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Carmen Bou-Crick

Blended Learning Cookbook - 8 views

This is a very creative way of providing us with information about blended learning and I enjoyed the presentations and video clips. It put me more at ease at the whole idea of creating a course. ...

blended learning blendkit2014 BlendKit learning education blendkit2015

started by K Creagh on 19 Mar 15 1 follow-up, last by Carmen Bou-Crick on 19 Mar 15
Rob Straby

How to Design & Teach an Online Course Using a Backwards Design Approach - 2 views

www.youtube.com/watch

blended learning blendkit2014 education pedogogy

shared by Rob Straby on 29 Apr 14 - No Cached
  • Rob Straby on 29 Apr 14
     
    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".
  • Paula Michniewicz on 29 Apr 14
     
    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.
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
Beth Kiggins

Faculty Self Assessment for Online Teaching - Web Learning @ Penn State - 2 views

weblearning.psu.edu/...faculty-self-assessment

blended learning teaching

shared by Beth Kiggins on 14 Jul 11 - Cached
  • Beth Kiggins on 14 Jul 11
     
    The faculty engagement subcommittee has developed a faculty self-assessment for online teaching. Check it out! Over the past year, the faculty Engagement subcommittee has worked on a faculty self-asssesment for online teaching. Carol McQuiggan, an instructional designer at Penn State Harrisburg who manged the process, presented the faculty survey and its results at the SLOAN-C conference in Orlando in November of 2008.
  • Amy Roche on 28 Apr 14
     
    Thanks for sharing this resource Beth! Last year I worked with Carol and two other colleagues to revise/update the content of the tool. The main goal was to align it with the Competencies for Online Teaching (https://www.e-education.psu.edu/files/OnlineTeachingCompetencies_FacEngagementSubcommittee.pdf). In addition, we presented the updated version at SLOAN-C in October to solicit feedback. We implemented some of the changes and are putting other suggestions "on hold" as we investigate a different platform to move the tool to in order to address accessibility issues.
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
Beth Stutzmann

Create Engaging Online Presentations - nhinstitutes - 5 views

sites.google.com/...-engaging-online-presentations

shared by Beth Stutzmann on 03 Mar 15 - No Cached
  • Beth Stutzmann on 03 Mar 15
     
    I chose this link for ch 4 because it provides a (short) list of some online technologies currently available and provides tutorials to learn to use them.
  • Beth Stutzmann on 03 Mar 15
     
    I chose this link for ch 4 because it provides a (short) list of some online technologies currently available and provides tutorials to learn to use them.
  • Sherri Lancton on 11 Mar 15
     
    Thanks, Beth - I like this site!!! Especially the first YouTube on how to create good PPTs.
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.
  • utk9603 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.
James Kerr

Poll Everywhere - 0 views

polleverywhere.com

blended learning blendkit2012 blendkit content backchannel hybrid hyflex

shared by James Kerr on 30 Sep 12 - Cached
  • James Kerr on 30 Sep 12
     
    What is Poll Everywhere? The fastest way to create stylish real-time experiences for events using mobile devices Poll Everywhere replaces expensive proprietary audience response hardware with standard web technology. It's the easiest way to gather live responses in any venue: conferences, presentations, classrooms, radio, tv, print - anywhere.
Marcus O'Donnell

Writinign with Video - 7 views

www.writingwithvideo.net

multimedia

shared by Marcus O'Donnell on 01 May 14 - Cached
  • Marcus O'Donnell on 01 May 14
     
    This isn't exactly a blended learning course but it includes a lot of resources if you are getting students to do self directed multimedia courses as part of blended learning design. I also really like the curriculum design/progression. It is an advanced composition course that engages students in a comprehensive exploration of contemporary rhetoric, creative inquiry, design thinking, media authorship, self-reflection, and social engagement. Directed writings in concert with video production projects allow students to experience an integrated process of thinking, creating, and problem-solving.
  • Lyra Hilliard on 02 May 14
     
    Great resource--thanks!
  • Cherry Stewart on 03 May 14
     
    Most interesting strategies for archiving student work. Great learning objectives as well. Interesting way to present them. This is also an excellent example of how a tertiary educator can integrate information from the web straight into their course work. AND how universities can tap into the wonderful and expert learning tools created commercially (e.g. lynda.com) Thanks.
Rob Straby

Three Generations of Distance Education Pedagogy - 2 views

www.irrodl.org/...890

blended learning blendkit2014 education eLearning

shared by Rob Straby on 12 May 14 - No Cached
  • Rob Straby on 12 May 14
     
    This paper by Terry Anderson and Jon Dron of Athabasca University is relevant to our discussions in Blended Learning. Although their focus is pure distance education, the constructs presented in their material are relevant to our BlendKit2014 work. I think we need to be more clear about how our pedagogical approach drives our learning design.
blendeddesign

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
Amy Roche

Office Mix - Narrated PowerPoint - 5 views

mix.office.com

tool blendkit2014 blended learning blendkit blended hybrid voice narrated lecture

shared by Amy Roche on 20 May 14 - No Cached
  • Amy Roche on 20 May 14
     
    Microsoft Office recently released this free add-on that allows you to easily record your lecture or presentation within PowerPoint, add interactivity including quizzes / external content, etc.
hiddensparks

Video Lessons - Metta.io - Blendkit2015 - 0 views

www.metta.io

DigitalStorytelling presentations storytelling polls Blendkit2015

shared by hiddensparks on 02 Mar 15 - No Cached
  • hiddensparks on 02 Mar 15
     
    "Metta (www.metta.io) is a digital storytelling tool that allows you to create lessons using audio, videos, and images from your computer or from the web. It is a great online app for creating short flipped or blended lessons for students to help them learn outside of the classroom. With this outstanding web application, teachers can easily create a digital content based story, supplemented with images and text. Teachers can also include poll questions in order to test the knowledge of students. So, with Metta, you can easily combine multimedia elements together to produce an awesome digital lesson." (Source: http://www.emergingedtech.com/2013/10/create-digital-learning-content-easily-combining-parts-one-more-videos-with-images-text-audio-using-metta/)
Meica Hatters

Resources for Writing Learning Objectives - 1 views

Writing learning objectives for the online or blended environment can be challenging. Here's a list of resources that can help. https://www.youtube.com/watch?v=7lGX8mndu5w http://theelearningcoa...

objectives blendkit2015 blended learning hybrid

started by Meica Hatters on 01 Mar 15 no follow-up yet
Sherri Lancton

Infographic on Blended Learning - 4 views

I've become very interested in the idea of InfoGraphics as a way of summarizing and communicating information. This one provides some good info and seems to align well with the design process pres...

started by Sherri Lancton on 25 Feb 15 no follow-up yet
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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