Group items tagged determined - BlendKit

Self-determined blended learning: a case study of blended learning design - 5 views

eprints.usq.edu.au/8603

blendkit2014 learning self determined

shared by Marcus O'Donnell on 06 May 14 - No Cached

Michael Kimmig and Ana Cristina Pratas liked it

Marcus O'Donnell on 06 May 14

Interesting reflections on how blended learning facilitates self determination and independent learning

<div class="cArrow"> </div><div class="cContentInner">Interesting reflections on how blended learning facilitates self determination and independent learning</div>

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Scaffolding Student Learning: Tips for Getting Started | Faculty Focus - 1 views

www.facultyfocus.com/...rning-tips-for-getting-started

Scaffolding

shared by docwass on 26 May 14 - No Cached

docwass on 26 May 14

Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.

<div class="cArrow"> </div><div class="cContentInner">Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.</div>

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docwass on 26 May 14

Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.

<div class="cArrow"> </div><div class="cContentInner">Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance. </div>

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Assessment | New Kensington Blended Course Design - 0 views

sites.psu.edu/...assessment

blended learning blendedkit2017 assessments

shared by treal42 on 05 Apr 17 - No Cached

treal42 on 05 Apr 17

How can you determine how well your blended delivery is working for your students? How can you gather information that will enable you to improve your blended design in the future?

<div class="cArrow"> </div><div class="cContentInner">How can you determine how well your blended delivery is working for your students? How can you gather information that will enable you to improve your blended design in the future?</div>

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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

nori barajas-murphy liked it

“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 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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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- 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
  
  <div class="cArrow"> </div><div class="cContentInner">I agree, course objectives are also essential as it will determine which activities should be online-based or face-to-face</div>
  
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blended learning lends itself to learner-centered, teacher-guided (as opposed to teacher-directed), interactive, and student-collaborative learning.
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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.
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Adrian Nicolaiev on 22 Apr 14

BlendKit Course: BlendKit Reader: Chapter 1

<div class="cArrow"> </div><div class="cContentInner">BlendKit Course: BlendKit Reader: Chapter 1</div>

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Blended Learning Course Design Mistakes to Avoid - 1 views

www.facultyfocus.com/...ourse-design-mistakes-to-avoid

blended learning blended learning blendkit education hybrid design

shared by tamaranth9 on 26 Feb 16 - No Cached

tamaranth9 on 26 Feb 16

Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes.

<div class="cArrow"> </div><div class="cContentInner">Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes.</div>

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How Will I Determine That Students Are Learning? - 7 views

DIY 3 Assignment Instructions Heidi Keller Title: Scientific Journal Assignment Learning Objectives: 1.2 Evaluate the validity of information from a variety of information from a variety of sourc...

blendkit2014

started by blendeddesign on 07 May 14 no follow-up yet

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

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