BlendKit

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.

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.

Some readings I found very interesting and helpful about learning activities and assessment online

Dr. Barret is very focused in e-Portfolios and alternative e-assessment. This is her collection of readings and tools around this points.

An specific Classroom Assessment Technique (CAT) has to be evaluated for its use in blended learning environment, if online of offline.

Contact North began as a public funded educational support service to aid colleges and universities in northern Ontario leverage technology to enhance learning. They have evolved over time and provide innovative leadership and training across Ontario. Their "Pockets of Innovation" provides case studies on a range of initiatives, including blended learning.

In support of my blog post at http://learning-technologically.blogspot.com/2014/05/consistency-for-blended-learning-but.html

EDpuzzle provides a very helpful video curation service. You can source videos from 10 online sources (e.g. TED, YouTube, TeacherTube, etc.). The videos can be edited and questions added. What I find most helpful is the learner tracking features, you can actually see what your learners actually do.

"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"

"How Sedaris Writes Great First Sentences I don't know David personally, so the following tricks are pure speculation. But I have no doubt he would agree-or at least say I was close. 1. Find the hook. What draws people? Sex. Violence. Strange circumstances. Bizarre people. Surprising statements. Controversial positions. Of course you won't know the hook until you've written the first draft, which brings me to the next point. 2. Get rid of the first paragraph. Or two. Often, just to get started, we will throw everything on the table in the first couple of sentences. This is a tendency from school to explain what you are about to tell the reader. Break this habit if you want to seduce a reader with a first sentence. 3. Read lots of Sedaris. Or Truman Capote. Hemingway. Any great writer of fiction or non-fiction. 4. Type out a list of great first lines. Make this a long list. This will get you to concentrate and absorb the elements of the sentence. But it will do something else. See next point. 5. Review your list every time you write a first sentence. Need I say more? Your Turn"

Working on the DIY task on formulating assignments, I was looking for some writing tips that could be helpful for students. Here are four from Hemingway.

Onother list from content marketing... Ask yourself 5 questions when you create valuable content: : Is it ... - Findable - Readable - Understandable - Actionable - Shareable Link the checklist (pdf-file): http://www.contentmarketinginstitute.com/wp-content/uploads/2011/04/leibtag_content_checklist.pdf

This is an interesting auto ethnographic study of online learning - strikes me as a parallel method to the one Kelvin Thompson explores in his thesis: http://onlinecoursecriticism.blogspot.com.au/2005/08/overview-of-online-course-criticism.html

A Slideshare presentation

We've collected resources from Edutopia and the Web to help you navigate the possibilities of blended learning, an approach that combines face-to-face and technology-mediated learning, with some student control over time, path, place, or pace.

Site dedicated to the use of technology to implement Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education

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"

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.

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.

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.