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Kelvin Thompson

Creative Commons: A User Guide - 6 views

www.aliprandi.org/cc-user-guide

creative commons cc content intellectual property copyright

shared by Kelvin Thompson on 16 Aug 11 - No Cached
  • Kelvin Thompson on 16 Aug 11
     
    A technical and philosophical implementation guide for media authors who wish to use Creative Commons licensing. Of particular note are the detailed practical instructions for marking specific file types with a CC license.
Amy Roche

Organizing a Blended Course via a Class Guide - 8 views

edtechconnect.mst.edu/...sloan-c_organizing_a_blended_c

blendkit2014 blended learning blended blendkit hybrid class guide guide

shared by Amy Roche on 20 May 14 - No Cached
  • Amy Roche on 20 May 14
     
    Explanation of how to use online class guides to explain to students what is expected in the online and face-to-face portion of a blended / hybrid course. I typically encourage a daily schedule for each face-to-face meeting that is broken down into before class, during class, and after class.
Adrian Nicolaiev

Adobe Connect - Quick Start Guides for Hosts and Participants - 8 views

www.connectusers.com/...quickstart.php

blendkit2014 blended learning blended adobe community blendkit webinar audio connect meeting

shared by Adrian Nicolaiev on 22 Apr 14 - No Cached
  • Adrian Nicolaiev on 22 Apr 14
     
    These guides will help everyone (hosts and participants) in an Adobe Connect meeting. Before your next Webinar, check your audio going to http://admin.adobeconnect.com/common/help/en/support/meeting_test.htm
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.
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
Beatriz Rojo

A Guide to Quality in Online Learning - 4 views

www.icde.org/Online+Learning.b7C_wRbU2t.ips

blendkit2014

shared by Beatriz Rojo on 19 May 14 - No Cached
  • Beatriz Rojo on 19 May 14
     
    This reading from Quality Matters was the prompt for me to searching for possibilities to learn more about online/blended learning. It is clear written and gives very practical informations.
Amy Roche

Faculty Peer Review of Hybrid Courses - 3 views

facdev.e-education.psu.edu/...peerreviewhybrid

blendkit2014 blended learning blendkit hybrid Assessment quality peerreview

shared by Amy Roche on 27 May 14 - No Cached
  • Amy Roche on 27 May 14
     
    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"
joannescott

Writing Effective Instructions - 1 views

www.youtube.com/watch

blendkit

shared by joannescott on 18 Mar 16 - No Cached
  • joannescott on 18 Mar 16
     
    This cute video uses Legos to demonstrate the critical components of writing effective instructions. Both the video production and content are high quality; worth 5 minutes of your time if you are looking for an instruction writing guide.
Marcus O'Donnell

Netskills: e-Learning Fundamentals - 1 views

www.netskills.ac.uk/...500

elearning biggs blendkit2014

shared by Marcus O'Donnell on 28 Apr 14 - No Cached
  • Marcus O'Donnell on 28 Apr 14
     
    A good resource here. JISCNetskills provides training throughout the UK Higher Ed sector and they have a lot of their course guides online. This gives a very good basic introduction to theories and models of elearning. Some good ideas on sequencing.
Margarita Ortiz

Blended Learning for Language Teaching - 2 views

www.cambridge.org/...Blended-Learning-Combined.pdf

blendkit2014 blended learning language learning

shared by Margarita Ortiz on 28 Apr 14 - No Cached
Beatriz Rojo liked it
  • Margarita Ortiz on 28 Apr 14
     
    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.
  • Beatriz Rojo on 28 Apr 14
     
    Thanks Margarita! I am also a Foreign Language Teaching and this information is very useful for me!
  • Dagmar Machutta on 30 Apr 14
     
    Tanks! A great resource.
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.
absanchezprieto

Designing a blended course using ADDIE to guide instructional design - 1 views

mrsalas.com/toguideinstructionaldesign.pdf

blended learning blendkit2014 ADDIE course design

shared by absanchezprieto on 27 Apr 14 - No Cached
  • absanchezprieto on 27 Apr 14
     
    I have found this study case quite interesting. I thing it will be especially useful for those who (like me) have used the ADDIE method for their f2f course design.
ebraden14

"Flipping" a class - 2 views

ctl.utexas.edu/...flipping_a_class

blended learning blendkit2014 blended education highered

shared by ebraden14 on 01 May 14 - No Cached
  • ebraden14 on 01 May 14
     
    The Center for Teaching & Learning at the University of Texas-Austin offers useful information including a basic framework, benefits and references about flipping, and a quick-start guide with tips, techniques, and tools.
Marie Inanli

Create custom playlists correlated with many textbooks. - 2 views

www.hippocampus.org/HippoCampus

K12 flipped learning blendkit2014

shared by Marie Inanli on 06 May 14 - No Cached
  • Marie Inanli on 06 May 14
     
    One former employer provided pacing guides. This resource streamlined the process of selecting corresponding animations and video clips.
Christina Crawford

Guidelines for Inquiry-Based Project Work - 2 views

cgi.stanford.edu/...enewsletter.php

blendkit2015

shared by Christina Crawford on 09 Mar 15 - No Cached
  • Christina Crawford on 09 Mar 15
     
    This is article provides info for guiding team-based, inquiry-based projects which could be a useful activity for F2F
denalesh

Writing Good Multiple Choice Test Questions - 0 views

cft.vanderbilt.edu/...multiple-choice-test-questions

blendkit2017 assessment quizzes

shared by denalesh on 16 Mar 17 - No Cached
  • denalesh on 16 Mar 17
     
    Writing Good Multiple Choice Test Questions. By Cynthia J. Brame, CFT Assistant Director Writing good multiple choice test questions. Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Examples and Models
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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