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blendeddesign

Blended Learning Activities - 4 views

Written Reaction to Week 4 Reading Learning activities are perhaps the area where the most potential for a course is and also the potential for a course to fall flat, especially when it is a blend...

blendkit2014

started by blendeddesign on 15 May 14 no follow-up yet
treal42

Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students - 0 views

www.facultyfocus.com/...s-for-engaging-online-students

shared by treal42 on 31 Mar 17 - No Cached
  • treal42 on 31 Mar 17
     
    This Faculty Focus special report features 15 articles from Online Classroom newsletter, and will provide you with specific strategies on how to use synchronous and asynchronous learning tools to engage your online students.
lauraoverstreet

Using Mobile Messaging to Improve Student Engagement - 3 views

This empirical study of the use of SMS to promote student engagement found that learners were overall satisfied with mobile messaging, completed assignments 20 percent more effectively and 78 hours...

Blended SMS Student Engagement

started by lauraoverstreet on 13 Mar 17 no follow-up yet
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?"
Marcus O'Donnell

Writinign with Video - 7 views

www.writingwithvideo.net

multimedia

shared by Marcus O'Donnell on 01 May 14 - Cached
  • Marcus O'Donnell on 01 May 14
     
    This isn't exactly a blended learning course but it includes a lot of resources if you are getting students to do self directed multimedia courses as part of blended learning design. I also really like the curriculum design/progression. It is an advanced composition course that engages students in a comprehensive exploration of contemporary rhetoric, creative inquiry, design thinking, media authorship, self-reflection, and social engagement. Directed writings in concert with video production projects allow students to experience an integrated process of thinking, creating, and problem-solving.
  • Lyra Hilliard on 02 May 14
     
    Great resource--thanks!
  • Cherry Stewart on 03 May 14
     
    Most interesting strategies for archiving student work. Great learning objectives as well. Interesting way to present them. This is also an excellent example of how a tertiary educator can integrate information from the web straight into their course work. AND how universities can tap into the wonderful and expert learning tools created commercially (e.g. lynda.com) Thanks.
Marcus O'Donnell

SAMR as a Framework for Moving Towards Education 3.0 | User Generated Education - 2 views

usergeneratededucation.wordpress.com/...r-moving-towards-education-3-0

education 3.0 edtech blendkit2014

shared by Marcus O'Donnell on 17 May 14 - No Cached
  • Marcus O'Donnell on 17 May 14
     
    Another great post by Jackie Gerstein on what it really means to design tasks that really engage with the three Cs of Education 3.0-  connectors, creators, constructivists. 
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.
Beth Stutzmann

Create Engaging Online Presentations - nhinstitutes - 5 views

sites.google.com/...-engaging-online-presentations

shared by Beth Stutzmann on 03 Mar 15 - No Cached
  • Beth Stutzmann on 03 Mar 15
     
    I chose this link for ch 4 because it provides a (short) list of some online technologies currently available and provides tutorials to learn to use them.
  • Beth Stutzmann on 03 Mar 15
     
    I chose this link for ch 4 because it provides a (short) list of some online technologies currently available and provides tutorials to learn to use them.
  • Sherri Lancton on 11 Mar 15
     
    Thanks, Beth - I like this site!!! Especially the first YouTube on how to create good PPTs.
Michael Kimmig

The Process Approach to Online and Blended Learning | Faculty Focus - 14 views

www.facultyfocus.com/...to-online-and-blended-learning

blendkit2014 blended learning

shared by Michael Kimmig on 16 May 14 - No Cached
  • Marcus O'Donnell on 16 May 14
     
    A good simple approach. A three staged process for blended learning design: Absorb - Do - Connect
  • Michael Kimmig on 08 Jun 14
     
    "The process model consists of three stages: Absorb-During this stage, students are gaining basic knowledge. This can include reading a chapter in the textbook. Do-Students then engage in an activity such as a discussion before the face-to-face session (in the case of a blended course) or a synchronous online session in the case of a totally online course. Connect-Students apply knowledge to real-world situations."
  • Sherri Lancton on 25 Feb 15
     
    I've helped faculty implement this model in online courses and think it has been very successful. While a model like ADDIE provides a structured approach to designing an entire course, this Absorb, Do, Connect model, along with models like Gagne's 9 events of instruction provide us with models for how to structure individual lessons and keep them consistent.
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."
lauraoverstreet

Authentic Assessment Blends the Academic with the Real World - 1 views

People are more engaged when being asked to do something meaningful. It's no surprise that students are more engaged when asked to do work that blends the classroom with the real world. Check out...

BlendKit2017 authentic assessment

started by lauraoverstreet on 30 Mar 17 no follow-up yet
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.
Marcus O'Donnell

Flipped Classrooms 101 - A self-paced, short course - 4 views

blog.peerinstruction.net/...-101-a-self-paced-short-course

blended learning flipped classroom

shared by Marcus O'Donnell on 03 May 14 - No Cached
  • Marcus O'Donnell on 03 May 14
     
    You've all met the Boredom Monster. He's that big blob lurking around our classrooms, poking students in the sides with his slimy fingers for attention and vexing us as we try with all our might to teach content in engaging and inspiring ways. Flipped teaching can trap the Boredom Monster before he infiltrates your classroom...
James Kerr

Blended Learning: 10 Trends Infographic - 1 views

gettingsmart.com/...learning-10-trends-infographic

blendkit2014 blended learning blendkit

shared by James Kerr on 27 Apr 14 - No Cached
  • James Kerr on 27 Apr 14
     
    A new infographic, released by DreamBox Learning, "Blended Learning: 10 Trends," gives a snapshot on how right now, making student learning is more personalized, more engaging, and more collaborative is what's driving innovation. DreamBox Learning is a Getting Smart Advocacy Partner. This infographic complements the white paper, " Blended Learning Innovations: 10 Major Trends" released March 20.
Mary-Kate Najarian

Eight Roles of an Effective Online Instructor - 4 views

www.facultyfocus.com/...of-an-effective-online-teacher

blendkit2014

shared by Mary-Kate Najarian on 14 May 14 - No Cached
  • Mary-Kate Najarian on 14 May 14
     
    Even though this MOOC is based on Hybrid/ Blended courses, it is still important that the instructor/teacher engage in the learning in and out of the classroom. Here is some ways to do this...
Marcus O'Donnell

The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom - 6 views

www.edutopia.org/...blended-classroom-beth-holland

blendkit2014 hybrid backchannel

shared by Marcus O'Donnell on 24 May 14 - No Cached
  • Marcus O'Donnell on 24 May 14
     
    A backchannel -- a digital conversation that runs concurrently with a face-to-face activity -- provides students with an outlet to engage in conversation. Every time I think about this tool, I remember my student, Charlie (not his real name). Given his learning challenges, he struggled to keep up during class discussions.
tharelson

The Basics of Blended Instruction - 1 views

www.ascd.org/...cs-of-Blended-Instruction.aspx

blended learning instruction

shared by tharelson on 26 Feb 15 - No Cached
  • tharelson on 26 Feb 15
     
    Nice article on the basics of blended learning and the how to get started. Particularly liked the tip on technology frills. It is so important that the interaction we use in a blended learning environment is meaningful and not just to keep the user busy. So many times engagement is just repetitive activity and not meaningful. It is important that each interaction is focused and helps drive home the objective.
Henrie Paz-Amor

Instructional Technologies Support - 6 views

www.its.txstate.edu/...hybrid-course-development.html

blended learning hybrid education BlendKit

shared by Henrie Paz-Amor on 08 May 14 - Cached
  • Matthew Bodek on 08 May 14
     
    Good resource listing steps involved in designing a hybrid course.
  • ...1 more comment...
  • utk9603 on 09 May 14
     
    Nice resource for faculty. Thanks for sharing!
  • Henrie Paz-Amor on 11 Mar 15
     
    This has a nice list of FTF and Online appropriate learning activities. The terms hybrid and blended are used interchangeably to describe a course in which less than half all of the instruction is delivered online. Traditional face-to-face instruction is reduced but not eliminated. With a hybrid course, the goal is to optimize student engagement by taking advantage of the strengths of both the face-to-face and Web-based environments.
  • Bette Poutre on 12 Mar 15
     
    Great resource - thanks!
grhanson

Why Go Blended/Hybrid - 8 views

http://209.197.110.54/tlc/learningmatters/hybrid.pdf Gould, T. (2003, June). Hybrid classes: Maximizing institutional resources and student learning. In Proceedings of the 2003 ASCUE Conference (p...

blended learning learning education hybrid assessment

started by grhanson on 24 May 14 no follow-up yet
Mary-Kate Najarian

How learning Analytics can make instructors more effective in the Online Course - 3 views

onlinelearninginsights.wordpress.com/...effective-in-the-online-course

blendkit2014

shared by Mary-Kate Najarian on 21 May 14 - No Cached
  • Mary-Kate Najarian on 21 May 14
     
    Analytics will help you determine course design, level of engagement from the student, etc. Here is one of many articles about Analytics.
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