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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.
Lyra Hilliard

An Affinity for Asynchronous Learning - Hybrid Pedagogy - 3 views

www.hybridpedagogy.com/...affinity-asynchronous-learning

OLL pedagogy asynchronous synchronous online education hybrid

shared by Lyra Hilliard on 02 May 14 - No Cached
  • Lyra Hilliard on 02 May 14
     
    Hybrid Pedagogy is an incredible resource for digital pedagogy, higher ed, and teaching and learning in the 21st century. I responded to this post; I agree with some, but not all of it. A good read.
James Kerr

Learning From Focus Groups: An Examination of Blended Learning - 9 views

www.ijede.ca/...299

blended learning blended blendkit blendkit2015

shared by James Kerr on 02 Mar 15 - No Cached
  • James Kerr on 02 Mar 15
     
    Comparison of different distance learning technologies on adult learners, with some comparison of asynchronous and synchronous instruction. I am blending asynchronous and synchronous instruction in a graduate-level course I am teaching.
James Kerr

LEARNING EFFECTIVENESS ONLINE : WHAT THE RESEARCH TELLS US - 1 views

cguevara.commons.gc.cuny.edu/...learning-effectiveness.pdf

blended learning blendkit2014

shared by James Kerr on 04 May 14 - No Cached
  • James Kerr on 04 May 14
     
    Lit review of the effectiveness of online asynchronous environments from 2003. The section on online interactions and the descriptions of learner-learner, learner-content, and learner-instructor interaction within the Community of Inquiry model is a good introduction to the CoI framework and interactions online.
Mary-Kate Najarian

Question Styles for More Effective Discussion Boards - 8 views

www.facultyfocus.com/...re-effective-discussion-boards

blendkit2014

shared by Mary-Kate Najarian on 21 May 14 - No Cached
  • Mary-Kate Najarian on 21 May 14
     
    An older article, but still gets you thinking about your discussion boards.
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.
joannescott

Assessing Pilot Blended Learning Programs - 8 views

files.eric.ed.gov/...EJ982679.pdf

blended learning blendkit assessment

shared by joannescott on 02 Apr 16 - No Cached
  • joannescott on 02 Apr 16
     
    I found this article from the Journal of Asynchronous Learning to be an interesting assessment of the effectiveness of blended courses in a specific university. I particularly like the research methodology and the way in which assessment incorporated student and instructor feedback.
  • sefaye on 03 Apr 17
     
    Thank you for sharing!! It is a very useful article to complete the Blendkit readings!
arhprofprof

Week 2 - some sources to consider for interactive activities - 1 views

I have not used these, but they have come to my attention through "The Big Lis to Class Discussion Strategies". In this posting, you will find some tools for interactive discussions, such as Voxer,...

blended learning hybrid

started by arhprofprof on 02 Apr 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.
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