Skip to main content

Home/ BlendKit/ Group items tagged formative

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Dagmar Machutta

7 Effective Templates For Teacher Feedback - Edudemic - 1 views

www.edudemic.com/templates-for-teacher-feedback

templates feedback evaluation evaluation forms blendkit2014 blended learning

shared by Dagmar Machutta on 17 May 14 - No Cached
  • Dagmar Machutta on 17 May 14
     
    "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"
Paula Michniewicz

Formative Assessment for Blended Learning - 2 views

www.youtube.com/watch

blended learning blendkit2014 assessment formative

shared by Paula Michniewicz on 09 May 14 - No Cached
  • Paula Michniewicz on 09 May 14
     
    This five minute video defines formative assessment and gives examples of technology that can be used.
Beth Stutzmann

Formative Assessment Is Foundational to Blended Learning -- THE Journal - 0 views

thejournal.com/...ional-to-blended-learning.aspx

shared by Beth Stutzmann on 03 Mar 15 - No Cached
  • Beth Stutzmann on 03 Mar 15
     
    I feel strongly that blended learning should focus on formative assessment since face to face time is reduced.
Kelvin Thompson

Introducing the Digital Learning Quadrants - 5 views

www.danpontefract.com/?p=1309

eme5050 mooc blendkit digital learning digital learning quadrants quadrant PLN online course blended learning blended digital learning

shared by Kelvin Thompson on 27 Sep 12 - No Cached
  • Kelvin Thompson on 27 Sep 12
     
    An alternative schema to the "digital native" vs. "digital immigrant" dichotomy. Emphasis is placed upon one's own adaptation to technology-rich culture using the axes of "access" and "participation" to form a classification quadrant. Some observations are particularly relevant for participation in informal learning via Personal Learning Networks and open, online courses as well as in technology-mediated academic courses.
  • Bonnie Nicholas on 27 Oct 12
     
    I like this schema! (I tend to like anything that moves away from rigid, binary-type either/or dichotomies, where we are either include/excluded, with few options for growth and movement.) I am really enjoying BlendKit2012 and only wish I had more time to explore.
Kelvin Thompson

2011 COHERE Report on Blended Learning - 2 views

cohere.ca/...ON-BLENDED-LEARNING-FINAL1.pdf

blendkit blended blended learning canada research trends highered

shared by Kelvin Thompson on 22 May 12 - No Cached
  • Kelvin Thompson on 22 May 12
     
    The results of questionnaire responses and document analysis from eight Canadian universities form the basis for this 2011 report on the state of blended learning in Canadian higher education.
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
briandavidson

eduCanon - 7 views

www.educanon.com

flipped assessment vídeo youtube flippedclassroom tools blended learning blendkit2014 learning

shared by briandavidson on 09 May 14 - No Cached
  • briandavidson on 09 May 14
     
    Looks like an interesting way to add a formative assessment component to a video clip to help focus learners on what's important. A free sign-up and free to use tool. An example of the tool in action accompanying a viral video for Mother's Day can be found at: http://www.educanon.com/public/12221/40843?twitter
  • Paula Michniewicz on 15 May 14
     
    Thank you for sharing! I will try this out and see if we want to add it to our flipped classroom training.
Rob Straby

educational-origami - Bloom's Digital Taxonomy - 3 views

edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

blended learning elearning blendkit taxonomy bloomstaxonomy pedagogy

shared by Rob Straby on 26 May 14 - No Cached
  • Rob Straby on 26 May 14
     
    This is a thorough application of Bloom's Taxonomy to the digital learning world. This site provides extensive resources in the form of downloadable PDF files.
Kelvin Thompson

Hybrid Course Initiative | Center for Teaching and Learning | Oregon State University - 13 views

oregonstate.edu/...hybrid-course-initiative

hybrid oregon state university cub kahn blended faculty design

shared by Kelvin Thompson on 21 Apr 14 - No Cached
  • Kelvin Thompson on 21 Apr 14
     
    A robust, faculty-driven resource site from Oregon State University supporting the development of hybrid courses. Design documents excerpted from the work of OSU faculty and short mini-presentations on hybrid design are just a couple of the features of this site.
  • anonymous on 22 Apr 14
     
    Perfect kind of resource I'm looking to collect and be able to share with faculty colleagues on my campus. Examples (or maybe testimonials!) from real, live faculty members are often so much more powerful than hypotheticals.
  • Amy Roche on 28 Apr 14
     
    This is a great resource that I had yet to discover so thank you for sharing! I agree with the individual above that examples from faculty members are so much more powerful. Even having this in video form than written form brings so much more conveyance of the experience.
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.
Phil Taylor

Blended learning: The great new thing or the great new hype? - The Washington Post - 0 views

www.washingtonpost.com/...ew-thing-or-the-great-new-hype

blended blended learning personalized

shared by Phil Taylor on 22 Feb 16 - No Cached
  • If blended learning is to lead to positive outcomes for students, then it must be highly relational, active and inquiry oriented (both online and offline), and commit to empowering students with digital tools.
  • It may also hold value by employing certain technologies that help teachers and students to formatively assess learning
  • nuanced balance that combines both digital technologies and the physical presence of a caring, knowledgeable and pedagogically thoughtful teacher
  • ...1 more annotation...
  • we must achieve a more nuanced balance that combines both digital technologies and the physical presence of a caring, knowledgeable and pedagogically thoughtful teacher. This is not an optional “nice to have,” but a “must have” if children and youth are to build resilience for the future.
William Buchanan

Using Blended Content with Team Based Learning for Clinical Education - 2 views

I changed my teaching from traditional lecture to team based learning after seeing a class using TBL. I was impressed that this would be a better way to teach. I try to have most of the content a...

blendkit2014 education clinical blended learning team based learning

started by William Buchanan on 27 Apr 14 no follow-up yet
Henrie Paz-Amor

Learning about Summative and Formative Assessment - Celt Tips - 0 views

provost.tufts.edu/...tiveandFormativeAssessment.pdf

blended learning BlendKit blendkit2015 hybrid assessment

shared by Henrie Paz-Amor on 18 Mar 15 - No Cached
  • Henrie Paz-Amor on 18 Mar 15
     
    Great pdf to share
1 - 13 of 13
Showing 20▼ items per page