on 05 Oct 12
     
    Tandy, C. & Meacham, M. (2009). Removing the Barriers for students with disabilities: Accessible online and web‐enhanced courses. Journal of Teaching in Social Work, 29:3, 313-328. doi:10.1080/08841230903022118.
treal42

Questions to Consider As You Prepare to Teach Your First Hybrid Course - TeachOnline - 0 views

teachonline.asu.edu/...teach-your-first-hybrid-course

Blendkit2017 elearning blended courses hybrid

shared by treal42 on 07 Apr 17 - No Cached
  • treal42 on 07 Apr 17
     
    A hybrid course is much more than just an online course with a face-to-face class session thrown in for good measure. It involves asking, "What is the best way for students to interact with course content, construct knowledge, engage in critical thinking and problem solving?"
Shirley Alexander

Synergies between online learning, on-campus teaching and flexible learning - 2 views

www.tonybates.ca/...teaching-and-flexible-learning

blendkit2014 blended learning

shared by Shirley Alexander on 22 Apr 14 - No Cached
  • Shirley Alexander on 22 Apr 14
     
    Tony Bates' blog commenting on the UBC case study mentioned in my previous bookmark post.
Dagmar Machutta

How Technology Enables Blended Learning | EdTech Magazine - 2 views

www.edtechmagazine.com/...ology-enables-blended-learning

blended learning technology blendkit2014 education

shared by Dagmar Machutta on 25 Apr 14 - No Cached
  • Dagmar Machutta on 25 Apr 14
     
    "School districts are flipping education on its head with mobile and online teaching tools" by WYLIE WONG
Rob Straby

How to Design & Teach an Online Course Using a Backwards Design Approach - 2 views

www.youtube.com/watch

blended learning blendkit2014 education pedogogy

shared by Rob Straby on 29 Apr 14 - No Cached
  • Rob Straby on 29 Apr 14
     
    This presentation from Donna Ziegenfuss of the University of Utah's Center for Teaching and Learning Excellence demonstrates a model and process used in a graduate-level online course based on Dee Fink's approach to 'backwards planning".
  • Paula Michniewicz on 29 Apr 14
     
    Thank you for sharing this and the Fink document below. Donna presented at our Instructional Design summit. I use Fink worksheets with many faculty I work with here at SLCC.
James Kerr

It's called blended learning (not blended teaching) for a reason | eSchool News | eScho... - 6 views

www.eschoolnews.com/...print

blended learning blended learning hybrid

shared by James Kerr on 11 Sep 14 - No Cached
  • James Kerr on 11 Sep 14
     
    Is your Learning Management System paradigm teacher- or student-centered? Long-term success depends upon the correct answer. Many educators now accept the need to provide course materials online in a Learning Management System (LMS) or Online Learning Environment (OLE) for blended learning to occur successfully.
Sherri Lancton

F2F, Blended, Hybrid, Online - differences in definition - 4 views

It is interesting that definitions differ from K-12 to Higher Ed and between Higher Ed institutions as well. These documents provide some different perspectives on the terminology: Good basic def...

started by Sherri Lancton on 04 Mar 15 no follow-up yet
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