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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. 
Dagmar Machutta

Office of Instructional Consulting: IU School of Education - 4 views

www.indiana.edu/...de_series.html

Bokmärkesfältet Bokmärken Digital Ljud

shared by Dagmar Machutta on 05 May 14 - No Cached
  • Dagmar Machutta on 05 May 14
     
    "Curt Bonk, Professor in Instructional Systems Technology, Indiana University, in a video series addressing the design and best practices of Distance Education courses. The videos are about 10 minutes long and each topic is accompanied by a list of useful resources."
Dagmar Machutta

Designing a Quality Culture for Blended Learning - 4 views

www.slideshare.net/...y-culture-for-blended-learning

blended learning quality blendkit2014

shared by Dagmar Machutta on 21 May 14 - No Cached
  • Dagmar Machutta on 21 May 14
     
    A Slideshare presentation
Matthew Bodek

Design Your Course - 11 views

ctlt.illinoisstate.edu/...design

blendkit2014

shared by Matthew Bodek on 30 May 14 - No Cached
  • Matthew Bodek on 30 May 14
     
    Online course/modules following Dee Fink's Significant Learning Experience
  • Paula Michniewicz on 02 Jun 14
     
    I have been using Fink for the past two years. My favorite are the charts---it helps the faculty I work with organize their thoughts.
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.
Carol PeQueen

The Role of Humans in Blended Learning - 2 views

blogs.edweek.org/...umans_in_blended_learning.html

blended learning blended learning blendkit2014

shared by Carol PeQueen on 30 May 14 - No Cached
  • Carol PeQueen on 30 May 14
     
    Good food for thought (and flashback to Blendkit2014 week 2) from Justin Reich's blog this week. Let's keep this blended learning design process focused on meaningful interaction.
Kelvin Thompson

Tips for Blending Your Course with Karen Teeley (Simmons College) - 5 views

at.simmons.edu/...index.php

blended learning blendkit2011 case study rubrics muddiest point online f2f backward design assessment course design storyboarding course planning simmons teeley video transcript examples

shared by Kelvin Thompson on 14 Jul 11 - No Cached
  • Kelvin Thompson on 14 Jul 11
     
    Simmons College instructor Karen Teeley describes her decision-making process for deciding what goes online and what goes face-to-face in her blended learning course. This case study features short video clips, complete text transcript, and an example simulation exercise from Teeley's course. In addition, she provides a sample welcome letter, student expectations statement, and a couple of evaluation rubrics from her blended course.
nathalie stirland

Learning Designer - 0 views

learningdesigner.org/index.php

blended learning blendkit2017

shared by nathalie stirland on 05 Mar 17 - No Cached
  • nathalie stirland on 05 Mar 17
     
    'The Learning Designer suite of tools enables teachers to share their good teaching ideas. It is intended to help a subject teacher see how a particular pedagogic approach can be migrated successfully across different topics.' Useful to plan blended learning activities.
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.
sefaye

Example of Students Designing Content in Blended Courses - 18 views

Love it! Thank you for sharing! I'm not sure it would fly at my institution, but I would love to try.

blended learning blendkit2016

started by Roberta Gentry on 30 Mar 16 1 follow-up, last by sefaye on 03 Apr 17
leslieindurango

Efficiency versus Quality in Online Course Design - 30 views

This is extremely topical as an institution in my state (Colorado) just got placed on prohibition with the Higher Learning Commission because the quality of their online programs were problematic. ...

started by Sherri Lancton on 30 Mar 15 3 follow-ups, last by leslieindurango on 22 Mar 16
Henrie Paz-Amor

5 Learning Benefits of Conducting a Blended Class | Gogh Van Go - 17 views

goghvango.wordpress.com/...-of-conducting-a-blended-class

blended learning benefits instructional design blendkit2015

shared by Henrie Paz-Amor on 06 Apr 15 - No Cached
  • maytheruffino on 29 Feb 16
     
    Always good to be reminded of it!
tamaranth9

Blended Learning: Integrating Online and Face-to-Face Courses - 0 views

www.facultyfocus.com/...nline-and-face-to-face-courses

blended learning blended learning blendkit hybrid

shared by tamaranth9 on 04 Mar 16 - No Cached
  • tamaranth9 on 04 Mar 16
     
    This article may have been more suited for last week but hey better late than never
James Buckingham

Blended Learning Quality - 2 views

www.blendedlearning-quality.eu

blended learning quality assessment blendkit2016

shared by James Buckingham on 28 Mar 16 - No Cached
  • James Buckingham on 28 Mar 16
     
    An ambitious project being funded by the EU (EU project number 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP) that is designed to "develop an appropriate quality framework as well as tools to evaluate the quality of Blended Learning." Will be interested to monitor how they come to resolve some of the issues pointed out in the Blendkit2016 material.
  • sefaye on 03 Apr 17
     
    Interesting! I was a bit taken aback by the lack of concrete ways to assess online courses from the readings, so this is helpful!
aviejj

ELI Discovery Tool: Blended Learning Workshop Guide - 2 views

www.educause.edu/...lended-learning-workshop-guide

blendkit2014 blended learning

shared by aviejj on 28 Apr 14 - No Cached
  • aviejj on 28 Apr 14
     
    Blended or hybrid learning, an instructional delivery mode in which instruction is conducted partly online and partly face-to-face, has emerged as one of the fastest-growing and most successful instructional models to deliver flexible learning options for today's learners. This site I think would serve us instructional designers who, after this MOOC would have to deliver professional development training to our faculty. This, together with the course materials in BlendKit would make for an awesome PD experience.
Eileen Grodziak

Objectives Builder - 10 views

teachonline.asu.edu/objectives-builder

blended learning blendkit2014 learning objectives

shared by Eileen Grodziak on 29 Apr 14 - No Cached
  • Eileen Grodziak on 29 Apr 14
     
    Use this application to develop instructional objectives for your courses and instructional programs.
  • Cherry Stewart on 01 May 14
     
    Thanks so much for this reference. A great resource that I can put to use immediately.
  • William Buchanan on 01 May 14
     
    Wow! A wonderful tool! Useful for all persons designing courses. Thank you!
aviejj

BlendKit Course: BlendKit Reader: Chapter 1 | Blended Learning Toolkit - 5 views

blended.online.ucf.edu/urse-blendkit-reader-chapter-1

blended learning blendkit2014

shared by aviejj on 22 Apr 14 - No Cached
  • “There is clear consensus that the best strategies for design begins [sic] by clearly defining course objectives before coming up with course activities, assignments and assessments. Course objectives are particularly critical for blended courses because objectives can inform content delivery mechanism (in class or online), pedagogy (bridging between the classroom and online activities), and requisite amount and locations for class meetings and interactions” (p. 11).
    • Laura Adele Soracco
      Laura Adele Soracco on 23 Apr 14
       
      I believe this is the case in any type of course, but I appreciate this being highlighter here since course objectives are key to determine our activities and assessments.
    • aviejj
      aviejj on 27 Apr 14
       
      I agree, course objectives are also essential as it will determine which activities should be online-based or face-to-face
  • blended learning lends itself to learner-centered, teacher-guided (as opposed to teacher-directed), interactive, and student-collaborative learning.
  • Students should be able to perform required tasks online with little or no prompting by the instructor. Of course, teachers should guide their students along, but when a student can accomplish a task online with limited assistance, that student encounters a learning experience that is deeper and more rewarding.
  • Adrian Nicolaiev on 22 Apr 14
     
    BlendKit Course: BlendKit Reader: Chapter 1
Becky Roehrs

How do you set up a flipped/hybrid/blended course? - 1 views

durhamtechsakai.blogspot.co.uk/...t-up-flippedhybridblended.html

blended learning blendkit2014 blended education hybrid

shared by Becky Roehrs on 27 Apr 14 - No Cached
  • Becky Roehrs on 27 Apr 14
     
    If you're interested in setting up a Blended Learning course (a hybrid/ flipped class), you should check out the current Canvas.net course sponsored by EDUCAUSE and the University of Central Florida: Blendkit2014-Becoming a Blended Learning Designer.
Rob Straby

A Self-Directed Guide to Designing Courses for Significant Learning - 1 views

www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

blendkit2014 blended learning education pedagogy

shared by Rob Straby on 29 Apr 14 - No Cached
  • Rob Straby on 29 Apr 14
     
    In the BlendKit2014 Week 01 Webinar, there was a reference to 'backwards planning'. This idea comes from Dee Fink. This article by Fink is a helpful primer on this work.
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