Group items tagged

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.

As we look at quality assurance in Wk 5, the last two pillars provide ways to answer the question as to whether or not our teaching in the blended course was effective. While the 5 are really aimed at an overall view of online course quality, they also map to the blended environment. Plus, it's a short read! :)

A peer review guide for the teaching of an already existing hybrid course. Based upon Chickering and Gamson's "Seven Principles for Good Practice in Undergraduate Education"

A free course for the Vocational Education and Training sector to promote effective practice and pedagogy in blended learning. For those who want to combine Blendkit 2016 with another MOOC..

This article may have been more suited for last week but hey better late than never

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.

Since I am creating a course for elementary teachers, this article has provided good information on creating a blended course.

I think creating a blended course for language teachers (in my case English) is a real challenge, especially when you have to decide the moment to do speaking practice (online) or (F2f). This resource gives you among other things, a guide to create language learning blended courses. Suuper cool! for EFL(English as a foreign language) teachers.

Thanks Margarita! I am also a Foreign Language Teaching and this information is very useful for me!

Tanks! A great resource.

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...

Use this application to develop instructional objectives for your courses and instructional programs.

Thanks so much for this reference. A great resource that I can put to use immediately.

Wow! A wonderful tool! Useful for all persons designing courses. Thank you!

A University site targeting faculty. I like the overview of blended learning this first page provides. I also thought the links on the right, particularly the ones to specific examples of courses already 'blended', would provide next steps and local contacts for those wanting more. A good model for other institutions to follow.

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".

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.

The Clayton Christensen Institute recently began housing information on blended Learning on the Khan Academy site. It will be interesting to see how this "course" develops

"End of Semester Evaluation Form Student Survey of Teachers Teacher Assessment Survey Teacher Feedback Form Course Evaluation Form Evaluation of Teacher Use of Technology Form Daily Feedback Form"

"How Sedaris Writes Great First Sentences I don't know David personally, so the following tricks are pure speculation. But I have no doubt he would agree-or at least say I was close. 1. Find the hook. What draws people? Sex. Violence. Strange circumstances. Bizarre people. Surprising statements. Controversial positions. Of course you won't know the hook until you've written the first draft, which brings me to the next point. 2. Get rid of the first paragraph. Or two. Often, just to get started, we will throw everything on the table in the first couple of sentences. This is a tendency from school to explain what you are about to tell the reader. Break this habit if you want to seduce a reader with a first sentence. 3. Read lots of Sedaris. Or Truman Capote. Hemingway. Any great writer of fiction or non-fiction. 4. Type out a list of great first lines. Make this a long list. This will get you to concentrate and absorb the elements of the sentence. But it will do something else. See next point. 5. Review your list every time you write a first sentence. Need I say more? Your Turn"

Whether you are new to Gagne's 9 Events of Instruction or well versed in this area, this is a great resource that includes examples of how to apply this to online or hybrid (blended) course design.

A majority of the time when hybrid/blended learning courses are created, they also incorporate a "flipped classroom" approach. This approach includes having online lectures done outside of the classroom prior to class and using in-class time for active hands-on application that extends learning. To help clarify what is expected prior to class and what is expected after the face-to-face session having separate objectives as stated in this article is a good best practice.

Great resources for assessment strategies in a variety of formats.

Very useful tools, indeed. Thanks for finding this Dean.